Analogue x digital: Parallel techniques for design learning

Matthews, L; Donnelly, S

Analogue x digital: Parallel techniques for design learning

Matthews, L

Donnelly, S

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Publisher:: Intellect Ltd
Publication Type:: Journal Article
Citation:: Drawing: Research, Theory, Practice, 2019, 4 (2), pp. 225 - 244
Issue Date:: 2019-12-31

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Field	Value	Language
dc.contributor.author	Matthews, L https://orcid.org/0000-0002-2804-940X	en_US
dc.contributor.author	Donnelly, S https://orcid.org/0000-0001-8558-8285	en_US
dc.date.issued	2019-12-31	en_US
dc.identifier.citation	Drawing: Research, Theory, Practice, 2019, 4 (2), pp. 225 - 244	en_US
dc.identifier.issn	2057-0384	en_US
dc.identifier.uri	http://hdl.handle.net/10453/137012
dc.description.abstract	With urban space under the ubiquitous scrutiny of digital visioning technologies, the city is now imaged by means of a pixel grid containing ephemeral, qualitative data presented as colour, brightness and shape. Unlike traditional analogue pictorial representational modes, the digital image is a highly transformable mechanism with an unstable distribution of data across its pixel array. As a consequence, representation in the form of spatial abstraction demands not only a new approach to the learning and implementation of traditional disciplinary drawing practice, but a rethinking of the alignment and cooperative nature of analogue and digital drawing models when applied to effective design development. In a pedagogical context, the transition of spatial representation between analogue and digital modes has profound implications for how the student connects seminal drawing and design processes to both the sensorial realm and the physical experience of lived space. This article therefore explores the enhancement of tertiary learning in digital and abstract literacy through new drawing techniques. Underpinned by a new relationship between representation and envisioned physical space, the techniques are applied within learning environments in parallel with existing analogue pictorial procedures. By building curriculum for foundational students that provides a framework of linked spatial experiences aligned across analogue and digital domains and coupled with tasks focused on the development of conceptual thinking, it proposes increased student success in future studios and professional practice.	en_US
dc.publisher	Intellect Ltd	en_US
dc.relation.ispartof	Drawing: Research, Theory, Practice	en_US
dc.relation.isbasedon	10.1386/drtp_00004_1	en_US
dc.title	Analogue x digital: Parallel techniques for design learning	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	4	en_US
utslib.location.activity	United Kingdom	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1299 Other Built Environment and Design	en_US
utslib.for	1901 Art Theory and Criticism	en_US
utslib.for	1905 Visual Arts and Crafts	en_US
utslib.for	1203 Design Practice and Management	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Architecture
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	2	en_US
pubs.publication-status	Accepted	en_US
pubs.volume	4	en_US

Abstract:

With urban space under the ubiquitous scrutiny of digital visioning technologies, the city is now imaged by means of a pixel grid containing ephemeral, qualitative data presented as colour, brightness and shape. Unlike traditional analogue pictorial representational modes, the digital image is a highly transformable mechanism with an unstable distribution of data across its pixel array. As a consequence, representation in the form of spatial abstraction demands not only a new approach to the learning and implementation of traditional disciplinary drawing practice, but a rethinking of the alignment and cooperative nature of analogue and digital drawing models when applied to effective design development. In a pedagogical context, the transition of spatial representation between analogue and digital modes has profound implications for how the student connects seminal drawing and design processes to both the sensorial realm and the physical experience of lived space. This article therefore explores the enhancement of tertiary learning in digital and abstract literacy through new drawing techniques. Underpinned by a new relationship between representation and envisioned physical space, the techniques are applied within learning environments in parallel with existing analogue pictorial procedures. By building curriculum for foundational students that provides a framework of linked spatial experiences aligned across analogue and digital domains and coupled with tasks focused on the development of conceptual thinking, it proposes increased student success in future studios and professional practice.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/137012