The influence of AutoCAD on a degree student’s design process
Article originally written 15th May 2006
Abstract:
If computers are to be used in the studio their purpose must be to aid design, merely as ‘smart drawing boards’; the final say must always lie with the architect, not the computer (Lawson 2006). Many architects (including Santiago Calatrava) find using computers a frustrating experience, the way that CAD software is designed means that the relationship between architect and computer is on the machine’s ‘terms’ not the designer’s .terms’ (Lawson 1994).
Introduction
In this essay I want to argue that the use 2D line drawing software packages and, specifically AutoCAD, can seriously hamper a student’s development and design process. I will focus the essay specifically on degree students studying a BA in Architecture.
Computer Aided Design (CAD) is increasingly becoming used in earlier design stages as a design development tool (Szalapaj 2001): this can restrict creativity and hamper adventurous designs. AutoCAD should be used as a tool to produce drawings, but not to design them. CAD stands for computer-aided-design, but a more appropriate title could be computer-aided-drafting (Bertol 1997). CAD does not help design, but does aid drafting of neat, tidy, precise, final production drawings. It is the shear accuracy in which CAD works that is its main disadvantage, I think that sometimes the rough sketching that an architectural student should do is ignored because they have moved to using AutoCAD too early within the design process.
It is a fact that people can be more creative, imaginative and analytical than a computer and so a student should use these skills that they are developing before they use a computer (Kennedy 1986).
CAD tools are not focused on creativity and can often constrain a student rather than liberate them to do their best and most creative designs (Bean [Online]). One must remember that computers are for solving problems; they can not actually design (Lawson 2006). The limitations of software can sometimes steer a students design in a particular direction, not because they want it to, but because they do not know how to produce a particular type of drawing using CAD, or the software is simply not up to the job (Bean [Online]). Inexperience and a lack of training in AutoCAD means that students sometimes use software that they are not comfortable with, they lack the knowledge to be able to use the software properly to produce the forms or shapes that they have imagined. As a consequence, gradually, though it may not be obvious, the software will steer the design in a direction in which it is capable of producing good looking drawings. How often do you see organic, curvaceous designs produced by students using a CAD package?!
There is no better way to start designing than with a pencil and sheet of rough paper, often a thicker pen can be used to produce rough drawings and help emphasise that various aspects of a design are not important (Wong 1992). Though this could be criticised as being too ‘sketchy’ I would disagree because I think at the beginning of a design process it is important not to be hindered by technicalities and details.
Studies have been carried out to explore the difference between sketchy, wiggly line-types, and technical, straight line-types. There is increasing evidence that rough, sketch-like lines play an important role in early design (Bederson & Meyer 1998). Sketches invite playful thinking and can invite feedback; they appear like further work is needed and so lend themselves to development (Bederson & Meyer 1998). Results from a survey carried out by Bederson & Meyer show that users spend more time on a drawing when using straight, precise lines, than that of a wavy, sketchy line. It has been proven that students working on computers compromise their design ideas more than those working on paper (Black 1990).
When people use a computer some of the time spent thinking is on planning their next move, for example there are many different ways of drawing a line of a certain length, e.g. trim, extend & offset are all commands that can produce the same end result, but there are many ways of getting to this point. By simply using a pencil and ruler the line is immediatey drawn with no pre-meditation needed (Bederson & Meyer 1998).
Bederson & Meyer developed a trial program that compared students using straight, and wavy line-types in a CAD environment; it concluded that students that used the rougher “wavy” line-type worked more quickly than those who used the precise, straight lines. Also it has been found that students that simply used a pencil and paper worked eight times faster than those who used a computer to design (Bederson & Meyer 1998). After Bederson & Meyer had carried out tests using the trial survey one particular student was quoted as saying:
“When designing, perfection is not always the key. Errors can be a good thing and you can make them work for you. Using the wavy lines can add an element of surprise, making the design more human”
The design process is rarely as precise, sequential or logical as a computer so by using a computer too soon creativity can be limited, I have yet to see someone able to ‘sketch’ in AutoCAD. Sketchup is a CAD software package that may aid the design process more than say, AutoCAD, yet I still believe that there is no substitute for the early sketches produced in pen or pencil.
Once the preliminary sketches have been produced a students concept and ideas can clearly be seen, the design is apparent and a point is set from which the design process can progress from. After this, physical models may be constructed to help visualisation of particular aspects of the building, also 3D computer models generated using software such as Sketchup could be used. A study has been carried out that proves that initial design solutions that have strong conceptual ideas, from the outset produce better projects (Szalapaj 2001).
Before a design is drawn using a 2D computer package, such as AutoCAD I think it is important that other medias are used in order to explore elements of the building in a mixture of different ways. Not only does this help visualise different aspects of a building, but it also persuades the student to develop different skills using different mediums, such as pen, pencil, paint, charcoal, pastel, collage and model making.
By using these various mediums before a CAD program is used the student may discover different problems or solutions to their design that they would have been unaware of if they had used AutoCAD too soon.
Most engineers, architects and designers like to draw, drawing aids thinking and is a means of expression that other people can discuss and look at (Kennedy 1986). Drawing by hand records the design process, a pencil can be taken anywhere: for that spur of the moment inspirational idea that suddenly hits you! When designing, the last thing a student wants is a software error or computer failure slowing their process and constraining their design. After all, a hand drawing can probably be produced as quickly by hand, if not quicker than it can be done in AutoCAD (Kennedy 1986). Obviously, reproducing drawings, carrying out repetitive tasks, and detailing is far more suited to a CAD environment – but all of these elements of design come at a far later stage than the imaginative development of ideas. CAD can sometimes be an un-enjoyable process, even though it can save the designer a tremendous amount of time (Cross 2001).
I think it is important to experiment with different visual styles during the development of a design: some medias or styles may cause the student to spend too long focussing on appearance and detail; sketch line types can help designers focus more on the task at hand (Bederson & Meyer 1998).
Reference List:
Bean, R. ‘CAD Should Enable Design Creativity’ [Online] http://www.designnews.com/article/CA491499.html [26th April 2006];
Bederson, B & Meyer, J (1998) Does a Sketchy Appearance Influence Drawing Behaviour? HCIL Technical Report, 98 (12, September), 74;
Bertol, D (1997) Designing Digital Space. Chichester, John Wiley and Sons Inc;
Black, A (1990) Visible Planning on Paper and on Screen: The impact of working medium on decision-making by novice graphic designers. Behaviour and Information Technology, 9 (4), 283 – 296;
Cross, N (2001) Can a machine design? MIT Design Issues, 17 (4), 44 – 50;
Kennedy, E (1986) CAD. London, Architectural Press;
Lawson, B (1994) Design in Mind. Oxford, Architectural Press;
Lawson, B (2006) How Designers Think. London, Architectural Press;
Szalapaj, P (2001) CAD Principles. Oxford, Architectural Press;
Wong, Y (1992) Rough and ready prototypes: lessons from graphic design, Conference on Human Factors in Computing Systems, Posters and Short Talks. ACM, New York (May), pp 83-84;
