Teaching/Learning Strategies Through Art: Art and Basic Design Education

Abstract

The ultimate aim of any creative activity is building… architects, sculptors, painters, we all must become craftsmen again… no essential difference exists between the artist and the craftsman, the artist is a craftsman of heightened awareness… but the basis of craftsmanship is indispensable to all artists. It is the prime source of all creative work", Walter Gropius, from Bauhaus Manifesto of Foundation/Basic Course, 1919."Basic Design", also known as "Foundation Courses" or "Enseignement Pre´liminaire", formed the basis of the pedagogy of the classical schools of design and architecture. That is, the "Vhutemas", the "Bauhaus", the "Chicago Bauhaus", and the "Ulm School" (Hochschule Fur Gestaltung). This teaching approach, which has undergone multiple changes since the 1920s, lost much of its importance from the 1960s onwards, and at times even disappeared from educational programs in Germany. However, the past 20 years or so have witnessed a rebirth of "Basic Design Education" through many debates and pedagogical propositions (Boucharenc, 2006). In the light of this truth, it can be said that, the basic design has the same importance at all disciplines, although it differentiates on applications in the educations, and this importance is being increased day by day. In the context of this research, especially it will be focused on the basic design education in art and architecture and this concept will be related with these disciplines. The aim of this research is to put forward the right definitions for basic design concept and to evaluate it with relating its own elements and principles, if the design steps are built with a concept, it will be able to see the differences in its properties and right thought, in producing an idea and the effect of composing a concept on defining design power.

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

“…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).…”

Character Thematic Education Game “AK@R” of Society Themes for Children with Malang-Indonesian Visualize

“…Games are beneficial in learning in a fun way. The game can develop other skills through sequential, verbal, visual, and kinetic activities and others (Besgen, Nilgun, & Sara, 2015). Games on mobile devices help in implementing the application of learning.…”

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

“…The importance of art education in schools, especially two-dimensional art such as pictures or paintings can develop children's thinking creativity. Art activities are effective stimulation to develop children's imagination, thinking creativity, and expression [1], enhance conceptual abilities [2], learn to respect works and offer opportunities to solve problems [3], teach children to be patient and independent [4], giving freedom to explore materials [5], to be manipulated into a new form [6] and [7] and improve motoric skills [8].…”

“…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].…”