International Journal of Art & Design Education

The Status of Graphical Presentation in Interior/Architectural Design Education

Volume 23.2   2004



This article argues that interior/architectural design education favours a dominance of final presentation over the design process in studio environment, particularly in the evaluation of a project. It suggests that the appeal of design juries for pleasant drawings, which may shift the emphasis from the project itself to its representation, may be recognized as a discursive habit with limited contribution on educational concerns. The theoretical stance argues that the interest for graphical presentation has primarily remained within an aesthetic agenda and has rarely been conceptualised beyond this convention.

To substantiate the argument, the study aims to reveal the status of graphical presentation in interior/architectural design education. With an understanding that a concept of graphical presentation - with its own sets and systems of values and norms - is formed through a “mass of statements,” produced and circulated in the field, it observes ‘statements’ in written, said and thought forms. First, books that set the tone in the topic are examined; second, both students and instructors are asked to express their opinions on the subject. The research and the findings indicate that final graphical presentation is appropriated as an utmost component of design education. In that regard, a set of intriguing questions is asserted to constitute awareness in the field of research and to reform approaches to the relationship between graphical presentation and design education.

The study argues for a relocation of the position of graphical presentation, central to the questions of its power and impact in studio environment.