The Mood Board Process Modeled and Understood as a Qualitative Design Research Tool

Cassidy, Tracy Diane

doi:10.2752/175693811x13080607764854

Cited by 33 publications

(34 citation statements)

References 5 publications

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“…Estas soluciones se han basado en la búsqueda de compromiso e implicación de los participantes como potenciadores reflexivos y creativos durante el proceso generativo. Precisamente diversos investigadores (e.g., Cassidy, 2011;Visser et. al., 2005) han argumentado que la importancia del punto de inicio en el proyecto resulta clave en el desarrollo evolutivo, porque afecta a la implicación en las etapas sucesivas de desarrollo y a la calidad de los resultados obtenidos.…”

Section: El Aprendizaje a Partir De La Reflexiónunclassified

“…Para ello han presentado especial atención a los niveles de compromiso e implicación de los participantes, lo que ha dado lugar al desarrollo de un modelo de perfeccionamiento que mejora el proceso creativo y generativo de los paneles de inspiración, alentando el desarrollo, articulando el pensamiento creativo y comunicando visualmente y de forma verbal (e.g., Cassidy, 2011).…”

Section: Técnicas De Design Thinkingunclassified

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Codiseñando en la didáctica de la moda

Pardo¹

2017

EARI

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Resumen: El tema de la cocreación, impulsada por la influencia del contexto económico y tecnológico, ha dado empuje a nuevas formas de trabajar el diseño, así como al desarrollo de nuevos roles para los diseñadores. Estos enfoques colaborativos se presentan como uno de los principales desafíos a los que se enfrentan, en la sociedad postmoderna, las escuelas de diseño.Los educadores de moda tienen la oportunidad de adoptar un nuevo paradigma que puede preparar a los estudiantes para aprender a trabajar de una manera más sostenible, colaborativa e integrada junto con las necesidades reales de la sociedad. Además, esto fomenta el desarrollo de una cultura basada en un nuevo lenguaje y un nuevo pensamiento de moda.Nuestro objetivo, sobre las bases de experiencias previas en la didáctica del diseño de moda, se centró en comprobar, a través de un experimento realizado en distintas escuelas (Italia y España) con dos grupos de 12 estudiantes cada uno, que los resultados alcanzados cuando ambos grupos empleaban métodos de trabajo colaborativos eran similares.En la metodología cuantitativa empleada en esta investigación se utilizó una escala de co-creación para analizar las diferencias entre las muestras a través del test estadístico no paramétrico de U Mann-Whitney.Los resultados mostraron que no se encontraron diferencias significativas entre ambos grupos. Además, los estudiantes lograron fortalecer sus niveles de creatividad, autoestima y confianza mientras compartían sus ideas y trabajaban dentro de la comunidad online. Abstract: Co-creation, driven by the influence of the economic and technological context, has propelled new ways of working with design, as well as the development of new roles for designers. These collaborative approaches are presented as one of the main challenges that design' schools have to face in the post-modern society.Fashion educators have the opportunity to adopt a new paradigm which prepares students to learn how to work in a more sustainable, collaborative and integrated way along with the real needs of society. In addition, this fosters the development of a culture based on a new language and a new fashion thinking.Our aim was based on previous studies, built upon co-creative experiences brought to fashion design education. It focused on testing, through an experiment with 12 Italian and 12 Spanish students, in which both groups achieved similar results when facing collaborative working methods.The quantitative methodology employed in this research used a co-creation scale to analyze the differences between the samples through U Mann-Whitney's nonparametric statistical tests.The results showed that there were no meaningful differences between groups and the students succeeded in strengthening their levels of creativity, self-esteem and confidence while sharing their ideas and work within the online community.

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Section: El Aprendizaje a Partir De La Reflexiónunclassified

Section: Técnicas De Design Thinkingunclassified

Codiseñando en la didáctica de la moda

Pardo¹

2017

EARI

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“…in a calculated and planned effort to link content to a particular theme or idea. However, there exists limited training or skill development related to mood boards in academia, especially in relation to mood board evaluation and improvement, as well as the role in their role in the design process (Cassidy 2011).…”

Section: Fashion Mood Boardsmentioning

confidence: 99%

“…Yet, the currently available research specific to mood boards is lacking and limited to a few studies within the past few years. Mood boards are a tool used to visually communicate information in fashion-related and consumer product industries (Cassidy 2011). Primary uses include bringing together images and ideas into an aesthetically and creatively impactful workspace, for a specific purpose.…”

Section: Fashion Mood Boardsmentioning

confidence: 99%

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Creativity of images: using digital consensual assessment to evaluate mood boards

2017

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Mood boards are used frequently in design and product development as well as in academic courses related to fashion design. However objectively evaluating the creativity of fashion design mood boards is often difficult. Therefore, the purpose of this investigation is to examine reliability of a digital consensual assessment instrument measuring creativity, using expert (from related domains) and non-expert raters (students). Creativity measures were compared with the mood board themes to further investigate any relationships between mood board types and the consensual assessment. Independent samples t test comparing group means indicated expert raters evaluated the mood boards significantly higher in creativity than the non-experts, t (99) = −6.71, p < .001, (95% CI −.57, −.29), while Pearson correlation results indicate a significant relationship between the two groups of raters, r (50) = .33, p < .01. ANOVA results for all raters indicated a significant difference between the five subject matter categories; F (4, 95) = 4.64, p < .005. Overall, expert and non-expert raters reported significant reliability, which further supports prior research using consensual assessment for creativity measures across domains.

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Determining key colors from a design perspective using dE‐means color clustering

Gijsenij

Vazirian

Spiers

et al. 2022

Color Research & Application

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Designing a mood board is a creative tool designers often employ at the start of a new (interior) design project. The colors of a mood board represent important information about the envisioned interior designs. In this article, we focus on digital mood boards and we propose a novel method to determine the mood boards' key colors from a design perspective using dE‐means color clustering. This proposed algorithm includes a fixed initialization to overcome the non‐deterministic nature of traditional k‐means, and a merging step to ensure all colors in the calculated palette are at least a dE‐threshold apart. Quantitative and qualitative results demonstrate that the proposed algorithm outperforms existing methods in determining the key colors from a design perspective. Additionally, we introduce a novel method to visualize the calculated color palettes that takes into account the contribution of individual pixels to the construction of the calculated color palettes. Finally, we demonstrate how the proposed algorithm can be used to characterize color palettes for various design styles like modern, industrial and art deco.

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The Mood Board Process Modeled and Understood as a Qualitative Design Research Tool

Cited by 33 publications

References 5 publications

Codiseñando en la didáctica de la moda

Codiseñando en la didáctica de la moda

Creativity of images: using digital consensual assessment to evaluate mood boards

Determining key colors from a design perspective using dE‐means color clustering

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