The perception of students’ pre-sketching by architecture educators

Abstract

Different individuals have different perception of artworks. This study aims to find the differences between architecture educators and other interpreters in perceiving architecture students’ pre-sketching. For this purpose, the images of architecture students’ pre-sketches were interpreted by three groups. The information perceived from the students’ pre-sketching was coded and categorized as description, analysis, cognition, emotion, artist and evaluation. The results indicate that the focus of architecture educators was on formal aspects, architects tended to notice students’ architectural abilities while interpretations of educators from other disciplines emphasized the perception of meaning and emotion. The results also show the special role of educators’ perception in education through art.