Skirting the sketch: an analysis of sketch inhibition within contemporary design higher education

Thurlow, L, Ford, P ORCID: https://orcid.org/0000-0002-9607-3292 and Hudson, G, 2018. Skirting the sketch: an analysis of sketch inhibition within contemporary design higher education. International Journal of Art & Design Education. ISSN 1476-8062

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Abstract

Sketch inhibition is regularly alluded to by educators within design higher education and one with increasingly marked effects on industry. Over the past thirty years, students have been observed to engage less with the manual processes of design development process in favour of other activities perceived as more attractive, to the detriment of their development as effective designers. This article offers an evaluation of literature which supports the importance of sketching to the design process across a variety of disciplines, its anatomy and functions and demonstrates its role in cognitive support, as a language, a means of reflection, communication and storage of information and the micro‐processes it embodies. Initial findings regarding the symptoms of sketch inhibition are presented: from avoidance of studio sessions and minimal design development, to an overreliance on digital tools. It considers causes, ranging from lacking skill‐sets, psycho‐social, to technological, and although further investigation is recommended to establish depth and enable development of an appropriate pedagogical framework for its management within HE, various methods are offered at this stage for use by educators: these include fine art exercises, a rigorous pursuit of quantity and even paper type.

Item Type:	Journal article
Publication Title:	International Journal of Art & Design Education
Creators:	Thurlow, L., Ford, P. and Hudson, G.
Publisher:	Wiley-Blackwell
Date:	23 November 2018
ISSN:	1476-8062
Identifiers:	Number Type 10.1111/jade.12207 DOI
Divisions:	Schools > School of Art and Design
Record created by:	Jonathan Gallacher
Date Added:	27 Nov 2018 15:27
Last Modified:	31 May 2021 15:13
URI:	https://irep.ntu.ac.uk/id/eprint/35145

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