BACK TO BASICS? - TECHNICAL DRAWING, SKETCHING AND VISUAL COMMUNICATION IN THE AI ERA - EPDE2024/1144

Oct 23, 2026

Upload by miraaa_2004

The paper focuses on teaching technical drawing practice across multiple engineering disciplines, especially first-year instruction that often shares a common delivery model for core design subjects. It critiques prevailing drawing practices and evaluates their effectiveness for modern, equitable, and inclusive learning across diverse student groups. It also examines how emerging artificial intelligence drawing tools may erode core fundamental drawing skills, concluding with recommendations for a more pragmatic skills-focused teaching approach.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

1 INTRODUCTION

2 A DIFFERENT APPROACH TO TECHNICAL DRAWING

26TH INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION 5-6 SEPTEMBER 2024, ASTON UNIVERSITY, BIRMINGHAM, UNITED KINGDOM BACK TO BASICS? TECHNICAL DRAWING, SKETCHING AND VISUAL COMMUNICATION IN THE AI ERA Jeff BARRIE University of Bristol, United Kingdom ABSTRACT This paper focusses on the teaching of technical drawing practice across multiple engineering disciplines, in particular first year teaching where there is a common approach to the delivery of core subjects, such as design. The paper critiques current drawing practice and questions its suitability in providing modern, equitable and inclusive learning for a diverse range of students. The paper also investigates the development of Artificial Intelligence drawing tools which threaten the application of fundamental drawing skills. The conclusion of the paper recommends a more pragmatic approach to teaching fundamental drawing skills to assess students core understanding. Keywords: Sketching, drawing, inclusivity, equality, Artificial Intelligence, machine learning, automation 1 INTRODUCTION Technical drawing and communication is a key aspect to engineering education. Many generations of Mechanical Engineering students in the UK have referred to various editions of Engineering Drawing Manuals [1] to support their learning of engineering drawing, such to a point that ‘BS8888’and the 3rd angle projection symbol has been ingrained into their psyche. As part of a dedicated module, it is as common as Maths and Mechanics. Students at Imperial College London learn how to “Produce industry standard engineering drawings on CAD” as part of Design & Manufacture 1 and a core part of the module syllabus is ‘Design Representation’through drawing and sketching. At Oxford, drawing and design forms part ofa first-year engineering science student’s practical work. Across the Atlantic Ocean, Junior Mechanical Engineering students at Stanford learn sketching and orthographic projection as part of ME 102: Foundations of Product Realization. For 1st year students studying engineering in the UK, swapping a calculator for a pencil and asking them to draw can be a challenge. Most engineering courses in the UK ask for A-levels in Math’s and Physics for entry requirements. In most cases, an A-level in Design & Technology: Product Design is a ‘good to have’ for most Mechanical, Aerospace and Civil Engineering courses. Unless students have an A-level in Art & Design, or an extracurricular interest in sketching, its unlikely many students would be entering their first year of engineering as confident drawers (unless they make a special effort on graphs or free body diagrams to look nice) . Thankfully, technical communication is not an ‘art class’, nor is it to be associated with the level of representation and sketching ability required for product or industrial design. For an engineering student, a low fidelity level of sketching is sufficient, if it is clear and represents an idea or the design features of the product well. Where more nuanced skill is required is the interpretation & representation of engineering drawings in orthographic projection with the inclusion of key features and dimensions. Such skill is important for producing drawings in both freehand sketches and CAD, providing information to workshop technicians for prototyping, as well as manufacturing drawing. Civil Engineers and Architects also use this visual language, where the elevation, side-elevation and plans of buildings, bridges and other infrastructure can be clearly communicated to clients and stakeholders. Electrical engineers also use 2D drawings to show diagrams and schematics, with standard conventions, rules and symbols. As engineering disciplines become more integrated (for example, there are combined Mechanical and Electrical Engineering courses) such fundamental skills are becoming common across disciplines. For Mechanical Engineering students at Imperial College, much of what they le

FAQs

What is the main teaching focus of the paper?

The paper concentrates on how technical drawing practice is taught across engineering disciplines, with particular emphasis on first-year delivery of core design-related subjects.

Why does the paper critique current drawing practice?

It questions whether current technical drawing approaches suit modern needs for equitable and inclusive learning for a diverse student population.

How does the paper address AI tools and fundamental drawing skills?

It investigates AI drawing tools that threaten the use of fundamental drawing skills and recommends a more pragmatic way to teach those core skills to assess students’ understanding.

Oct 23, 2026

Upload by miraaa_2004