Drawing as “learning to see”: A strategy to locate the “white/open space” that encourages intuitive thinking in designers

Abstract

It is essential for designers to keep up with evolving technologies so that they can function within the networked knowledge economy. However, there is a growing awareness that, because design outcomes are purpose driven and practical, designers should have the knowledge and skills to be able to move comfortably between the real and the virtual worlds. The intention of this article is to examine an integrated, multidisciplinary design foundation course in South Africa, with the aim of demonstrating that the development of drawing skills or “thinking through making” should continue to play a significant role in educating designers. “Learning to see” through drawing can develop the necessary self-awareness and self-confidence in students to enable them to engage in the iterative creative process—thereby encouraging generative self-criticism. Moreover, drawing as a subject, when strategically planned within the design foundation curriculum, can contribute to creating the “white/open space” that encourages intuitive thinking to take place in novice designers.