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.
Highlights
This paper is based on research conducted during a year-long investigation into the little-considered phenomenon of sketch inhibition among UK design students and new graduates: an issue continually mooted among educators and industry alike, but is one that has attracted little interest from academic quarters
The aim was to establish the nature and extent of sketch inhibition within design higher education, (HE), in order to develop a tool for its management
Forward and backward citation searches were most effective: the position of sketch inhibition within a much wider literature environment meant that the work of relatively few academics provided most impact
Summary
This paper is based on research conducted during a year-long investigation into the little-considered phenomenon of sketch inhibition among UK design students and new graduates: an issue continually mooted among educators and industry alike, but is one that has attracted little interest from academic quarters. Sketch inhibition is an issue prevalent among higher education design courses in the UK and evidence from the literature supports this, [1–3. It is most apparent during studio-based teaching sessions and appears to be increasing as a phenomenon, its symptoms being embodied in student behaviour and the quality of design output. There is a growing gap in the skillsets of design graduates, and one that education appears to be neglecting Based upon these initial findings, an investigation into the nature and extent of sketch inhibition among student designers appears to be necessary
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