Over the last six or seven years I’ve developed a series of drawing activities and processes that I’ve taught to my undergraduate students. The course emerged out of a need to teach our students a diverse range of ideational processes; activities to adopt and adapt to aid their design practice. Over the years I’ve also run the exercises with creative professionals, I’ve started to see that they have value outside of a design education. They aid the thinking process, allowing people to think previously unthought of ideas. They also act as a space of thinking, a slow space where ideas grow, mutate and propagate.
A few years back I had the pleasure of doing some drawing with the lovely Jack Schulze, from BERG (then Schulze & Webb), were we explored ideas during the early stages of Olinda. Since then Jack and Matt Jones have taught some great projects employing some of the techniques, naming them ‘The Matt Ward Manoeuvre’. By giving the excercises a name they’ve elevated them to point that I now feel a little embarrassed that I’ve never written about it. I’ve always felt there is a book in this, but for now, a blog post or two will have to do.
I’m currently at AHO in Oslo running a workshop about non-linear, disruptive creative processes. Re-presenting the activities to a new audience has forced me to reconsider how to explain and contextualise them.
My starting point is this drawing, by me in 1997. The drawing was for a college project, it was the drawing that changed everything. At the time I really didn’t like drawing, I continually fell back to a position of comfort where I’d write and read in order to generate ideas. I was aware that to become a ‘good designer’ drawing was necessary, so I set out to practice. It took months of painful failure, until one morning something snapped, I didn’t care anymore. I drew and what the result looked like didn’t matter, with this came an immense sense of relief and with relief came a relaxed calm, where ideas flowed freely and drawing started to work for me.
Over self-awareness and the weight of a poor school education are the main factors that stop people making the most of their drawing. We are constantly told what a ‘good’ and ‘correct’ drawing is, with these preconceptions we miss the true power of drawing; the intimate link between mind, eye and hand and its effervescent ability to stimulate invention. Striping back preoccupations of ‘reality’ representation and the need to build confidence in order to allow the mind and hand to meander are two of the main challenges in drawing education.
Ideational drawing is always ‘in action’, it happens in real time and therefore the focus needs to be on the moments it provokes not the product that results. Ideational drawing sets up a thinking space, where ideas can be spatialised, connected and tested. By locating ideas in a visual form on the space of a page, you can see new relationships and opportunities.
Although the drawing I advocate provokes a state of mind in which ideas grow and develop, the value of the drawing doesn’t stop generating meaning after the act. The drawings I complete, act as a resource for future action, ideas are held in latent form, ready to emerge at a different time in a different context.
Drawing is one of many possible ideational strategies, it works best in combination with other techniques: Draw, scan, print, model, make, draw, photograph, film, model, draw… repeat. When drawing is placed against other techniques, it changes and adapts, this allows for a layering of textual complexity.
Once you have developed a fruitful drawing practice, it is a deeply personal process, you can start to build a language of cross-referencing. Drawings start to connect with each other, shortcuts are used and a form of drawn intertextuality allows for a conceptual shorthand. It’s here that practice (your 10000 hours) is needed, it takes an extraordinary effort to reach a form of zen enlightenment with drawing, but once you get there, you can unlock a fantastic resource.
Next post: Techniques and tips… exercises in drawing