5.3. Initial sketching phase

Primary sketching is a complex creative process for developing a working hypothesis expressed in a sketch-idea. It is conducted in the scale of the sketch. At this stage, one representation is replaced by another, new images and ideas are associated, based on re-analysis of the initial data and mastering the information associated with the selected problem, a pairwise comparison of options and a heuristic “reduced search of them” occur. There is a need for self-control.

Creative activity is the search for an individual response to individual circumstances. Variant sketching and serves this purpose, it is aimed at studying: the connection of the object with the environment; functional organization of life processes and other formative factors that determine the choice of spatial and structural

structures, parameters and interrelations of separate premises and their groups. At the beginning, within the limits of the problem, each variant must differ significantly from the previous one. Sketches that do not lead to the desired result, yet prepare it. Variants of artistic expression of the ideological content of the program are performed.

In the process of sketching new ideas are formed by assessing the situation and the state of the object, unlikely directions of the solution are discarded, some elements are excluded, others are included in the new sketch, there is a gradual refinement of the plan. There is a central idea about the solution of the problem - “obsession”. Intermediate sketches replace the “creative memory”. A recording of the creative process should be kept for re-analysis. The process is accompanied by the evaluation and criticism of its own results. It is important to help the teacher, who in the student's mistakes can find the possibility of a clever solution to the problem. The search for orderliness — structures in the arrangement of the elements of the composition — is more important than the elements themselves.

Primary sketching is accompanied by a constant correlation of the developed version with the formulated concept and the original program. The phase of primary sketching gives space to sudden insights, the ability to see the task again. One of the heuristic rules just involves moving in the opposite direction - from the predicted solution to the original data, premises.

By the end of the first period of sketching, the teacher helps the student to compare alternative solutions within the boundaries of the working hypothesis, to proceed to a generalization of the solution, to bring the “common denominator” to the search. Strengthening the sketch after the choice of the principle solution occurs by developing

a series of variants, of which each succeeding is a modification of the previous one and a starting point for the subsequent one (“tracing paper for tracing paper"). Refinements and changes in decisions are carried out within the framework of this compositional scheme, J. Poia recommends rearrangement or rearrangement of elements as a means of structural change.

The gradual accumulation of improvements (the “increment” strategy of J. Jones) of the functional-planning and constructive substructures strengthens the conceptual solution. Analyzing the work done, critically evaluating the sketches, the student seeks consistency of the components of the composition. There is a sketch that corresponds to the nature and genre of the theme. Aesthetic evaluation plays an important role in choosing the best option.

The result of primary sketching appears in a double capacity: as a result of the previous course of creative thought and as a starting point for its further development.