Author Information
Marie Bajnarová, Brno University of Technology, Czech RepublicAbstract
Higher education in Architecture and Urbanism traditionally combines technical, creative, and cultural competencies, with design studios, drawing, and construction-focused project work as the dominant methods. The rapid development of digital technologies and visual tools, however, opens new opportunities for effective concept communication and project presentation. The course Presentation Techniques integrates graphic design into architectural education to develop students’ digital and visual literacy, critical thinking, and the ability to translate complex information into visual forms. The theoretical framework is based on visual and critical thinking, which supports the interpretation and presentation of architectural ideas. Visual thinking enables students to understand spatial and material aspects, while critical thinking develops their ability to reflect on design choices and justify decisions in relation to aesthetic, cultural, and practical considerations. The methodology involved a SWOT analysis to evaluate the teaching model, combining modules on bitmap graphics, vector graphics, and multi-page document creation. The analysis assessed internal factors and external influences to inform recommendations for pedagogy. Results indicate that the model fosters visual literacy, creativity, student autonomy, and professional preparedness. Key challenges include the time-intensive nature of the course, varying digital skills among students, and high demands on educators. Recommendations include strengthening individual support, integrating reflection and critical evaluation, balancing digital and traditional methods, and extending the course to a full academic year. This approach demonstrates that combining graphic design with digital tools not only enhances technical competencies but also develops visual thinking, aesthetic sensibility, and the ability to communicate architectural concepts effectively.
Paper Information
Conference: ACAH2026Stream: Teaching and Learning
This paper is part of the ACAH2026 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
Comments
Powered by WP LinkPress