It is 5½ centuries since Brunelleschi added perspective drawing to the architect's box of tricks or tools. As a trick, it no longer astonishes; is it still useful as a tool? The overwhelming majority of American schools of architecture or, to be precise, 63 out of 68 member schools of ACSA, who replied to a questionnaire sent them by Mr. Beal, evidently believe that it is. At any rate, they require it of their students one way or another—65 percent in conjunction with architectural design, 18 percent as part of a graphics course, 17 percent as a separate course. The time devoted to it and the store set by it vary widely from school to school—in clock hours, where it is taught in conjunction with other subjects, from a few to over 300 (with the mean about 48), and in semester credit hours, where it is taught separately, from 1 to 3. Here the author discusses the implications of these and other statistics, relating to the methods used in making descriptive drawings, obtained by his questionnaire.
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