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Note: this blog has been replaced by a course on Sketchdrive.

Please follow this link to find up to date info on the course content and required materials.

See you in Sketchdrive!

Martijn

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Class 6/6 – May 23rd 2014 –

The results of the exercises with cylinders and camera’s are looking pretty good! Most sketches demonstrate a good understanding of construction of cylinders and ellipses in perspective. Even the more complicated ellipses in relation to rectangular objects (like the body of a camera) look good. You also seem to get the hang of applying markers to your sketches to clearly communicate the geometry. And, equally important, most sketches are communicating that they were part of an exploration. Well done!

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Class 5/6 – May 21st & 22nd 2014 –

After only 4 classes we can now already see major improvements in the quality of your sketches. The wall filled with sketches is starting to look like a wall in a real design studio! The techniques that you are using to communicate the results are really starting to pay off.

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Class 4/6 – May 20th 2014 –

We kicked of this class with evaluating the results from the last session and the sketches that you have used for your projects. It is great to see that some of you are already succesfully applying the techniques in their projects. But some of you also experienced frustration, especially when you needed to draw products. That’s great! You just found a big motivation to come to the last three sessions and practice even harder. 😉

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Class 3/6 – May 2nd 2014 –

During the feedback on your work today we talked about the style of the sketches. Some of your sketches look more like illustrations, meaning that they look like you spend quite some time on them making them nice and ‘perfect’. One of the main goals in this assignment is to make you more efficient in sketching not to make you artists or illustrators. You should be able to use sketching as a powerful tool within creative processes. That means: quick and effective. When communicating the results the sketches should also communicate that they are sketches, part of an exploration. Developing a more loose way of handling your (felt-tip) pen will help you to make more sketch-like sketches.

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Class 2/6 – April 30th & May 1st 2014 –

During the class feedback we discussed the importance (again) of separating the two mindsets when sketching: the exploratory- and the communicative mindset. In general the results looked pretty good. The work presented on the wall communicated that a good amount of exploration had taken place and some conclusions had been drawn from the chaos of events on each page. Even though the original sketches are very rough and messy the results demonstrate that with some simple techniques you are still able to create a focal point on the stuff you want to communicate. In your excitement about your new tools and techniques however, some of you went a bit overboard in their effort to communicate. On most of the pages with the arrows it is harder to find the focal point, because almost all elements have been rendered. Try and find a balance in your composition.

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Class 1/6 — April 29th 2014 —

The assignment was kicked off with a keynote introduction in which I explained the importance of putting in the time to make sketching second nature. Learning the sketching skill is like learning to write in a new language. You can’t make poetry unless you are fluent in the language. The same is true for sketching. I also explained how a distinction between an exploratory- and a communicative mindset may help you in the development of your skill. Goal of this assignment is to help you reach the tipping point in your confidence so you can start making use of the value of sketching in your projects as soon as possible.

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