When we think of drawing now do we think of it differently from those living and working
in, say, 1910, 1940 or 1980? Yes we do. At least those of us practitioners using drawing as part
of our working process do, regardless of the discipline in which we work. We use drawing
as assistant to thinking and problem-solving, not only as an aid to seeing more clearly nor
as a means to perfecting realism. It is interesting to see in Tate Modern the inclusion of
working drawings, as in the recent Bridget Riley and Edward Hopper exhibitions, for
example. The fascination with drawing from the artist’s or designer’s point of view is the
inconclusive way in which it works within, yet moves our practice forward. Drawing helps
to solve problems, to think and to develop the end result. This may be the combination and
juxtaposition of colours for the composition of a painting, design for a mass-produced jug
or textile, visualisation for a children’s book or a description of how to do something.
Laypeople enjoy examining working drawings associated with recognisable works of art as
they feel they can be ‘in on’ the magical and secret world that is the mind of the artist.
Recent advertising campaigns for cars, computers and sportswear have included reference,
with much artistic licence, to the lengths a designer goes to create the most desirable
products for us to buy. This allows insight into the sophisticated process leading to the
purchase we are about to make.
All drawing is a serious business. How naïve to think that the simple and minimal line
placed on a page by Picasso, or the slick Leicester Square caricature of a tourist, were
achieved without the backing of hours, days, weeks of ‘practice’. If drawing is something
we can learn, then why do girls around the age of ten and boys at about fourteen give it up
as something they feel they cannot do? No matter how ‘good’ or ‘bad’ a drawing is, the
knowledge that it can always go a step further is perhaps the crux of the continued and
rapidly expanding debate about drawing and its place in art, design, media and
communication practice. In China it is common, in fact essential, that young art students
perfect figure drawing before moving onto the next stage of creativity, basic design and
compositional exercises. Using imagination or drawing without academic purpose is far
from being on the agenda at the beginning of their studies. Here, in the western world, we
encourage imaginative originality in drawing with little reference to skill or academic
correctness. Two very different approaches of thinking and of drawing.
The aesthetic qualities of drawing are as difficult to pin down as the ‘perfect’ drawing is.
Equally elusive are the aesthetic qualities of drawing as part and parcel of the creative
process as witnessed in the sketchbooks, working drawings, plans and diagrams of
practitioners in any discipline. Frequently drawing alludes to a world neither yet discovered
nor understood, typified by the blackboard drawings of Rudolph
Steiner or the mathematics of Professor Roger Penrose. In this way
drawing can tantalise our curiosity, feed our imagination and offer new
ideas to our own work.
As a catalyst for change, the process of drawing provides constant
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LEO DUFF
Drawing the Process book 15/2/05 10:30 am Page 2