設計成果

學術研究

平面設計構想草圖思考過程之研究

論文名稱:  平面設計構想草圖思考過程之研究
論文名稱(英文) A Study on the Design Thinking in Sketching for Graphic Design
研究者(中文) : 盧麗淑
研究者(英文) : Li-Shu Lu
學 號 :
學位類別 :
出版年 :
論文頁數 : 18
學校名稱 :
系院名稱 :
系所名稱 :
指導教授 : 管倖生
中文關鍵字 : 平面設計,構想草圖,設計思考
英文關鍵字 : Graphic Design,Sketching,Design thinking
論文使用權限 :
中文摘要: 本研究主要以文獻分析與口語分析方法,彙整文獻理論並蒐集設計者在構想發展時的口語資料,試圖了解平面設計者在設計構想發展時,視覺思考與繪圖思考之關係。研究結果顯示:(1)平面設計草圖構想編碼系統建立:可從設計者觀看的角度思維視覺思考活動與繪圖思考活動之互動性,並將視覺思考活動區分成經驗型、想像型、與檢視型思考等三個類別;而繪圖思考活動則區分成文字型與圖像型思考兩個類別,共計兩大範疇五個類別。(2)草圖構想整體過程現象分析:在整體構想發展過程中,設計者觀看的視覺思考活動頻率多於繪圖思考活動,其中視覺思考是以想像型思考為主,其次依序為經驗型與檢視型思考,因此推論計者大致上是以個人自我指向性的想法爲主,以進行與完成設計構想。而繪圖思考主要則是以圖像型思考爲主,以進行、記錄並完成想像型思考時所產生的概念。(3)視覺思考與繪圖思考的互動關係:在構想發展的設計前期階段,設計者明顯是以觀看的視覺思考活動中的想像型思考做爲發想開端,亦即是先以個人想法爲主,比較沒有想到設計課題或設計需求與限制等相關問題,而在設計中期與設計後期階段,則是以觀看的繪圖思考活動中的圖像型思考爲主,亦即設計中、後期階段是前期階段視覺思考活動,無形概念轉化成有形圖形之構想草圖紀錄階段,以便完成整體的設計構想發展。最後,本研究建議在設計構想的前期階段可多進行想像性的概念刺激,以增進設計思考的創意性,而在中後期階段則可加強設計概念具象化的能力,以完整的紀錄與表達設計的思考與創意,研究結論可做爲平面設計人員構想發展之參考依據,並提供設計課程中有關構想發展教學指引之參考。
英文摘要: The study aims to understand the relationship between the graphic designers' Visual Thinking and Drawing Thinking when developing their design concepts. Through a literature review and protocol analysis, the study compiled theories from related papers and elicited verbal reports from graphic designers during their conceptual development. It then encoded the related information and conducted a content analysis. The results are as follows: (1) Establishment of the code system of graphic design concept: there are five types, under two categories. The two categories are: "Visual Thinking Activity" and "Drawing Thinking Activity". Under Visual Thinking activities, there are three sub-types: experiential thinking, imaginary thinking and examining thinking; under Drawing Thinking activities, there are two types: textual thinking and graphic thinking. (2) Analysis of the whole conceptual development: The frequency of the designers' Visual Thinking activities is higher than their Drawing Thinking activities during the conceptual development process. Their Visual Thinking activities mainly encompass imaginary thinking and then experiential thinking, followed by examining thinking. The results infer that designers develop and complete their design tasks virtually based on their personal autistic thinking. On the other hand, their Drawing Thinking activities mainly pertain to graphic thinking, which processes, actualizes and completes the concept produced by imaginary thinking. (3) The interaction between Visual and Drawing thinking activities: At the early stage of the conceptual development, designers obviously start off from their imaginary thinking within Visual Thinking activities. In other words, they begin with their personal ideas rather than the topic, requirement or limitation of the design tasks. When they proceed to the middle and the last stages, they particularly exercise imaginary thinking within the Drawing Thinking activities. However, at the later stages, the abstract concept produced by the previous visual thinking activities is transformed into a visible picture. Designers take down and sketch the concept in order to complete the development of the design concept. In conclusion, the researcher suggests that designers increase their stimulation regarding imaginary concepts at the early stage of the conceptual development in order to enhance the creativity of the design. Also, at the later stages, designers should strengthen their ability to actualize the design concept in order to take down and thoroughly express the thoughts and creativity of the design. These suggestions can support graphic designers' design conceptualizing, as well as provide a reference for the design courses in the instruction of concept development.
論文目次:
參考文獻:
原文下載:
備註:

網頁設計維護
國立臺中科技大學 商業設計系