Published papers

This article introduces a method for attracting students’ interest in topography in a university architecture exercise. Although architecture is a field that requires knowledge and interest in topography, there are few opportunities to study Geomorphology in university architecture courses. Therefore, a class to observe and illustrate topography was conducted as a part of design-course exercises for first-year students in a university architecture department. For the class, a method suitable for architecture students was developed. They walked around the university campus with a topographic map and drew illustrations of the landscape in which topography is visible. The drawing process effectively allowed the students to observe, discover, and consider the relationship between topography and the actual landscape.

A workshop was developed to help residents describe and share the local colors of landscapes by creating an original crayon set. Over four years, it evolved into a standardized method accessible to children. The process includes tool preparation, color-hunting, crayon making, and archiving. Participants improved their color perception and captured seasonal colors without loss. This approach preserves regional landscapes and suggests potential for fostering community connections. The finalized methodology was compiled into a manual and published online for wider accessibility.

This study explores the practical significance of having meeting participants actively draw during discussions. Unlike exsisting graphic recording, where a designated person visualizes discussions, this study analyzes meetings where participants draw as they talk. Findings include: (1) Collaborative drawings shape discussion direction, (2) Movement and drawing areas emerge, (3) Free movement fosters collaboration, (4) Discussions evolve through additions to drawings, categorized into seven patterns, and (5) Participants reported higher satisfaction when engaging in collaborative drawing during discussions.