Challenge & selection: Effective visual thinking begins with having tools that allow an uninhibited  exchange between mind and matter. Ideally, one negotiates between  sketching and making to formulate, verify and modify representations of  thought. This activity helps in making a cognitive connection to both  purposeful and discovered information. If student abilities are limited in  either area – can only draw or only make - then the kinds of information that  will be understood and the possibilities that can be generated are  diminished. Because making requires more preparation, varied materials and  tools, and is not as nimble or economic as drawing, it is often most effective  in the supporting role. Consequently, drawing has emerged as the dominant  tool in visualization, particularly in the early phases.   Application: Drawing is an innate ability that is typically suppressed in early childhood.  The consequence is that adult students tend to be fearful of drawing  because of an often misplaced notion of goals. Typically when one thinks of  drawing it is thought of from either the artistic or technical approach. The  images of beautifully illustrated works of art or highly specified  documentations often come to mind. However the goals of many who desire  to communicate visually fall between these extremes.

Insight: Design drawing offers an approach that is better supportive of their goals. By  placing drawing in the context of a tool for thinking and effective  communication, the clarity of the idea becomes paramount enabling one to  express information without overly critical assessment of artistic or technical  merit. This allows inexperienced drawers to gain confidence and ability in  visual thought and expression.


Challenge & selection : Effective visual thinking begins with having tools that allow an uninhibited exchange between mind and matter . Ideally , one negotiates between sketching and making to formulate , verify and modify representations of thought . This activity helps in making a cognitive connection to both purposeful and discovered information . If student abilities are limited in either area – can only draw or only make - then the kinds of information that will be understood and the possibilities that can be generated are diminished . Because making requires more preparation , varied materials and tools , and is not as nimble or economic as drawing , it is often most effective in the supporting role . Consequently , drawing has emerged as the dominant tool in visualization , particularly in the early phases . Application : Drawing is an innate ability that is typically suppressed in early childhood . The consequence is that adult students tend to be fearful of drawing because of an often misplaced notion of goals . Typically when one thinks of drawing it is thought of from either the artistic or technical approach . The images of beautifully illustrated works of art or highly specified documentations often come to mind . However the goals of many who desire to communicate visually fall between these extremes . Insight : Design drawing offers an approach that is better supportive of their goals . By placing drawing in the context of a tool for thinking and effective communication , the clarity of the idea becomes paramount enabling one to express information without overly critical assessment of artistic or technical merit . This allows inexperienced drawers to gain confidence and ability in visual thought and expression .