Universal Journal of Educational Research Vol. 6(9), pp. 2036 - 2046
DOI: 10.13189/ujer.2018.060923
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An Analysis of Sketch Inhibition within Contemporary Design Education

Lisa Thurlow ^1,*, Peter Ford ^2
1 School of Design, De Montfort University, Leicester, United Kingdom
² Commercial Design Unit, De Montfort University, United Kingdom

ABSTRACT

Sketch inhibition is regularly alluded to by educators as a phenomenon within design higher education, and one having increasingly marked effects on industry - but has garnered little attention from academics. This paper provides a meta-analysis of the literature and evaluation of the anatomy and functions of sketching during design ideation across a variety of disciplines. It demonstrates the importance of sketching for cognitive support, as a language, a means of reflection, and storage of information. It presents initial findings from the literature related to symptoms; from avoidance to an over reliance on digital tools and considers its causes, ranging from psycho-social, to technological. Fine art exercises have proven beneficial to its management, however further investigation is recommended to establish depth and enable a framework for its management within HE.

KEYWORDS
Design Education, Design Methodology, Design Method(S), Design Tools, Sketch Inhibition

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Lisa Thurlow , Peter Ford , "An Analysis of Sketch Inhibition within Contemporary Design Education," Universal Journal of Educational Research, Vol. 6, No. 9, pp. 2036 - 2046, 2018. DOI: 10.13189/ujer.2018.060923.

(b). APA Format:
Lisa Thurlow , Peter Ford (2018). An Analysis of Sketch Inhibition within Contemporary Design Education. Universal Journal of Educational Research, 6(9), 2036 - 2046. DOI: 10.13189/ujer.2018.060923.