Architect Drawings : A Selection of Sketches by World Famous Architects Through History
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<strong>Architect</strong>ural theory proliferated and was widely distributed, with treatises such as Laugier’s Essai<br />
sur l’architecture, advocating naturalness, simplicity, elemental geometric forms and lauding Greek<br />
architecture; Claude-Nicholas Ledoux’s L’<strong>Architect</strong>ure considéré sous le rapport de l’art, des moeur set de la<br />
legislation, the first volume in 1804; Colin Campell’s Vitruvius Britannicus; and The Castle <strong>of</strong> Otranto: A<br />
Gothic Story <strong>by</strong> Horace Walpole. These volumes were less about rules for the orders and the consequent<br />
methods <strong>of</strong> drawing, and more about character and the expression <strong>of</strong> architecture. Two developments<br />
<strong>of</strong> neoclassicism that directly influenced architects’ drawings and sketches were the Ecole<br />
des Beaux-Arts, with strong rules for graphic representation, and the polemical fantasy images <strong>of</strong> the<br />
visionary/revolutionary architects such as Claude Nicholas Ledoux and Etienne-Louis Boullée.<br />
SKETCHES; EDUCATION AND DESIGN PROCESS AT<br />
THE ECOLE DES BEAUX-ARTS<br />
During the eighteenth century, academies <strong>of</strong> the arts were prevalent. State sponsored education <strong>of</strong><br />
architects began in 1671 when Louis XIV’s minister, Colbert, formed the Académie Royale<br />
d’<strong>Architect</strong>ure with Jacques-Francois Blondel as its chief pr<strong>of</strong>essor. The pedagogical foundation was<br />
built on the concept <strong>of</strong> ordered schemes and the aesthetic experience <strong>of</strong> buildings (Trachtenberg<br />
and Hyman, 1986; Drexler, 1977). As a method to control building for the monarchy, it advocated<br />
correct rules <strong>of</strong> proportion, harmony, order, and symmetry that would insure beauty (Egbert,<br />
1980). After a period <strong>of</strong> turmoil in the late 1700s the school was transformed into the Ecole des<br />
Beaux-Arts. Closed in the late 1960s, the Ecole’s method <strong>of</strong> education evolved; although rendered<br />
in various forms its general methods remained constant. A student matriculated the second class<br />
after successfully passing an entrance exam, usually a small design project. Students organized their<br />
own studios under a practitioner, who was usually an architect holding an association with the<br />
Ecole. These ateliers were the primary source <strong>of</strong> education, although lectures on theory and building<br />
assembly were available to the students. Students progressed through the school <strong>by</strong> acquiring<br />
points for placement in design competitions. These competitions consisted <strong>of</strong> several types –<br />
monthly sketch problems, decorative sketch problems, those limited to a space <strong>of</strong> nine hours, and<br />
several more formal competitions culminating in the most coveted competition: the Prix de Rome.<br />
One student per year was given this award <strong>of</strong> a stipend to study in Rome.<br />
The organization <strong>of</strong> the competitions was particularly important. It was representative <strong>of</strong> an educational<br />
method and the development <strong>of</strong> drawing conventions. In the short monthly competitions,<br />
specific issues such as interior decorative problems were explored. These projects were sketch problems,<br />
completed within a limited time. The Prix de Rome, however, was divided into several stages<br />
<strong>of</strong> competition. Although the stages and requirements evolved over the years, a short sketch problem<br />
was given to a large number <strong>of</strong> students, usually thirty, to narrow the field to a group <strong>of</strong> eight.<br />
Each <strong>of</strong> these remaining contestants, after receiving the program, was sequestered en loge (in a small<br />
cell) to prepare a generalized esquisse. This consisted <strong>of</strong> an organizational parti usually presented in<br />
the form <strong>of</strong> plan, section, and elevation. Embodying the conceptual solution, the parti was compared<br />
with the final rendering for consistency. This method forced the students to make decisions<br />
quickly and to express themselves clearly to the jurors ranking their solutions. The esquisse was used<br />
to quickly visualize the solution, express the character <strong>of</strong> the building, and compose the page.<br />
Although mostly freehand, the esquisse was not the loose first thoughts <strong>of</strong> a sketch, but a rough<br />
rendered drawing that conveyed the essence <strong>of</strong> the solution. Prior to the esquisse, most students<br />
sketched variations <strong>of</strong> possible organizations called ‘pre-esquisse’ or quick abstract explorations. The<br />
esquisse was required to be drawn on opaque paper, although tracing paper could be used for design<br />
exploration. The plan, section, and elevation were drawn to scale, and most competitors left time<br />
to render these drawings with pale washes. As a generalized concept, the design was not about<br />
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