Back to the drawing board? : exploring process drawing and pathways to drawing participation in higher education for graphic design students

Abstract

"I can't draw". "Idon'tdraw." While facilitating my first brainstorming session with undergraduate Visual Communication, Designstudents at Western Sydney University (WSU), I was struck by the absence of any drawing activity in the classroom. Technological innovations have significantly reduced the role of drawing in the design process since the mid-eighties; however, research confirms sketching, or indeed any form of hand-eye coordination provides valuable cognitive and communication functions in the creative process. The ambiguous nature of a freehand sketch allows for creative interpretation, encourages 'fluency' and iteration, and provides a 'thinking trail' for evaluation. The physical act of drawing can also aid concentration and memory. Many professional designers recognise process drawing as a vital ingredient in their creative thinking processes and those of new graduates. Through a literature review and reflection on my creative practices, this thesis identifies the benefits of process drawing to think, create, communicate and collaboratein the design process. So, if drawing is so useful, why don't design students use rough sketches and thumbnails in the classroom?Through a practice-led enquiry, I reflect on observations made as both "insider" and "outsider" within my communities of practice. As a professional design practitioner, visual artist, teacher and researcher, I investigate the role and value of process drawing in the twenty-first-century classroom.The attitudes, behaviours and 'designerly'practices of WSU design students are explored through a multiple-choiceWhy draw?questionnaireconducted over six years.The interviews and group discussions with final-year, high achievingWSU designstudents help clarify the creative thinking practicesof these participants and identify possible barriers to wider drawing participation. The observations,interpretation of theliterature and questionnaire and interview findings underpin the studio exploration into possible pathways to foster drawing participationin the classroom. ASpeed Squigglingactivity was designed to demonstrate the value of drawing and to encouragedivergent thinking, iteration, creative flow, and design thinking skills. APre-and Post-Why draw?questionnaire was collected from second-year WSU Design students before and after theSpeed Squigglingtrial. An analysis of students' written and visual responses explores the effectiveness of this kind of drawing activity to encourage and foster drawing participation.Back to the drawing board?adds to the critical discourse in drawing research and design education that argues process drawing has an important role to play in the twenty-first century classroom and should continue to be clarified, demonstrated and encouraged in design education.

Date of Award	2021
Original language	English