Even though the influx of technology into learning modalities and methods has drastically changed the way we acquire and process information, using books for learning purposes has been an undiminished practice since the 16th century. Both students and teachers rely on textual information for active and passive learning. This process of reading to make meaning of written texts is viewed as the most important skill of language which fosters the academic success of a learner.
But often this reading experience is overwhelming due to the abundance of text-based information and the limited attention span of learners. Excessive reliance on textual content can lead to cognitive overload, especially when learners struggle to extract meaning from dense information – which highlights the need for alternatives to traditional reading. On the flip side, deep reading – a discipline required to engage deeply with an analytical piece of information, builds the mental stamina necessary for academic success. This practice develops concentration and critical thinking, skills that are crucial in today’s fast-paced, distraction-heavy environment.
Sketching to Remember
A balanced approach is key, particularly in architecture, where visual communication is a primary mode of understanding and expression. Sketching combines clear visuals with deep thinking, helping students understand and remember information better. When students sketch, they actively engage with the material and transform abstract information into visual representations. This process strengthens memory pathways by linking textual or verbal information with imagery, a cognitive process proven to enhance recall. This foundational level of thinking – Sketching, as proposed in Bloom’s taxonomy forms the basis for higher-order thinking in architectural pedagogy.
The act of sketching requires focused attention. It involves observing, analyzing, and translating ideas into visual forms which reinforces the learners’ understanding of fundamental concepts. Imagine visiting an iconic site – does it truly help you grasp the scale, proportion, and material details by simply taking a photograph or does the multisensory engagement of combining sight, movement, and cognition – sketching, help you comprehend the space better? Which fosters a stronger connection to what you see in front of you by stimulating different areas of your brain?
The repeated review of content as a learner refine their sketches every time by revisiting the material, strengthens their foundational knowledge. This iterative process aligns perfectly with the “Remember” stage of Bloom’s taxonomy, ensuring that basic information is not only memorized but also retained for future application in complex problem-solving and ideation.
Like many architects, Le Corbusier, one of the most influential from the 20th century, emphasized the importance of sketching as a tool for observation and memory in his writings and practice. In his book Journey to the East, Le Corbusier documented his travel through Europe and the East in 1911. He has documented numerous sketches of ancient ruins and vernacular architecture which not only translated his observations but also allowed him to internalize the spatial and cultural essence of the places he visited. Later, these visual memories significantly influenced his architectural philosophy, such as his concepts of proportion, structure, and spatial design. This active process of observation and drawing helped him retain intricate architectural and spatial knowledge, which became a foundation for his revolutionary designs. His practice highlights how sketching is a powerful tool for memory, analysis, and creativity in architectural pedagogy.
To ideate and iterate
Sketching is a key part of design thinking that serves as a medium to explore, communicate, and refine ideas. Sketching and drawing are the foundational practices in architectural pedagogy that function beyond just as a visual representation tool by expanding its horizon into iterating and problem-solving. This process of creating and analyzing sketches that foster critical thinking and support iterative learning is considered to be an invaluable part of architectural pedagogy.
A compelling example is the work of Renzo Piano during the conceptualization of The Shard in London. In March 2000, during a meeting with property developer Irvine Sellar, Piano rapidly sketched his idea for the building on a restaurant napkin. He used quick sketches to convey the building’s iconic tapering form, enabling discussions about scale, light, and urban context. These sketches served as a visual anchor for collaboration and iterative problem-solving, ultimately shaping the building’s innovative design.
Sketching is an important skill in architectural pedagogy. It helps us remember ideas better because our brain processes visual information more effectively than text—a concept known as the picture superiority effect. But with the rise of AI tools in architecture, there’s a concern that these advancements could replace the skills developed through hand drawing. Drawing and sketching develop important skills in an individual such as hand-eye coordination, observation, and spatial reasoning, which are all considered vital for the creativity and problem-solving of an individual. Even though AI improves performance efficiency through expedited operations, the lack of an intuitive human-centric sketching process is irretrievable.
For architectural pedagogy to remain inclusive and effective, educators and professionals should use AI tools thoughtfully. Such technologies are suitable to enhance or supplement the learning objectives but shouldn’t substitute the fundamental activity of sketching. By balancing AI with traditional methods like sketching, we can ensure that architectural learning stays innovative and grounded in hands-on creativity.
Citations for Websites:
- Lamont, T. (2012). Renzo Piano: my inspiration for the Shard. The Observer. [online] 30 Dec. Available at: https://www.theguardian.com/artanddesign/2012/dec/30/shard-renzo-piano-inspiration. [Accessed 28 Nov. 2024].
Citations for Book:
- Corbusier, L. (1987). Journey to the East. MIT Press (MA).
