Visual Communication: A Context For Developing Design Concepts

College Student Journal, Sept, 2000 by Kenneth R. Jr. Tremblay, Susan A. Kreul-Froseth, Lawrence Von Bamford, Brian H. Dunbar

Results

A formal evaluation was completed at the end of the project. This evaluation was based on the general quality of the graphic representation such as line weight, lettering, accuracy, composition of the visual presentation and creative approach to concept development. During the evaluation phase of the project, each student generated an axonometric drawing illustrating a three-dimensional view of the entire space while completing design revisions. Students continually refined their designs emphasizing concept and presented their solutions to best illustrate the design concept of the created space. The emphasis was placed on the refinement of basic concept principles as a simultaneous occurrence with graphic expression, now with feedback from others.

Students completing this project felt that they were better able to visualize space. They were especially impressed with their own abilities to generate and test design concepts that were eventually represented in their final drawings. The majority of students realized that they needed to develop a keen sense of self-criticism to assist in choosing the best solutions from the conceptual possibilities and personal visions they generated.

As recommended by Ediger (1998), a self-evaluation by the instructor was also performed. It was determined through this self-evaluation that the content contained in the teaching unit was meaningful, based on feedback from students. Creative thinking was assessed by focusing on original solutions as illustrated in the completed designs. Engaging in a self search for multiple solutions about a design problem at a sketchy, preliminary level resulted in better design solutions. The teaching unit implemented in a classroom setting was considered to be appropriate in cultivating self-conferencing as an integral part of the design process, with an increased emphasis on multiple concepts and greater sophistication of solutions.

Conclusion

The teaching unit described in this paper incorporated a graphic "building process" represented by specific forms of visual expression technique: free-hand sketching, two-dimensional drawings and three-dimensional drawings. As students worked toward a solution of a design problem, the integral expression of design concept occurred. Creativity in design concept development was successfully encouraged. Helping students reach their creative potential is crucial to innovation in all fields of study. The understanding of visual expression in the context of design concept development enabled interior design students participating in this teaching unit to experience a more complete creative process.

References

Abercrombie, S. (1990). A philosophy of interior design. New York: Harper & Row.

Benedict, W. M. (1996). Beliefs for creating more inclusive beginnings. Presentation, 7, 8-18.

Ediger, M. (1998). Determining success in university teaching. College Student Journal, 32, 121-124.

Eggink, H., & Laseau, P. (1996). Drawing in context: Responding to new realities. Presentation, 7,34-39.