詩意化設計教學與作品分析模式

Poetic Design Teaching and Design Works Analysis Model

本研究之研究對象為設計系大一學生，該班級學生組成包含高職設計本科、高職非設計本科、一般高中生、美術班高中生。因研究對象設計能力純熟度上有落差，大學教師如何面對多類型組成的學生群體，並且有效地進行教學是一項挑戰。本研究對此問題進行教學設計，藉詩具備能引起人「情感共鳴」的特性，以及詩與設計相似的「不確定性」之特性來訓練學生由詩進入設計。課程以詩意化設計模式為基礎作為教學引導，結合FTCF模式分析學生作品特性，建構出「詩意化設計教學與作品分析模式」，以作為基本設計課程學生的創作方法引導與成品分析之工具。研究對象以國立雲林科技大學創意生活設計系大一基本設計課程為教學個案，研究者將課程內容以詩意化設計模式的概念進行規劃，並執行為期18週的課程實驗，詩意化設計模式給予了設計新手學生以邏輯性步驟學習創意發想，而FTCF模式輔助教學者分析學生作品，了解學生特質與整體學習習性的組成，輔助教學者洞悉學生習慣的創作模式。研究結果發現，此模式確實引導設計新手學生進入設計的規則與脈絡中，但在實際設計技法的表現純熟度上，需長期訓練才能看見成果。

This study focused on freshmen from the department of creative design. They were vocational senior high school students (majored in design or not majored in design), general senior high school students (major in art), and general senior high school students. The teacher faced a challenge of various students in one class. Therefore, we conducted a teaching method to address this challenge. Poetry has the characteristics to arouse human“emotion”, and it also has the characteristics“uncertainty”. These concepts from poetry are very similar to design. We trained design students transfer poetry into design. Therefore, the course based on the“Poetic Design Model”as a teaching guide and combined with FTCF Model to analyze the characteristics of students’design works. We proposed a“Poetic Design Teaching and Design Works Analysis Model”as a tool to guide novice design learners how to in basic design courses. The target of research was the freshmen from Department of Creative Design, National Yunlin University of Science and Technology. The researchers designed the classes for 18 weeks. The novice design learners can learn how to yield creative ideas via logical steps of Poetic Design Model, and the instructor can analyze the design works from students to know their habitual while learning design via FTCF Models. These tools assist the teacher have insight about the composition of students’characteristics and help the teacher to adjust teaching methods. The research results show that the Model did guide novice design learners became familiar with the design rules and context of design. However, the proficiency in design techniques will teacher take long-term training to see the outcome.