草圖速寫（SKETCH)原本是美術教學時，訓練學生在掌握人物動態、 靜物構圖、建築結構和風景布局的線條能力，在短暫快速的時間内描繪出動 態與造型的輪廓與明暗，是繪畫能力的基本功，但在廣告系的課程中並沒有 將草圖速寫（SKETCH)納入視覺傳達設計正式教學中。設計與繪畫雖然都 是以視覺表現為主的創作，但二者之間並沒有互為因果的關係，所以有設計 師不會繪畫，畫家不懂設計也就不足為奇。 但草圖速寫（SKETCH)除了能訓練學生的繪畫能力外，其實也能幫助 學生提昇視覺表現的能力，和增進設計的創意靈感，草圖速寫首先訓錬的就 是「觀察」能力。歌德曾說：「思考比了解更有意思，但不如『觀察』」， 包浩斯創辦人格羅佩斯也認為「觀察」是設計教育的重點課程。設計是解決 或改善問題的行為，需要創新與創意的靈感，設計的過程首重觀察，透過觀 察才能了解、描繪、傳達事物的表象與狀態，進而產生思考與想法、創作視 覺圖像以解決問題。 本文以133位未經專業繪畫訓錬的大學生為研究對象，讓他們在課堂以 外進行草圖速寫（SKETCH)的練習，提示他們以自身生活環境進行觀察， 通過模仿、塗鴉與創作，不拘繪畫能力與表現方式記錄生活、心理與學習狀 態，最後再透過問卷調查，以硏究學習草圖速寫（SKETCH)前後的視覺傳 達能力差異比較。

Sketch is originally a skill taught in fine art courses. As a preliminary study for painting, sketch is an ability to create the outline of a moving/still object, an architectural structure, or a scene. It is a skill to depict the movement, outline, and color value in a short period of time. However, sketch is not regularly included in the visual communication design courses in an advertising department. There is no causal relation between design and drawing though they are both creation based on visual expression. It is not a surprise that some designers do not draw while some painters do not design. Besides training the drawing capability, sketch can also help students to enhance the visual communication ability and to generate the creative inspiration. The first step for sketch is the ability to “look”. Johann Wolfgang von Goethe once said, "Thinking is more interesting than knowing, but less interesting than looking.” Walter Gropius，the founder of Bauhaus，also emphasized the importance of “observation” in design training. Design is the process to solve a problem and it requires a lot of innovation and creativity. In the process of design, observation plays an important role through which we can understand, describe, and convey the outlook and status of objects, thus generating thoughts and ideas to create visual images to solve the problem. This thesis selects 133 college students who did not receive formal painting training as the study target. They practiced sketch outside regular classes. They were indicated to record their lives, mental and learning status by sketching. Through looking at their living environments, they imitated, drew, and created despite of their painting capacity. At the end, surveys were conducted to compare their visual communication skills before and after the sketch practice.