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Apprehending the Creative Process through Drawing in the Foundation Design Studio
Author(s) -
Akoury Chahid
Publication year - 2020
Publication title -
international journal of art and design education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.312
H-Index - 25
eISSN - 1476-8070
pISSN - 1476-8062
DOI - 10.1111/jade.12223
Subject(s) - studio , articulation (sociology) , process (computing) , creativity , design studio , foundation (evidence) , visual communication , psychology , mathematics education , pedagogy , visual arts , computer science , multimedia , art , social psychology , archaeology , politics , political science , law , history , operating system
One of the main goals of design education is to enhance and enable creative thinking. Therefore, effectively teaching visual representational and interpretational skills is vital for the communication and articulation of such ideations. This article will explore examples from two specific introductory design studios where my personal pedagogical approach emphasises drawing as a creative language of reflection and critical conceptualisation. The aim of my approach accentuates the exploration any idea through drawing and thus allowing this graphic language to aid in the generation of creative thinking. Drawing, then, assumes the role of a research process concerned not only with the projection of thoughts, but with the study of correlations, and the consequent incorporation of perceptive and conceptual articulations.