What is freehand drawing

Geometric freehand drawing

1.2Â Â Â Why Geometric Freehand Drawing?

There are some more or less obvious reasons for using freehand sketches in GZ and DG lessons.

Above all they should be mentioned Economy of Representation in terms of material and time. Pencil and paper are sufficient for a freehand drawing, a compass and ruler are required for a classic design drawing of descriptive geometry, and a whole computer for a computer drawing. Furthermore, a geometric freehand drawing, even if it is carried out with care, is in most cases superior to classical construction and computer drawing in terms of speed.

Both the curriculum for DG in general secondary schools and the GZ curriculum indicate the use of the freehand sketch:

Recognize and use geometry as a language; Use of hand sketches as an aid in design work, but also as an independent form of representation;

—GZ curriculum

To support the spatial view, it is advisable to use axonometric cracks and hand-drawn sketches throughout.

—DG curriculum (AHS)

Both curricula also speak of more general teaching objectives that can be achieved through freehand sketching ("drawing as the language of technology", "preparation for the professional world", "advantages of Recognize thoroughness and order «etc.).

We are of the opinion that the importance of freehand drawing is in no way diminished by the increasing use of the computer in school and at work. On the contrary: three-dimensional display techniques on the computer and freehand drawing complement each other very well:

  • Before you start to design a complex object on the computer, it makes sense to make one or more freehand sketches. These allow a quick assessment of the object and support the subsequent construction on the computer. In addition, changes in the hands-free design phase are easily possible at any time.
  • A scene drawn on the computer can be enhanced in its effect by a complementary, deliberately imperfect but artistically designed freehand drawing. The more perfect the computer image, the more charming the freehand drawing.

Another argument in favor of freehand drawing is that motivation of schoolchildren. Creatively gifted students in particular, who often fall short in classic lessons and in computer lessons, feel attracted by freehand drawing. Also, the ability to quickly make correct, freehand sketches is one necessary qualification in many creative, technical or scientific professions.

But there are also methodological and didactic arguments for freehand drawing. These are to be underpinned with examples in the following section. We want to show that freehand drawing is excellently suited to conveying geometrical relationships and to train the imagination of space. A geometrically correct freehand sketch requires extensive geometrical knowledge; its correctness can be checked using objective criteria.