Study Room resource: Exploring design processes

Prints and drawings, including fashion illustrations, architectural drawings, design drawings, watercolours, posters and much more, not on display in the galleries, can be seen in the Prints, Drawings and RIBA Architecture Study Rooms . To make it easier for teachers and lecturers to access the most popular material with groups, we have developed themed resource boxes which contain original prints and drawings.

This resource contains a selection of architects' drawings from the V&A's and RIBA's Architecture collections. They have been made by architects as part of their design process. They represent all the different types of drawings architects use to research, develop, design, record and present an idea. There are over 1.5 million architectural drawings in the V&A and RIBA Architecture collections, this selection is a small sample.

Download Teachers' notes (332.5 KB PDF)

Download activities for use in the V&A including a Prints and Drawings Study Room worksheet (3.8 KB PDF)

Rufus Leonard design consultancy, sketches produced in the design of a logo for The London Philharmonic Orchestra, 1989-90.

Rufus Leonard design consultancy, sketches produced in the design of a logo for The London Philharmonic Orchestra, 1989-90.

Case study

Design & Technology at Key Stage 5

The activity

Year 12 students from Highgate Wood School in Haringey, London, visited the V&A as part of their A-Level course in Design & Technology. They were at an early stage in the preparation of their own major design projects, for which they had chosen the overall theme. This forms a distinct part of their assessed work for the examination. As they already had some experience of design and were familiar with the need to follow a design process, they were keen to see how this worked out in the hands of professional designers. In the Prints and Drawings Study Room, students had the unique opportunity to study original sketches, drawings and artwork from a range of commercial design projects.

At the Museum

Joël Degen, 1975-6. Designs for rings in metal with interchangeable stones, showing constructional detail. Museum no. CIRC.371-1976

Joël Degen, 1975-6. Designs for rings in metal with interchangeable stones, showing constructional detail. Museum no. CIRC.371-1976

Students began by looking at both the start of a project and the final design. They were then asked to identify and put in order the design stages in between, on the basis of their own design experience. After discussion, a consensus was reached on the stages a designer would have to go through from the initial design brief, in order to come up with the finished product. The students then studied designs for a range of products, and saw how professional designers approached each stage of the process.

Students recognized the different design stages from the professional designers' sheets and saw how similar the working process was to their own. Some were clearly encouraged by the knowledge that they worked in a similar fashion to professional designers.

The students viewed many different types of drawing, from rough doodles and ideas sketches to presentation boards and production drawings. Some of the designers' rough doodles looked very much like 'back of an envelope' sketches. However, the students could see how designers used different drawing styles at different times, depending on what they wanted to communicate and the audience. The experience brought home to students the value of saving every scrap of work, to build up a complete record of how their ideas evolved. In one project they saw how ideas that had been abandoned in one context were adapted and used in another.

Michelle Webber, Highgate Wood School, London, 1994. Early sketches for the design of a clock.

Michelle Webber, Highgate Wood School, London, 1994. Early sketches for the design of a clock.

Some students were intrigued to discover how long professional designers spent on the early stages of some projects, as this is a stage that is often skipped over in schools. The students started to understand the importance of accurate analysis of the problem, and defining precisely the potential users. They also began to see the need to keep the design problem constantly in focus, and to carry a pocket sized sketchbook so that ideas and thoughts could be recorded instantly. Some of the commercial projects they saw took a great many drawings to refine ideas, and students realized that this was not a stage that could be rushed through.

The students next focused on the ways that designers presented their final design solutions. They saw a variety of styles, and were able to
evaluate these for their visual impact, and how well they communicated information. From some presentation sheets, we could almost imagine that we were being presented with the final design at a directors' board meeting. The students recorded any imaginative approach that seemed to bring the design alive. Some students particularly liked the way that several colour combinations were shown for a single design. Others commented on the way that some drawings gave products a strong company identity and image.

To complete their examination of all stages of the design process, students rounded off the visit by looking at drawings that communicated the technical side of a finished design. They began to appreciate the kind of detail that a designer would need to provide to a manufacturer in order to make the production and assembly stages as easy as possible. This includes accurate measurements as well as details of materials and fastenings. Though the students were likely to be working on different design problems to those they saw in the Prints and Drawings Study Room, the chance to look at original work by a number of designers working in two and three dimensions gave the students much food for thought. They came to realize that although design may spread across many spheres, there is a commonality of approach. The visit focused the students on all the different stages within their own projects, and ways of communicating their intentions.

The impact of the project

Ibrahim Emin, Highgate Wood School, London, 1994. Sketches produced in the design of a child’s tricycle.

Ibrahim Emin, Highgate Wood School, London, 1994. Sketches produced in the design of a child’s tricycle.

The first area where pupils reviewed their own practice was in the time they spent on the early stages of their design projects. From their experience in the Prints and Drawings Study Room they brought into the classroom ideas for showing their research visually, as well as ideas for showing the development of their designs.

Students were certainly influenced by seeing different ways of presenting ideas on paper, especially the impact of drawing a design in its surroundings so that customers and users can see it in place. The students were more imaginative in the way they communicated their design decisions, and it was possible to detect one or two of the presentation techniques they had seen creeping into their own projects.

One benefit of the visit to the Museum is less tangible, but may last longer. By exposing the students to the work of professional designers, they could see how the standard of work was related to their own. If it was not quite within their grasp yet, it was certainly within their sights. This may provide them with inspiration for some time to come.

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