A space is defined by a set of relationships that characterize and identify it. The task of rendering these relationships is a challenge for both artists and engineers, making it important in this context to explore drawing as a language that crosses both disciplinary fields in the learning process. Drawing serves as an integral tool in the representation of these spaces and in the overall learning process.
The understanding and representation of space are crucial elements in engineering education. With this in mind, it was proposed to conduct three distinct sessions in content and methods. The focus was on themes deemed essential for an initial contact with STEM students using drawing as an analog tool for understanding and representing space. Ranging from careful representation to hasty sketches one draws to think, to explain, and to solve problems.
These workshops were directed to FEUP students, and its goal is to equip participants with basic skills in analyzing, representing, and communicating space through drawing, under the assumption that the target students did not possess basic drawing skills.
The three workshops offered progressively abstract content to develop spatial understanding in engineering students. The first focused on basic observational drawing skills and linear perspective. The second aimed to enhance spatial perception through tactile and verbal exercises, and a sensory translation. The third, delved into figure/background dynamics using charcoal and tracing paper, culminating in an outdoor session applying these concepts to real-world structures and the sky.