Hylla
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Titel och upphov Drawing in the design process : characterizing industrial and educational practice; (a long-term study carried out over the period 1984-2015)
Utgivning, distribution etc. Intellect, Bristol ; Chicago : 2016
Utgivningsår
DDC klassifikationskod (Dewey Decimal Classification)
SAB klassifikationskod
Fysisk beskrivning
Anmärkning: Innehållsbeskrivning, sammanfattning In the early days of the digital revolution in graphic design, many designers and teachers of design were convinced that the era of drawing on paper was over that there would soon no longer be a place for craft-based drawing at any stage of the design process. It soon became apparent, however, that technological progress had not obviated the inherent value of drawing, and that, in fact, it opened up new avenues for convergent and hybrid drawing practices. This book traces the evolution of design-based drawing through analysis of a series of research projects from the 1980s to recent years that have sought to characterize the changing practices of design within various industries. Built on more than three hundred interviews with designers, academics, and design students, and an exhaustive analysis of thousands of drawings, it aims to generate discussion around historical and contemporary models of the design process.
Term
ISBN 978-1-78320-679-7 1-78320-679-9
Antal i kö:
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*1001 $aSchenk, Pamela
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*300 $aXIV, 250 S. :$bIll. ;$ccm.
*5200 $aIn the early days of the digital revolution in graphic design, many designers and teachers of design were convinced that the era of drawing on paper was over that there would soon no longer be a place for craft-based drawing at any stage of the design process. It soon became apparent, however, that technological progress had not obviated the inherent value of drawing, and that, in fact, it opened up new avenues for convergent and hybrid drawing practices. This book traces the evolution of design-based drawing through analysis of a series of research projects from the 1980s to recent years that have sought to characterize the changing practices of design within various industries. Built on more than three hundred interviews with designers, academics, and design students, and an exhaustive analysis of thousands of drawings, it aims to generate discussion around historical and contemporary models of the design process.
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*650 7$aTeckning$2sao$0https://id.kb.se/term/sao/Teckning
*650 0$aDrawing
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*950 $aArkitekturritningar$wh$uTeckning
*950 $aBarnteckning$wh$uTeckning
*950 $aLandskapsteckning$wh$uTeckning
*950 $aLavering$wh$uTeckning
*950 $aPastellmåleri$wh$uTeckning
*950 $wh$aTeknisk ritning$uTeckning
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In the early days of the digital revolution in graphic design, many designers and teachers of design were convinced that the era of drawing on paper was over--that there would soon no longer be a place for craft-based drawing at any stage of the design process.
List of Figures and Tables p. ix Acknowledgements p. xiii Introduction p. 1 Context and Conduct of the Long-Term Study p. 9 Context of the Long-Term Study - Theoretical Framework p. 11 Introduction to the long-term study p. 13 The design process p. 15 Drawing for creative thinking p. 19 Drawing, memory and visual literacy p. 23 Drawing for ideation and communication p. 26 Drawing in the digital age p. 28 Drawing in design education p. 32 Conduct of the Long-Term Study - Investigative Framework p. 39 Overview p. 41 Respondents p. 42 Variables and topics investigated p. 44 Phases of the Long-Term study p. 49 Phase 1 p. 51 Drawing in the Graphic Design Industry in the Mid-1980s p. 51 Introduction to Project One p. 53 Preparation and inspiration p. 55 Briefing and ideation p. 58 Development and synthesis p. 64 Presentation and evaluation p. 67 Commissioning and specification p. 73 The importance of drawing in graphic design p. 76 Developing Drawing Competence in the Mid-1980s p. 77 Introduction to Project Two p. 79 Developing drawing competence in industry and education p. 80 Curriculum planning and drawing tuition p. 83 Professional practice or artistic expression p. 86 Phase 2 p. 89 The impact of Digital Technology on Drawing for Graphic Design in the 1990s p. 89 Introduction to Project Three p. 91 New uses of drawing p. 92 Individual drawing practices p. 97 Drawing in the design process following the introduction of the new technology p. 102 Preparation and inspiration p. 102 Briefing and ideation p. 104 Development and synthesis p. 106 Presentation and evaluation p. 108 Commissioning and specification p. 110 The impact of the new technology on drawing for graphic design p. 111 Phase 3 p. 113 Drawing in Contemporary Design Education p. 113 Introduction to Project Four p. 115 Developing drawing competence for professional practice p. 116 Drawing on the curriculum in the digital age p. 119 Curriculum planning and drawing tuition p. 120 Discipline-based diversity p. 123 Drawing in Contemporary Design Practice p. 127 Introduction to Project Five p. 129 Individual drawing practices p. 130 Drawing in the contemporary design process p. 133 Preparation and inspiration p. 134 Briefing and ideation p. 139 Development and synthesis p. 147 Presentation and evaluation p. 154 Commissioning and specification p. 160 Relative advantages of paper and screen p. 162 Characterization and Generalization p. 167 A Taxonomy of Drawing in Design p. 169 Systematic classification p. 171 The development of the taxonomy p. 172 Structure of the taxonomy of drawing in design p. 174 Categorization and characterization - Task, use and type of drawing p. 175 Categorization and characterization - Task and drawing competence p. 179 Applications of the taxonomy p. 189 Models of Drawing in Design and in Education p. 193 Introduction p. 195 The three environments of drawing in design p. 195 The three environments of teaching and learning p. 199 The student experience p. 203 Drawing Conclusions p. 205 Patterns of change in drawing practice and drawing tuition p. 207 The importance of drawing in design practice p. 208 Developing drawing competence p. 210 References p. 213 Appendices p. 225 Respondents in Phase 1:1984-1989 p. 227 Respondents in Phase 2:1990-1999 p. 231 Respondents in Phase 3:2004-2015 p. 233 Student Respondents in the Three Phases 1984-2015 p. 237 Advisors for the Long-Term Study - 1984-2015 p. 239 Index p. 241