Currently, the ability to draw/sketch in design schools is honed with the traditional method of extensive practice, patience and passion. In this context, novice students who are weak at sketching three-dimensional objects encounter repeated failures in the early stages of practice. This imbibes a fear in them and they consider the skill to sketch as an innate talent, which cannot be attained through practice. Such students display reluctance to sketch and term it as an artistic ability rather than comprehending it as a tool to enhance visual thinking .
Fig 1. Drawing of a large size stapler. A novice attempts to draw a three-dimensional object by following the contours. He adopts the natural way of seeing and drawing; primarily to involve the act of tracing contours of the object and then his struggle to achieve proportions and planes in which the object lies.
To improve the confidence of such students the visual paper stresses the need for deconstruction as a method to teach drawing of three-dimensional objects. It hypothesises that sketching with see-through objects (transparent) can improve the performance of novices.