ESTU Journal of Sketchle, vol.2, no.1, pp.8-15, 2022 (Peer-Reviewed Journal)
Approaching drawings only within the framework of representation and visual language notions may suggest a rather limited scope that emphasises only the internal thinking and representational aspects of drawing. Therefore, within the scope of this study, drawings were handled as a visual and verbal-based education and learning tool where students could approach their ideas critically. On-going dialogue between drawing and students, which includes critical thinking and research, can be defined as a kind of interaction in which students can argue with themselves using lines, and it has content about the individual and the produced representation. Another form of interaction is related to the understanding of design students and instructors as well as the effective communication between them. In this context, the research starts an argument in the light of written and visual data on how drawing can contribute to the education process by revealing some clues about the function of lines in the first-year design studio as a learning tool, and how students perceive, employ and may use the act of drawing.