scholarly journals From Movie to Design Interpretation of Passengers in the Form of Basic Design Principles

2020 ◽  
pp. 173-181
Author(s):  
Damla Atik
Keyword(s):  
Learning Process ◽  
Design Education ◽  
Three Dimensional ◽  
Design Principles ◽  
Basic Design ◽  
Design Elements ◽  
Visual Composition ◽  
Wide Range ◽  
Visual Depiction ◽  
Teaching Learning

Design is a tough process in which knowledge, skill, awareness, sophistication, inspiration, time and creativity should be brought together efficiently within artistic and aesthetic approach. Design education involves observing, researching, thinking, interpretation, designing and producing processes concordantly. Due to its unusual formation; students face difficulties while transforming intangible concepts into tangible products in basic design courses. An encouraging and inspiring teaching-learning process is required in this unique course. Conventional basic design education is structured on teaching the design elements and principles that make up a visual composition. Basic design curriculums of different departments are correlated with various branches of art and present interpretation diversity within students’ applications and basic design studio experiences. It is aimed to make a contribution to the wide range of basic design course within a case study themed on cinema in this study. Regarding to experimental method and watching a movie, students designed three dimensional models representing their inferences. Interpretation diversity has been observed due to students' cognition, observation, ways of access to information and creativity. As a result, deductive thinking and visual depiction of the movie through basic design principles have resulted creative products and benefited students' teaching-learning process.

scholarly journals From Movie to Design: Interpretation of “Passengers” in the Form of Basic Design Principles

2020 ◽  
pp. 173-181
Author(s):  
Damla Atik
Keyword(s):  
Learning Process ◽  
Design Education ◽  
Three Dimensional ◽  
Design Principles ◽  
Basic Design ◽  
Design Elements ◽  
Visual Composition ◽  
Wide Range ◽  
Visual Depiction ◽  
Teaching Learning

Design is a tough process in which knowledge, skill, awareness, sophistication, inspiration, time and creativity should be brought together efficiently within artistic and aesthetic approach. Design education involves observing, researching, thinking, interpretation, designing and producing processes concordantly. Due to its unusual formation; students face difficulties while transforming intangible concepts into tangible products in basic design courses. An encouraging and inspiring teaching-learning process is required in this unique course. Conventional basic design education is structured on teaching the design elements and principles that make up a visual composition. Basic design curriculums of different departments are correlated with various branches of art and present interpretation diversity within students’ applications and basic design studio experiences. It is aimed to make a contribution to the wide range of basic design course within a case study themed on cinema in this study. Regarding to experimental method and watching a movie, students designed three dimensional models representing their inferences. Interpretation diversity has been observed due to students' cognition, observation, ways of access to information and creativity. As a result, deductive thinking and visual depiction of the movie through basic design principles have resulted creative products and benefited students' teaching-learning process.

Transformation of basic design teachings into product: interior furniture

2018 ◽  
Vol 5 (1) ◽  
pp. 11-21
Author(s):  
Muteber Erbay ◽  
Ayça A. Ustaömeroğlu ◽  
Pınar Küçük ◽  
Zeynep Sadıklar
Keyword(s):  
Interior Design ◽  
Design Education ◽  
Three Dimensional ◽  
Basic Design ◽  
Furniture Design ◽  
Design Decisions ◽  
Design Elements ◽  
First Semester ◽  
Design Creativity ◽  
Gestalt Perception

In design-based disciplines, the basic design lesson generally covers theories of design elements-principles and Gestalt perception rules, then followed by two and three-dimensional abstract designs made by the students. All these studies play an important role in the development of visual language and expression. Particularly in the visualization of the imagination and in the process of transferring the design, the students are fed from these teachings and direct their design decisions. For this reason, the "Basic Design" course is of great importance for the students to develop a formal and aesthetic perspective. However, the transformation of these abstract thoughts into a concrete product is often not tested in the context of the course. In the scope of this study; the teachings that students gained from the   "Basic Design" course, which is given in the first semester in the Department of Interior Design at Karadeniz Technical University, was tested with a workshop. As method of the study, the functional characteristics of the furniture designed by the students and the basic design elements-principles and Gestalt perception rules used by the students were entered into the SPSS program and the obtained data were evaluated in accordance with the objectives of the study. Keywords: Furniture design; abstract thinking; design education; basic design; creativity Özet Tasarım tabanlı disiplinlerde temel tasarım dersi genel olarak; tasarım ögeleri, ilkeleri, Gestalt algı kuramlarını içeren teorik anlatımlarla verilmekte, sonrasında öğrencilere yaptırılan iki ve üç boyutlu soyut tasarımlarla desteklenmektedir. Tüm bu çalışmalar görsel dilin ve ifadenin geliştirilmesinde önemli bir rol oynamaktadır. Özellikle imgenin görselleştirilmesinde ve tasarıma aktarılması aşamasında öğrenciler, bu öğretilerden beslenerek tasarım kararlarına yön vermektedirler. Bu nedenle “Temel Tasarım” dersi, öğrencilerin biçimsel ve estetik bir bakış açısı geliştirebilmeleri için büyük bir önem arz etmektedir. Ancak bu bakış açısının soyut düşünceden, somut bir ürüne dönüştürülmesi genellikle ders kapsamında test edilememektedir. Bu çalışma kapsamında; Türkiye’nin kuzey doğusunda bir sahil kenti olan Trabzon’da bulunan Karadeniz Teknik Üniversitesi İç Mimarlık Bölümünde birinci yarıyılda verilmekte olan “Temel Tasarım” dersinin bir çıktısı olarak öğrencilerin dersten edinimleri dönem sonunda bir workshop çalışması ile sınanmıştır. Çalışmanın yöntemi olarak öğrencilerin tasarladıkları mobilyaların işlevsel özellikleri ve kullandıkları temel tasarım öge ve ilkeleri SPSS programına girilmiş, elde edilen veriler çalışmanın amaçları doğrultusunda değerlendirilmiştir. Keywords: Temel tasarım, mobilya tasarımı, yaratıcılık, soyut düşünme.

scholarly journals Evaluating the resulting products with the use of basic design elements and principles

2020 ◽  
Vol 10 (1) ◽  
pp. 103-115
Author(s):  
N. Basak Yurttas ◽  
Tuba Terece
Keyword(s):  
Design Education ◽  
Freedom Of Expression ◽  
Three Dimensional ◽  
First Year ◽  
Basic Design ◽  
First Year Students ◽  
Design Elements ◽  
The Social ◽  
Original Works ◽  
Intellectual Activities

The basic design course is carried out in most institutions providing design education regardless of the area. The goal of this training process is to introduce students to the design elements and principles and to carry out intellectual activities such as observation, perception, impression, experience, research, memory, evaluation, the emergence of creativity and the end with the product. The student is expected to gain competencies such as gaining a different perspective and freedom of expression by communicating with the field and using different materials with new meanings. During the lesson, the students get acquainted with a workplace (studio space) that they are not familiar with. It is aimed that students create original works with different materials and expression techniques, sometimes by doing individual and sometimes group works. It is the first time that the student encounters with the concept of design, observing the social–physical environment from a different perspective, discovering and developing the ability to produce forms. In this study, the experiences of two-dimensional and three-dimensional outcome products shared by the Biruni University Interior Architecture and Environmental Design Department’s first-year students in the 'Basic Design I' course, which transfer the basic design elements and principles they learned during the semester to the final applications, are presented.   Keywords: Basic design, design, studio space, experience, creativity.

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

2015 ◽  
Vol 182 ◽  
pp. 428-432 ◽  
Author(s):  
Asu Besgen ◽  
Nilgun Kuloglu ◽  
Sara Fathalizadehalemdari
Keyword(s):  
Learning Strategies ◽  
Design Education ◽  
Basic Design ◽  
Teaching Learning

EMULATION TO THE NATURE IN BASIC DESIGN EDUCATION OF LANDSCAPE ARCHITECTURE

2021 ◽  
Vol 0 (22) ◽  
pp. 0-0
Author(s):  
Banu BEKCİ ◽  
Çiğdem BOGENÇ
Keyword(s):  
Design Process ◽  
Design Problem ◽  
Design Education ◽  
Spatial Organization ◽  
Common Ground ◽  
Rural Landscape ◽  
Basic Design ◽  
Architecture Education ◽  
Analogical Thinking ◽  
Design Elements

Aim: The main purpose of the study is to create a recreational spatial organization with basic design elements and principles by emulating nature in increasing visual literacy. With this study, it was aimed to stimulate students' imagination and make them design spatial organization by emulating geological rock sections in sustainable design approaches of rural landscape areas. Method: The process of producing solutions to the design problem given was carried out by using (i) 14-week basic design training, (ii) taking thin samples from geological rocks for petrographical studies, and (iii) the analogical thinking method which was the inspiration of Goldschmidt and Smallov (2006) and Cardoso and Badke-Schavub (2011) for the transformation of their ideas into forms. Findings: By analyzing the concepts related to the given problem, the solution of the design problem began, and the designers’ abstract ideas were concretized and handled within the framework of the concept. Students, who received the subject of study during the design process, completed the product they prepared in line with the basic design education they received in order to obtain a product from the concept whichthey created in their mind by emulating geological rock sections. The process was successfully completed by adding something to the obtained product, removing something from the obtained product, and combining something with the obtained product in this process. Result: The ability to have a versatile perspective in design education, which finds common ground forart and architecture education, is vital. This study showed that in architectural education, the design process can collaborate with different disciplines and that the products may be unique and sensitive to ecosystem services.

A Brief Review of Game Engines for Educational and Serious Games Development

2020 ◽  
pp. 447-469
Author(s):  
Humberto Marin-Vega ◽  
Giner Alor-Hernández ◽  
Ramon Zatarain-Cabada ◽  
Maria Lucia Barron-Estrada ◽  
Jorge Luis García-Alcaraz
Keyword(s):  
Learning Process ◽  
Game Design ◽  
Serious Games ◽  
Information Technologies ◽  
Educational Games ◽  
Design Elements ◽  
Game Activity ◽  
Game Engines ◽  
Teaching Learning ◽  
Games Development

Gamification is the use of game design elements to enhance the teaching-learning process and turn a regular, non-game activity into a fun, engaging game. Simultaneously, serious games are proposed as an efficient and enjoyable way of conducting cognitive assessment, as they combine a serious intention with game rules and targets. In this scenario, game engines have emerged as information technologies for serious games and educational games development; however, this development has usually been performed without a guide to identifying game attributes to be present in the game. To address this gap, we present an analysis of the most used game engines to identify game and learning attributes supported for serious and educational games development. Findings from this analysis provide a guide of the most popular game engines that offer the largest support for game attributes, which were also classified by game categories.

scholarly journals Empat Prinsip Komposisi Menciptakan Desain Indah, Satu Trik Pemikat Hati Pemirsa: Rhythm, Depth, Balance, Unity - Emphasis

Humaniora ◽  
2011 ◽  
Vol 2 (2) ◽  
pp. 1420
Author(s):  
Julianto Julianto
Keyword(s):  
Learning Process ◽  
Visual Communication ◽  
Design Principles ◽  
Visual Design ◽  
Literature Study ◽  
Design Communication ◽  
Visual Composition ◽  
Popular Books

Rhytm, depth, balance, unity are 4 main visual composition principles which are abbreviated and simple. The design principles made it easier to design beautiful visual communication but still reflecting strong effects for audience in extracting one trick of desain principles: emphasis. The article adapts literature study method from 7 popular books about visual design communication, along with information beneath each book. The analysis consists of descripted important parts in design principles, then summarize them into 4 (rhythm, depth, balance, unity) plus 1 (emphasis). The article hopefully could facilitate lecturers and students in learning process in DKV classes.  

scholarly journals Three-dimensional modeling as a methodological innovation for teaching zoology and as a strategy for environmental education

2021 ◽  
pp. 183-199
Author(s):  
Caio Henrique Gonçalves Cutrim ◽  
Vinícius Albano Araújo
Keyword(s):  
Biological Sciences ◽  
Environmental Education ◽  
Undergraduate Students ◽  
Learning Process ◽  
Three Dimensional ◽  
Morphological Characteristics ◽  
Methodological Innovation ◽  
Three Dimensional Modeling ◽  
Dimensional Modeling ◽  
Teaching Learning

The great diversity of animals and the relationship between their morphological characteristics, adaptations and life strategies are approached in the teaching of zoology. The use of innovative and alternative methodologies, such as zoological modeling, are tools that can contribute to a high interest in the study of zoology and it is use in an environmental education strategy. In this study, the zoological modeling intermediated the teaching-learning process in undergraduate students of the Biological Sciences course and the connection of teaching practices with environmental extension activities. Twenty-two animal models were built with representatives of the Phylum Arthropoda, Mollusca, Cnidaria and Echinodermata, approaching aspects of external, internal morphology and life cycle. The process of perception, viability and assimilation of the construction of the zoological modeling was analyzed through interviews with 40 undergraduates and 100 children and teenagers, the target audience of the workshops. The results showed that the three-dimensional modeling stimulates environmental students in the teaching-learning process and it is use in education activities were efficient, awakening curiosity, enabling the demystification of animals and the dissemination of their essential ecosystem services for the conservation of biodiversity.

scholarly journals The Architecture of Learning Object Repositories

10.28945/2910 ◽  
2005 ◽  
Author(s):  
Ismar Frango Silveira ◽  
Nizam Omar ◽  
Pollyana Notargiacomo Mustaro
Keyword(s):  
Learning Styles ◽  
Learning Process ◽  
Large Scale ◽  
Learning Objects ◽  
Learning Processes ◽  
Learning Object ◽  
Mediated Learning ◽  
Pedagogical Content ◽  
Wide Range ◽  
Teaching Learning

The definition used for learning objects considers them as any digital entity which can be used, reused or referenced during a technology-mediated learning process. Nowadays, this concept has became essential to the development of pedagogical content to be used in large scale educational projects to which are engaged a wide number of educational agents - students, teachers and faculty staff. Guaranteeing reusability of pedagogical content allows its use on different contexts. Therefore, a repository of learning objects that has a well-defined metadata structure can be used to customize learning processes. Recent researches on Learning Object have been contributing on the search of patterns for instructional content development, in order to make them adaptive, generic, portable and scalable enough to improve their potential for reusability. Besides, a wide range of virtual learning environments has been proposed to support these learning objects, with their properties and characteristics. Nonetheless, the great challenge still remains on how adaptive can a learning object be. There are several levels of adaptation that can be reached, and these levels can be established regarding to a wide range of different aspects on teaching-learning processes, varying from the need of keeping track of students’ evolution on building a specified piece of desired knowledge, until their learning styles, a multi-dimensional measure that are not only individual-dependant, but are also influenced by a range of factors so diverse as environment, inter-relational issues and psychological aspects related to how a student deal with certain sort of knowledge to be constructed, or skill to be developed. An architecture for learning objects repositories that intends to be general enough to support different pedagogical approaches and adaptation levels is presented. Such architecture is based on five different but co-related tiers: Syllabus Tier, which encapsulates all organization of learning objects that persist on the Reusable Learning Objects Tier. To select and present these objects in a way that adaptation to students’ background, learning styles and temporal motivation is responsibility of Apprentice Model Tier and Learning Styles Tier, that together drive Presentation Tier to dynamically built the most adequate interface to each student. Therefore, multiple presentations for the same learning object can make learning process more significant to students.

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