In the environmental design professions, many students and practitioners lack confidence in visual communication skills, especially in the case of quick perspective sketching. For many, sketching as a beneficial design tool is not fully learned or appreciated.This study explores sketching fundamentals and a teaching technique to promote perspective sketching as an effective design tool. Experimental workshops were conducted with various beginning environmental design students in three universities. Students responded to a post-workshop questionnaire which attempted to solicit feedback about the demonstrated sketching technique as to whether the technique 1) increased their ability, 2) increased their confidence, 3) increased their enjoyment, and 4) increased their willingness to pursue sketching in the future. Students were also evaluated on the degree of improvement according to simplicity, clarity and proper perspective setting of their sketches.The results suggested that the workshop, teaching methods and sketching techniques were successful. Students showed marked improvement and indicated in the questionnaire that they enjoyed the experience and were pleased with their new skills. They also indicated a positive feeling about the teaching methods and the sketching techniques. / Department of Landscape Architecture

Thesis (M.Arch.) - Carleton University, 2005. / Includes bibliographical references (p. 135-137). Also available in electronic format on the Internet.

Thesis (M. Arch.)--Carleton University, 2008. / Includes bibliographical references (p. 91-92). Also available in electronic format on the Internet.

Thesis (doctoral)--Rheinische Friedrich Wilhelms-Universität, Bonn, 1999.

Thesis (Ph. D.)--University of Pennsylvania, 1930.

Thesis (M.S.)--Mississippi State University. Department of Architecture. / Title from title screen. Includes bibliographical references.

Thesis (M.S.)--University of Missouri-Columbia, 2004. / Typescript. Includes bibliographical references (leaves 38-39). Also available on the Internet.

Thesis (M.S.)--University of Missouri-Columbia, 2004. / Typescript. Includes bibliographical references (leaves 38-39). Also available on the Internet.

I began with a place, the Roman ruin of San Lorenzo in Milan. This place has been a "provocateur," not an object or a set of parameters from which I responded. Architectural readings of the city are contaminated with foreshadowings or hints of what is yet to appear. One may read the city as "Janus" who pulsates back and forth leaving traces of past cosmogonies which look forward to being remembered. As the "haruspex" regards the liver in order to auspiciously found a city, distinct bodies of the city are "mirrors of the world at the moment of sacrifice." Reading the city as a Janus-faced entity suggests a slippery liminal zone between what is often clearly separated as existing and intervening. The act of drawing the site is also an act of remaking the site. The section of the city is a hieroglyph to be deciphered and "completed." This "completion" is necessary but not absolute. / Master of Architecture

Este trabalho busca salientar a importância do ensino de desenho à mão nos cursos de Arquitetura e Urbanismo, com foco no desenho de observação, que possibilita um contato atento com objetos e a realidade urbana. Para isso, foi realizado o resgate de conceitos sobre as origens do desenho de arquitetura e com base na fenomenologia da percepção, instauramos três instâncias do ato do desenho a partir das quais realiza-se a revisão bibliográfica e a leitura de dois estudos de caso: a visual, a sensorial e a cognitiva. Ademais, os estudos das disciplinas de desenho nos cursos de Arquitetura e Urbanismo no Instituto de Arquitetura e Urbanismo (Universidade de São Paulo, campus São Carlos, Brasil) e na Faculdade de Arquitetura da Universidade do Porto (Porto, Portugal), pretenderam entender as metodologias de ensino, mas principalmente, como cada escola explora o desenho à mão, seja como ferramenta de projeto, comunicação, expressão pessoal ou representação gráfica. Verifica-se o desenho de observação como ponto de partida dos ciclos pedagógicos, de onde se derivam outras propostas para a mediação de um olhar atento, uma percepção sensível dos espaços e da cidade, de seus registros pelo desenho e interações nos processos de projeto. / This work aims to highlight the importance of teaching freehand drawing in the courses of Architecture and Urbanism, focusing on the observation drawing, which allows a close contact with objects and urban reality. In order to do so, we have retrieved concepts about the origins of architectural drawing and based on the perception phenomenology, we set up three instances of the drawing act from which the bibliographic review and reading of two case studies are performed: the visual, the sensory and the cognitive. In addition, studies of the subjects of drawing in the Architecture and Urbanism courses at the Institute of Architecture and Urbanism (University of São Paulo, Campus São Carlos, Brazil) and at the Faculty of Architecture of the University of Oporto (Oporto, Portugal) pretend to understand teaching methodologies, but mainly, as each school explores drawing by hand, as a tool for design, communication, personal expression or graphic representation. The observation drawing is seen as the starting point of the pedagogic cycles, from which other proposals are derived for the mediation of an attentive look, a sensitive perception of the spaces and the city, of its registers by the drawing and interactions in the design processes