This article introduces the curricular ambitions and the involvement of the “Extended Drawing” research project by expanding upon some of the guiding principles which are shaping the project’s educational exercises. 1 “Extended Drawing” as a research project researches the influence of designerly media upon the designed artifacts they generate. The project searches for a re-evaluation of, what we like to call, design-based drawing processes through inquiring the expansion of the traditional notion of designerly drawing within (preliminary) design processes. 2 The project’s central research question concerns whether and how the changing and combining of different media and representational systems is able to change designerly conceptions and, subsequently the thinking, within design-based graphical processes.
One of the project’s key ambitions is to gain a more articulate understanding of these changes in order to re-approach learning processes within (design-based) drawing and media-courses. The exercises, referred to as games, serve a double function within the research project: both as a tool to teach designerly media and as a tool to research explorative media. Within education the games are used to offer a mediated design-based process structuring the different techniques and tools attached to our media curriculum. Within research they offer condensed structures or processes to develop improvised spatial compositions in order to investigate the functioning and generative value of explorative media.