Abstract
This study investigates the relationship between verbal and visual modes of thinking among novice design students, focusing on their mutual influences and exchanges. Conducted within an undergraduate course, Design Communication II, the study engaged eleven students in a series of exercises and workshops over a fourteen-week period designed to facilitate transitions between verbal and visual thinking. The research aimed to explore the effects of incorporating verbal exercises into a drawing course, understand how students respond to a curriculum that equally emphasizes verbal and visual activities, and assess the impact of verbal discussions on visual communication methods. Using participant observation as the primary method, with fieldnotes serving as a key data source, the study also employed a student feedback survey and semi-structured interviews to gather insights. The data was analyzed through ethnographic content analysis. The findings reveal that incorporating verbal exercises into a drawing course significantly enhanced students' conceptual understanding of sketching, fostering deeper awareness of personal drawing styles and the interplay between verbal and visual thinking. Verbal discussions played a critical role in shaping students' visual communication skills, enabling them to articulate and explore design concepts more effectively. This study underscores the reciprocal relationship between language and drawing as a valuable area for advancing design education and points to broader implications for emerging design practices. In particular, the study raises questions about how novice designers’ verbal repertoire may influence their ability to engage effectively with AI image-generation tools, which rely on verbal prompts. By linking the findings to this evolving technological landscape, the discussion introduces hypotheses about the role of verbal skills in leveraging AI tools, suggesting directions for future research in design education and practice.
DOI
https://doi.org/10.21606/drslxd.2025.144
Citation
Himaki, S.E., Celikoglu, O.M.,and Himaki, E.S.(2025) How to sketch things with words?, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.144
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Full Paper
How to sketch things with words?
This study investigates the relationship between verbal and visual modes of thinking among novice design students, focusing on their mutual influences and exchanges. Conducted within an undergraduate course, Design Communication II, the study engaged eleven students in a series of exercises and workshops over a fourteen-week period designed to facilitate transitions between verbal and visual thinking. The research aimed to explore the effects of incorporating verbal exercises into a drawing course, understand how students respond to a curriculum that equally emphasizes verbal and visual activities, and assess the impact of verbal discussions on visual communication methods. Using participant observation as the primary method, with fieldnotes serving as a key data source, the study also employed a student feedback survey and semi-structured interviews to gather insights. The data was analyzed through ethnographic content analysis. The findings reveal that incorporating verbal exercises into a drawing course significantly enhanced students' conceptual understanding of sketching, fostering deeper awareness of personal drawing styles and the interplay between verbal and visual thinking. Verbal discussions played a critical role in shaping students' visual communication skills, enabling them to articulate and explore design concepts more effectively. This study underscores the reciprocal relationship between language and drawing as a valuable area for advancing design education and points to broader implications for emerging design practices. In particular, the study raises questions about how novice designers’ verbal repertoire may influence their ability to engage effectively with AI image-generation tools, which rely on verbal prompts. By linking the findings to this evolving technological landscape, the discussion introduces hypotheses about the role of verbal skills in leveraging AI tools, suggesting directions for future research in design education and practice.