From Gestalt to Experiencing – 2D/3D Design Fundamentals Education in Different Contexts

DS 78: Proceedings of the 16th International conference on Engineering and Product Design Education (E&PDE14), Design Education and Human Technology Relations, University of Twente, The Netherlands, 04-05.09.2014

Year: 2014
Editor: Erik Bohemia, Arthur Eger, Wouter Eggink, Ahmed Kovacevic, Brian Parkinson, Wessel Wits
Author: W, Christian
Series: E&PDE
Institution: 1Technische Universit
Section: Design Education Methods
Page(s): 020-025
ISBN: 978-1-904670-56-8


Fundamentals of 2d/3d design have been taught since before (product) design curricula were developed in the early 20th century. Since then, design fundamentals education seems to have undergone major changes as design education in general. On the one hand, the theoretical and pedagogical basis of design fundamentals is based on traditional concepts, such as aesthetics, Gestalt psychology or the use of material. On the other hand, concepts that have only recently become relevant for design are now also part of design fundamentals lectures: with regard to humans experiencing and interacting with products (product experience, UX etc.) tutorials in affordance theory ([7] and others) and narratives have been anchored besides traditional elements, such as aesthetics, proportions, and the like. This paper outlines the historical roots and concurrent theoretical framework and provides selected examples of two different programs of design fundamentals. These are the relatively highly formalized and compressed design fundamentals in the specialization program of Industrial Design Engineering at Technische Universit

Keywords: Design fundamentals, aesthetic judgment, industrial design education


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