Paper short abstract:

The study examines the role of bespoke drawing tools in the interpretation and realisation of architectural ideas in order to challenge the bypassing of intuitive design processes inherent within digital tools.

Paper long abstract:

Traditionally the role of the architect was one of designer where architecture was considered an intellectual pursuit that questioned the context of building, rather than building itself . As such traditional methods of training focused on 'the hand', a recognised means of engaging in design thinking and one that valued craft as a means of exploring and conveying design ideas. The prevailing approach to architectural education however is now sited in Computer Aided Design, promoting it from presentation tool to an indispensable interface for designers.

As an educator in the design studio however it has become clear that students who utilise digital tools at the expense of the hand are frequently unable to drive their own enquiry. It is considered that the use of 'new' digital tools at the expense of 'old' freeform ways of working has undermined the key values inherent within traditional means of doing and learning, and of understanding the tool. In response a series of projects were designed to bridge this gap by creating alternative tools to facilitate design investigations via drawing.

Students were tasked with designing new drawing instruments to analyse a key idea, and via its design and making engage with the architecture of the idea itself. The construction of the bespoke drawing tools also forced an active critique between the means of input and output and the inherent avenues for architectural design beyond preconceived routes. Resultant projects demonstrated unpredictable and curious interpretations, and opportunities beyond the formal digital representations of ideas so prevalent today.