[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-648804-105":59,"doc-detail-648804-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","dimensions-of-architectural-knowledge-architectural-drawings-teaching-and-understanding-a-visual-discipline","Dimensions of Architectural Knowledge - Architectural Drawings - Teaching and Understanding a Visual Discipline","","Professional drawing underpins architectural training, yet architectural research has often focused on plan drawings while overlooking the sketchbooks and educational records used to teach graphic and perspective knowledge. This work examines Peter Schmid’s research into the “Munich School,” tracing how hand-drawing instruction combined graphic analysis with architectural comprehension. It argues that sketching enables cognition in motion and functions as a profession-specific “know-how” vital for designing, learning, and scientific processing of architectural drawings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dimensions-of-architectural-knowledge-architectural-drawings-teaching-and-understanding-a-visual-discipline/648804/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dimensions-of-architectural-knowledge-architectural-drawings-teaching-and-understanding-a-visual-discipline/648804.png","ImageObject",300,407,{"name":92,"@type":93},"Olivia Brown","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What educational role does professional drawing play in architectural training?","Question",{"text":112,"@type":113},"Professional drawing is described as a core element in training architects. It supports understanding architecture through graphic analysis and related learning records.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the “Munich School” relate to teaching hand-drawing?",{"text":117,"@type":113},"The text explains that the “Munich School” aimed not only at learning to illustrate, but also at comprehending architecture through graphic analysis. Instruction developed through long-term teacher-student relationships at the Technical University of Munich.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is sketching considered important beyond practice by practicing architects?",{"text":121,"@type":113},"The document argues that the insiders’ know-how is a prerequisite for the scientific description and processing of sketches and architectural drawings. It also notes that research approaches differ, especially when art historians study architects from a distance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},648804,1793003896,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},16904993612988,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Dimensions of Architectural Knowledge, 2021-01  [https://doi](https://doi)􀀮org/10􀀮14361/dak-2021-0122  \nArchitectural Drawings:  \nTeaching and Understanding a Visual Discipline  \nPeter Schmid  \nEditorial Summary: Professional drawing has always played an important role in the training of architects. Plan-drawings have already been sufficiently considered in established architectural research. The research of Peter Schmid presented in this text focuses on so far only scarcely examined architectural sketchbooks as well as various records used for architectural education, such as manuscripts for lectures or notes on perspective theory which belong to the »Munich School« – a tradition of teaching hand-drawing that developed over a period of 150 years through an on-going teacher-student relationship at the Technical University of Munich. He finds that the aim of »Munich School« was not only learning how to illustrate, but also to comprehend architecture through graphic analysis – thereby combining teaching and practice 􀀮 Against the background that the interest in hand-drawings has significantly increased in recent years, the research helps to refine the role of hand-drawings today as a tool that sets »processes of cognition in motion« .[Ferdinand Ludwig]  \nKeywords: Sketchbook; Freehand Drawing; Architectural Education; »Münchner Zeichenschule«; Architecture Projection; Perspective Drawing; Analytical Drawing; Friedrich von Thiersch; Hans Döllgast 􀀮  \nThe Architectural Drawing as a Profession-Specific »Know-How«  \nRem Koolhaas recently put forward the thesis that contemporary architects still work in the same way today as they did during the Renaissance (Michaelsen 2018). A provocative claim, which could immediately be countered by the ease of work and tools provided by the rapidly advancing technical achievements of the digital turn. Koolhaas, however, does not refer to the external circumstances of the working world, but to a certain aspect of designing architecture, which he calls the thinking of »beauty« . Indeed, it seems difficult to imagine that the use of digital tools or the application of Building Information Modeling (BIM) alone is a guarantee of »beauty« in  \nCorresponding author: Peter Schmid (Technical University of Munich, Germany); peter􀀮 schmid@tum 􀀮 de  \n Open Access 􀀮 © 2021 Peter Schmid, published by transcript Verlag 􀀮  \nThis work is licensed under the Creative Commons Attribution 4 􀀮 0 (BY) license 􀀮  \n174 Peter Schmid  \narchitectural design. Koolhaas alludes to the theories that have described the thought processes amidst the emergence of architecture since early modern times. In the Renaissance, with the disegno-theories, architects established a body ofthought on architectural design in which drawing –or the ability to sketch – was attributed an essential role. The architects ofthe Renaissance, above all Giorgio Vasari, viewed drawing as a space of possibility which served the creative architect to successively materialize an initially vague idea in a line graphic in order to be able to judge the basic idea – concetto – and to finally transform it into perfect beauty according to the rules of art (Vasari 2012: 98).1 In fact, the sketch, along with the model, is still a tool that is used today in connection with serious architectural design. Regardless of the external form, whether analogue or digital, the ability to sketch spatial situations is a fundamental requirement for creative work in architecture. The processes that take place during the development of spatial ideas in drawings are procedures which, in the case of practicing architects, mature into schematic experiences, or, in other words, into a »procedure know-how« that is difficult for outsiders to understand or comprehend.  \nConversely, it is therefore a logical conclusion that this »know-how« on the part of the insiders is also a basic prerequisite for the scientific description and processing of sketches and architectural drawings. In all sci","cbCaijsgKUYiIYdi","https://ap.wps.com/l/cbCaijsgKUYiIYdi","pdf",227223,"English","# Editorial Summary\n## Professional drawing in architectural training\n## The “Munich School” and hand-drawing pedagogy\n## Architectural drawing as “know-how”\n## Scientific description and research perspectives\n## Art and architectural history approaches","[{\"question\":\"What educational role does professional drawing play in architectural training?\",\"answer\":\"Professional drawing is described as a core element in training architects. It supports understanding architecture through graphic analysis and related learning records.\"},{\"question\":\"How does the “Munich School” relate to teaching hand-drawing?\",\"answer\":\"The text explains that the “Munich School” aimed not only at learning to illustrate, but also at comprehending architecture through graphic analysis. Instruction developed through long-term teacher-student relationships at the Technical University of Munich.\"},{\"question\":\"Why is sketching considered important beyond practice by practicing architects?\",\"answer\":\"The document argues that the insiders’ know-how is a prerequisite for the scientific description and processing of sketches and architectural drawings. It also notes that research approaches differ, especially when art historians study architects from a distance.\"}]","Dimensions of Architectural Knowledge - Architectural Drawings - Teaching and Understanding a Visual Discipline | PDF",1792795373]