Indirect expression as an approach to improving creativity in design education

Kuloğlu, Nilgün; Asasoğlu, Ali

doi:10.1016/j.sbspro.2010.12.384

Cited by 8 publications

(9 citation statements)

References 5 publications

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“…In the literature, there are various definitions of basic design education. All these definitions commonly focus on the following issues: creativity and problem-solving ability, visual perception and the visual language (Beşgen et al 2015;Denel 1981;Kuloğlu and Asasoğlu 2010;Lang 1987;Makaklı and Özker 2015;Salama and Wilkinson 2007). The visual language is the root of design creation (Wong 1993) and is mainly based on the elements of form and the laws for putting them together (Jones 1969).…”

Section: Basic Design Educationmentioning

confidence: 99%

Usability of virtual reality for basic design education: a comparative study with paper-based design

Özgen

Afacan

Sürer

2019

Int J Technol Des Educ

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Virtual reality (VR) is an emerging technology that is being used in a wide range of fields such as medicine, gaming, psychology and sociology. The use of VR is promising in the field of education and requires investigation, but research on the use of VR in education is still limited. This enables the exploration of new territories, and design education is one of them. Design education, an important part of the curriculum of architecture students who aim to conceptualize problem-solving, is still taught using traditional methodologies with touches of digital technologies. Thus, there is limited research into the implementation of VR. This study proposes using VR in basic design education and focuses on the usability of VR, especially for problem-solving activities. It presents the literature on basic design education of digital approaches, VR technologies, usability criteria and the technology acceptance model. In order to analyse the usability of VR, we conducted an experimental study with 20 first-year interior architecture and architecture students. We found that, statistically, there is a significant difference in terms of 'the intention to use' and 'the perceived enjoyment' between the VR group and the paper-based group. Moreover, there is, statistically, a difference in effectiveness within the paper-based group and the VR-based group when one compares the success of two types of design problems in the same group. Thus, one can summarize that using VR can strongly enhance problem-solving activities in interior architecture and for architecture students and that one can consider it to be a promising and complementary tool in basic design education.

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Section: Basic Design Educationmentioning

confidence: 99%

Usability of virtual reality for basic design education: a comparative study with paper-based design

Özgen

Afacan

Sürer

2019

Int J Technol Des Educ

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“…Repetitive exercises carried out by students in this drilling method, students are given the freedom to use different materials even though the techniques used are the same. The freedom to use different materials will produce works that are different from what was made in the previous exercise, this will provide students with experience of the various forms of images they produce and enrich ideas to produce creative designs in different forms [20] [21] or integrating several existing ones into other different forms [8]. In addition, the use of the same techniques over and over again makes students more flexible and skilled in using the tools so that the completion time can make his work faster.…”

Section: Discussionmentioning

confidence: 99%

“…Students will look for the best way of doing movements. The experience of learning art through exercises to produce images of various natural materials that have been obtained by students will enrich ideas to produce creative designs in different or new forms [20] and [21]. Through agility, skills, and the ability to use tools, finishing drawings becomes faster [20] and [22].…”

Section: Introductionmentioning

confidence: 99%

“…The experience of learning art through exercises to produce images of various natural materials that have been obtained by students will enrich ideas to produce creative designs in different or new forms [20] and [21]. Through agility, skills, and the ability to use tools, finishing drawings becomes faster [20] and [22]. In addition, the drill method can also improve long-term memory skills [23] and eye and hand coordination skills so that cognitive non-art learning transfer occurs [6].…”

Section: Introductionmentioning

confidence: 99%

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The Interaction Effect of Learning Methods and Naturalist Intelligence Toward Children’s Art Creativity

Damayanti¹,

Akbar²,

Yufiarti³

2019

Proceedings of the First International Conference on Technology and Educational Science

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This study aims to look at the interaction Effect of learning methods and naturalist intelligence on the artistic creativity of first grade elementary school students, West Java province, Indonesia. The research method used experimental treatment with the level 2 x 2 method. The results showed that the learning method used by the teacher in the learning process and naturalist intelligence possessed by students had a significant effect of interaction on artistic creativity. The results of the two-way variance calculation at a significant level α = 0.05 that the price of F count interaction = 54.141 and F table (0.01; 1.96) = 6.91. The conclusion of this study is that there is an effect of the interaction between learning methods and naturalist intelligence on students' artistic creativity.

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“…According to Arnheim, thinking requires the images and the images include the thought. Therefore, visual arts are the basis of visual thinking (Arnheim, 1997;Kuloğlu, 2013).…”

Section: Introductionmentioning

confidence: 99%

As an Approach to Improving Creativity in Design Education; Art of Painting

Yavuz

2014

Procedia - Social and Behavioral Sciences

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Not just watched, a work of art can be experienced in transforming spaces. Living in concrete works of abstract art, also strengthens the link between the past and the present. Thus, while the art works are introduced to people, everyone will be informed about the works and the artist. Everyone, including those who can't afford art Works will be provided spaces transformed into them. This approach is applied for three hours a week in the 14-week Design Detail course at KTU, Department of Landscape Architecture. 16X3 works by Paul Klee, Wassily Kandisky and Johannes Itten were selected by the instructor. Every student selected one of them to study. The basic approach required from the students was to design functionally suitable and sensitive spaces just in accordance with the design elements of these works. Firstly, a space reading was conducted with each student. Later, transitions began from two-dimensional works to three-dimensional spaces. At last, starting with the works of art, the students designed children's play grounds, festival areas, coastal parks, urban open spaces, rural open spaces, labyrinths and walls. The study provided all students useful knowledge about Bauhaus school of art and architecture and philosophy, its three distinguished artists, and their forty-eight works and understanding of art. Therefore, this approach interpreting art works and the art is considered to be important for the education of qualified landscape architectures and the creation of a qualified and liveable environment.

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Indirect expression as an approach to improving creativity in design education

Cited by 8 publications

References 5 publications

Usability of virtual reality for basic design education: a comparative study with paper-based design

Usability of virtual reality for basic design education: a comparative study with paper-based design

The Interaction Effect of Learning Methods and Naturalist Intelligence Toward Children’s Art Creativity

As an Approach to Improving Creativity in Design Education; Art of Painting

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