Draw fast, draw slow: the dichotomy in learning architectural representation
DOI:
https://doi.org/10.5821/jida.2024.13255Keywords:
hand drawing, digital drawing, learning,reflection, KahnemannAbstract
In contemporary architectural education, graphic representation plays a key role in student education. To translate abstract ideas into coherent visual images is a fundamental skill in architecture. While hand-drawing has been essential for developing this ability, digital tools have challenged traditional methods, changing both the tools and ways of thinking in architecture. Instead of viewing manual and digital techniques as opposites, this paper defends that they should be understood as complementary. Hybridizing these methods, rather than their strict separation, fosters a balanced approach where slow, reflective processes coexist with faster and automatic ones. By integrating both approaches, students develop a deeper spatial understanding and technical competencces. The teaching experience presented here highlights the importance of adapting to the cultural context, marked by immediacy and digital overstimulation, and emphasizes that learning to be an architect means learning to draw, whether by hand or digitally.
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