meaning of annotated sketches

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Annotated Drawings

Figure 1: Annotated drawing sample

• Sample Annotated Drawings [ pdf ]
• Reviewing Annotated Drawings

Model for an Annotated Drawing Poster

Annotated drawings include a combination of notes and labeled drawings that provide an explanation about a scientific process. They are used in this curriculum to answer specific scientific questions. In contrast with an observational drawing , which represents all elements of an object or scene in great detail, an annotated drawing has a specific area of focus. Some elements of the drawing may be represented by the simplest of outlines and need no elaboration while other elements require carefully detailed drawing and explanations.

Annotated drawings are not considered finished products. They represent one's best explanation of a process at a point in time ; they are works in progress. They provide a way for communicating one's thinking or model of matter with others.

Figure 1 is an example of an initial annotated drawing by a 5th grade student. It was produced immediately after students explored a small system composed of two syringes connected by a plastic tube (See Investigation 13). The purpose of the exploration is to provide evidence that air is matter and takes up space.

The question the annotated drawing must address is, "When one plunger (of one syringe) is pushed, why does the other plunger (of the second syringe) move?" The annotated drawing in Figure 1 highlights the air inside the system, by use of a color key . It uses arrows and notes to indicate the direction of movement of the air and both plungers, and addresses the question with the explanation, " It happened because air needs space so if one syringe loses space it makes the other have more room by pushing out the plunger and that makes more space. "

Figure 2: Annotated drawing sample with magnifier

Another set of notes, augmented with arrows, describes the sequence: (moving clockwise from lower left) "Plunger pushing in. Air gets pushed out of syringe. Air goes through the tube. Air getting pushed into syringe. Plunger pushed out."

How do students represent matter or a process that's invisible?

Whenever the focus of an annotated drawing is something students cannot actually see, such as the tiny particles that compose all matter, ask students to use the technique illustrated in Figure 2, which includes drawing an imaginary "magnifying lens" to zoom in and make visible something that is invisible to the human eye.

Reviewing annotated drawings

• While annotated drawings initially represent the thinking of an individual student, understanding and refining them is an important group effort.
• help students develop the ability to think critically about scientific processes
• learn how to communicate their ideas through annotated drawings
• use the all class review process to refine these ideas

A suggested review process

• Select two annotated drawings, ideally ones that are representative of different explanations for the scientific process.
• Make enough copies to give a set to each pair of students and have one for the class.
• Explain the goal of the review: to deepen our understanding of the science by looking closely different ways people chose to explain our observations and explanations.
• Remind students of the phenomenon that is the focus of the drawings: What observation or process do these drawings try to explain?
• Is there anything you don't understand and would like clarified? (Example: Your key shows that air is colored gray but nothing outside of the system is colored gray. Do you think there is air outside the system as well)?
• How are the explanations in both drawings the same? How are they different? (Example: Both drawings show a closed system with air completely filling the space in the syringes and tubing.)
• Do the annotated drawings explain your observations? (Example: When I pushed the first plunger, the second plunger did not move right away; it moved a tiny bit later. The annotated drawing doesn't explain why this happened.)
• Repeat the pair review with the whole class.
• Highlight aspects of the observational drawings that support clear communication (e.g., arrows, keys, notes)
• Summarize aspects of the explanation that are scientifically accurate.
• Provide a few minutes for students to revise their own drawings in light of what they learned in the class review.

• Provide an explanation.
• Use simple outline drawings.
• Use a magnifier to show things too small to see.
• Use labels, arrows, and a color key.
• Add notes to explain important ideas.

You can change your annotated drawing as your understanding and your explanation changes.

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Scroll to the end to download this as a handy PDF Guide!

In Part 1 of our technical drawing series we looked at Layout, exploring drawing sheets, title blocks and the general arrangement of our drawings. In this part of the series, we will go into more detail, looking at how we label and annotate our drawings.

It is important to remember the main objective with our technical drawing. That is to communicate our ideas or design as clearly as possible. Two things to understand here are:

Does the drawing covey what I want to be built/ created?

Does it read easily? It is neat, clearly annotated, good use of line weight, hatches etc.

Numbering Drawings

There are many different ways that architects number their drawings. Although there are standards, may practices adapt the standard numbering system to reflect the needs of their own office.

You can read more about the standard drawing numbering system here .

I tend to use a simpler approach given that most of the projects I work on are residential and therefore do not have a large number of drawings compared to commercial projects.

The drawing number prefixed with the discipline designator, A for architect, or I for Interior  Design and so on.

• G – General
• A – Architectural
• E – Electrical
• S – Structural
• I – Interiors
• L – Landscape

Sheet types:

• 0 – General – notes, legends etc
• 1 – Plans
• 2 – Elevations
• 3 – Sections
• 4 – Enlarged plans, elevations, sections, interior elevations
• 5 – Details
• 6 – Schedules

So, a floor plan drawing would be A100 for example, then if you had a number of floor plans A101, A102, A103 and so on.

• A100 – Site Plan
• A101 – Ground Floor Plan
• A102 – First Floor Plan
• A103 – Roof Plan

A set of elevation drawings may be A200, A201, A202 and so on.

Drawing Labels

It is important to ensure each drawing on a drawing sheet is labelled. Beneath each drawing, you should include a title bar that contains the following information:

• title of the drawing
• drawing number
• scale of drawing
• drawing sheet number of referenced drawing (where applicable, ie sections, elevations.)

Marker Labels

Reference markers are labels on a drawing that indicated where the drawing is taken from and what it is showing. These consist of elevation markers, section markers and detail markers.

For example, you will use your floor plan to show the reader the points at which you will take an elevation, or a section line through the building. You will also use a floor plan (or section) to show junctions or areas where you will reference a detail.

As a rule, the different markers have a standard aesthetic that makes them easy to recognise.

Elevation Marker

The elevation marker is shown as a circle with an arrow pointing toward the elevation.

Inside the circle, there is a reference number or letter referring to the elevation drawing number or letter, and underneath this, is the drawing sheet number where that elevation can be found.

Elevation marker labels can be number or letters, or relate to the orientation of the elevation, ie north south east or west.

The elevation marker does not always show a reference number to the drawing sheet.

Section Marker

The section marker is shown slightly differently to an elevation marker with a larger arrow. The arrow shows the direction that the section is being taken. The section marker is attached to a line that runs through the floor plan showing the cut of the section.

Again, the section marker has two sets of information within the marker circle, the first is the letter or number that refers to the section, the second number underneath refers to the drawing sheet number where the section can be found.

Whether you are labelling your elevation or sections with numbers or letters, make sure you are consistent throughout.

Detail Marker

A detail marker is similar to the section and elevation markers in that it has a drawing reference number or letter, and a reference to the drawing sheet where that detail drawing can be found.

The marker itself usually includes a box around the area showing the detail.

Key / Legend

A Key or Legend is provided to help make the drawing as clear and easy to understand as possible. A key can be used in a number of ways. It might be to show the different hatches used to represent materials and what they mean.

A key can also be used as a labelling tool, where numbers are put on the drawing and the corresponding description is written in the key.

Always keep in mind, annotation and labelling are to ensure clarity of the drawing. You might consider whether it is better to label each individual item in a drawing, or to number elements and have a key. Which one is easier to read? This will vary from one drawing to the next.

Labelling a drawing and having the text on the drawing can clutter the information. Make sure you keep the labels aligned and slightly away from the drawing to keep things clear. If you are using arrows, try to keep them all at the same angles. A good option is vertical, horizontal and 45 degree angle only if possible.

There are a number of standard line types that indicate different things on a drawing. Lines can be drawn to indicate hidden objects, cutting lines, boundaries and so on. Lines can be continuous (ie solid) or dashed. They will also vary in thickness or line weight. It is worth taking note of these line types and understanding when to use them.

Continuous lines generally represent walls, columns and other major elements, with different line weights assigned according to hierarchy of the element.

Dotted and dashed lines can indicate hidden items, or ceiling height changes, wheelchair turning circles and so on.

The following are the most common line types you will encounter.

• Boundary line
• Cutting line
• Object line
• Hidden line
• Centre line
• Dimension line
• Leader line

Line Weights

Levels and dimensions.

Dimensioning provides accurate sizing on objects in the drawing. Dimension lines are used to identify exactly where the dimension begins and ends.

Generally dimensions are drawn in order from outside, starting with the overall dimension or outside dimension, then following with the smaller details in the space.

It is important to keep your dimensioning consistent in terms of both style and format. Consider why dimensions are being added to the drawing. Dimensions are added to walls, columns, doors, windows, openings, stairs and other elements of the construction. Dimensions can be taken from the frame or finished surface, this will depend on the type of drawing being produced.

Dimension lines are lighter than line weights used for walls and structural elements. The dimension line is offset slightly way from the object, and does not touch it. Arrows, dots, or ticks are used to cross the extension line with the dimension line.

Levels are added to both floor plans, sections and elevations to indicate external ground level, finished floor level, and upper story levels.

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How to annotate a sketchbook: a guide for art students

Last Updated on November 29, 2021

High school art students often have to submit sketchbooks, art journals, or other preparatory material that includes writing as well as visual material. This annotation plays an important role in how examiners assess and respond to your work. Although each qualification has their own assessment criteria and requirements, almost all high school art programs have similar standards and expectations when it comes to annotation. This article sets out best practice when it comes to producing outstanding sketchbook annotation, and includes examples from students who achieved excellent results around the world. It is likely to be particularly helpful for students who are wondering how to annotate an A Level Art sketchbook, those wishing to conduct formal analysis for an IB Visual Arts Process Portfolio, or those looking for GCSE Art annotation examples.

Want more guidance? Some of this material and much more is in our new book: Outstanding High School Sketchbooks . This book has high-resolution images so that fine details and annotation are clear, making it an excellent resource for students and schools.  Learn more !

Communicate intentions

It is helpful to begin a sketchbook by discussing your intentions, initial ideas, or design brief, including any requirements and restrictions set for the project. (Some students also include brainstorming and mind maps at this stage of their project).

READ NEXT: How to make an artist website (and why you need one)

Demonstrate subject-specific knowledge

Aim to communicate your thoughts in an informed, knowledgeable manner, using a range of art-related vocabulary and terminology. This knowledge may be the result of formal classroom lessons, individual research, or personal art-making experience.

Include personal responses

Aim to record personal reflections, evaluations, and judgments, rather than regurgitating facts or the views of others. The aim is to provide insights into your thinking and decision-making processes. Visual art examiners do not want to read long lists of facts, excessively detailed descriptions of technical processes, extensive artist biographies, or long-winded passages documenting broad periods of art history. Use research to inform your own responses. It is not acceptable to copy written information directly from other sources, although small portions may be quoted and referenced.

Avoid the obvious

Self-explanatory statements—such as ‘this is a drawing of a shoe’—are unnecessary. Such comments do not communicate any new information to the examiner.

Communicate with clarity

Write in a succinct and clear manner. A sketchbook should not contain endless pages of waffle; this wastes the examiner’s time as well as your own.  You can record thoughts in any combination of legible formats: mind maps, questions, bulleted summaries, or complete sentences and paragraphs. Whichever format you choose, avoid ‘txt’ language and ensure that you proofread for spelling errors. These indicate carelessness and may suggest that the work belongs to a low-caliber student.

Don’t feel you have to write in full sentences. Noting key words or phrases can be just as effective. Annotating your work, GCSE, Art & Design, BBC Bitesize Guides

Reference all images, text, and ideas from other sources

All content from other sources should be formally acknowledged and credited. This is true even when you are interpreting the content rather than directly copying it. It is helpful to cite the artist underneath the relevant image (artist name, artwork title, media, date, and image source). Also, provide brief details about any visits to studios, galleries, or museums, noting that you visited in person. Label any original photographs so that it is clear to the examiner which images are your own.

Critically analyze artwork

Art analysis is an integral component of most high school art programs. Make sure you also analyze your own artwork, appraising the outcomes against your original intentions and the assessment objectives. These insights should inform and influence subsequent work.

For further assistance with sketchbook annotation, please read our guide to analyzing artwork . This is a comprehensive art annotation help sheet, with art annotation vocabulary formulated into questions to help guide students through how to annotate an artwork.

Need more help with creating a sketchbook?

This article is part of a series we have published about high school sketchbooks. You may also be interested in viewing our other sketchbook resources:

• Painting / fine art sketchbooks
• Photography sketchbooks
• Graphic design sketchbooks
• Textile and fashion design sketchbooks
• Sculpture, architecture, and 3D Design sketchbooks
• Digital sketchbooks
• Tips for producing an amazing high school sketchbook (this was originally written for A Level Art and IGCSE/GCSE Art students, but is relevant for students creating a sketchbook, art journal, or visual diary as part of any high school art qualification)

Amiria has been an Art & Design teacher and a Curriculum Co-ordinator for seven years, responsible for the course design and assessment of student work in two high-achieving Auckland schools. She has a Bachelor of Architectural Studies, Bachelor of Architecture (First Class Honours) and a Graduate Diploma of Teaching. Amiria is a CIE Accredited Art & Design Coursework Assessor.

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Annotating diagrams, graphs or maps

Diagrams, graphs and maps are visual texts that are fundamental to Geography. The construction of visual representations of geographical concepts and relationships supports students' developing understanding because they provide an easy-to-process structure to retrieve, and show, their knowledge (Vekiri, 2002). In addition to being able to construct these visual texts, students should be able to annotate them. Annotations provide additional information that explains, elaborates on, or emphasises the visual elements of a diagram, graph or map.

Note: Strategies on how to explicitly teach the semiotic (meaning-making) systems of visual texts in Science can be found on the Reading and explaining visual scientific images web page.  Teachers can adapt these strategies for the Geography classroom. 

Teachers can support students to annotate their visual representations in Geography through guiding construction, either as a class or in small groups.

Note: Other strategies that may assist students to draw geographical visual representations may be adapted from the Science section of the toolkit .

• Teacher provides students with a visual representation.
• Teacher leads a class discussion to unpack and interpret the visual representation.
• The teacher points to various sections of the visual representation and asks students to describe or elaborate on what that section is showing.
• The teacher annotates the visual representation with the students' responses.
• Once the visual representation has been annotated, the teacher leads a second discussion to revise and edit the annotations. Possible questions to ask include:
• Is this description accurate?
• Are nouns used to name the features being named?
• Are adjectives used to describe the nouns?
• Are verbs used to explain the process being annotated?
• Are adverbs used to describe the verbs?
• Could we write this annotation more succinctly?
• Is it clear to which part of the visual representation the annotation refers? How could we make it clearer?
• Students copy the revised annotations in their notes.

Below are two examples of annotated visual representations in Geography that were constructed with a class. The first image in each example shows the visual text the teacher initially showed the students. The second image shows the jointly constructed annotations.

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Definition of annotated

Examples of annotated in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'annotated.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1786, in the meaning defined above

Dictionary Entries Near annotated

Cite this entry.

“Annotated.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/annotated. Accessed 15 Jul. 2024.

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Annotation Guide

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Annotating Art

Directions:  Based on the assignment, use your own work or an art historical work and annotate it, depending on what the teacher explains in class. Keep it all on 1 page/screen.

Annotations will include the Principles and Elements of Art, Mood/Symbolism/Interpretation and Art Historical Links.

Focus on analysis rather than description.

Submit on Google Classroom.

This example is done with one of Ms. Russo Scherr's artwork but the annotations can be applied to an art historical work.

Also, look at the Comparative Study Example (Jenny Saville, Formal Analysis Page)

Click to view higher resolution pd f

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How to easily apply annotative text, annotative dimensions etc using AutoCAD

Annotations are an important part of every drawing. The easier way to achieve the  Best Practice for technical Drawing and CAD  described earlier using BIM and AutoCAD is to use annotative elements (annotative text, annotative dimensions, annotative leaders, etc.) Those are annotative by default in BIM software. However, you still need to know how you want them to look. The links below address each annotation element specifically for setting annotative element on AutoCAD. You can also the AutoCAD values to set up your BIM as well, which more or less need the same parameters. 

Set-up parameters for Annotation

• Text Sizes and Font
• Annotative Leaders

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