Design Education Research on Creative-Oriented and Skill-Based Teachings - A Case Study of Computer Graphics Course

Yi-Chen Hsu

doi:10.29465/IJDMD.201412_6(2).0002

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人文学 > 艺术
社会科学 > 传播学

DOI： 10.29465/IJDMD

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Design Education Research on Creative-Oriented and Skill-Based Teachings - A Case Study of Computer Graphics Course

Yi-Chen Hsu

国际数位媒体设计学刊； 6 卷 2 期 (2014 / 12 / 01) ， P18 - 25

英文 DOI： 10.29465/IJDMD.201412_6(2).0002

Design Education ； Creative-Oriented Teaching ； Skill-Based Teaching ； Computer Graphics

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摘要 │ 参考文献 (15) │ 国际计量

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This research aims to investigate how creation and skill are taught in design education, and how the ratio of both factors should be arranged in the teaching plan of a computer graphics course. It also asks how the creative-oriented and skill-based teachings influence students on design works. This research conducted two phases of experimental teachings (creative-oriented teaching and skill-based teaching) to investigate the differences of student learning performance and outcomes during these two phases. The creative-oriented teaching phase focused on design thinking and creation inspiring; the skill-based teaching phase focused on software function introduction and skill practice. Questionnaires of learning performance were collected from students after each teaching phase for result analysis. The expert interviews and group discussion were also conducted to collect data. The quantitative data from expert censorship of design works and learning performance questionnaire was computed using the SPSS for Windows. Additionally, information from expert interviews and group discussion was adopted as the qualitative data in this study. Some suggestions are proposed from the research results, and these suggestions are offered for the design courses that were designed for the Science College students. Due to the college of science students being more familiar with computer techniques and software knowledge than the college of arts and design majors, the design course should be planned to be more concentrated on creative-oriented teaching, such as creation inspiring, design procedure teaching, and practical design knowledge guiding. Also, the design course should contain small parts of skill-based teaching, for example the introduction of basic tool and practice of frequent using tool of design software.

参考文献 ( 15 ) 〈TOP〉

Bakarman, A.(2005).Attitude, Skill, and Knowledge: (ASK) a New Model for Design Education.Proceedings of the second CDEN Design Conference on Design Education, Innovation, and Practice,Alberta, Canda:
Budge, K.,Beale, C.,Lynas, E.(2013).A Chaotic Intervention: Creativity and Peer Learning in Design Education.International Journal of Art & Design Education,2(32),146-156.
Cropley, D.,Cropley, A.(2010).Recognizing and fostering creativity in technological design education.International Journal of Technology and Design Education,20(3),345-358.
Efe Varol, T.(2012).Problems Encountered by a Newly Graduated Graphics Designer.Procedia - Social and Behavioral Sciences,51,416-419.
Eyikan, B.(1998).The making of a designer: convictions about skills and professional role in design.the proceeding of “Forum II: architectural education for the 3rd millennium

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