Indirect expression as an approach to improving creativity in design education


1st World Conference on Learning, Teaching and Administration (WCLTA), Cairo, Egypt, 29 - 31 October 2010, vol.9 identifier identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 9
  • Doi Number: 10.1016/j.sbspro.2010.12.384
  • City: Cairo
  • Country: Egypt
  • Karadeniz Technical University Affiliated: Yes


Language of expression in sketches which are products of an intellectual model of a design is influential on perception and evaluation of the product. Since figurative art and abstract art use different languages of expression, relayed message in each case has a different effect on the receiver; this is the nexus of figurative art and abstract art discussions. In figurative art, the message desired to be communicated contains no connotation and therefore is direct, it is as it is, i.e. a picture of a vase with flowers in it. In abstract art, the message desired to be conveyed by the designer is meant to contain various secondary connotations - as in Wassily Kandinsky and Kasimir Malevich's studies or as in reflections of abstraction in Constructivism and in De Stijl, etc. In this study the language of abstract art which is supposed to convey multiplicity of meanings is proposed as indirect way of thought process. When a designer initiates the thought process in an indirect way, there is a higher chance that the rich and complex language of resulting product will be more thought provoking and loaded with multiple meanings. This article is based on the assumption that "indirect thinking and expression" may improve creativity in design education. We discuss some exemplary applications of this approach and argue that it may open new horizons for a designer and may inspire a designer for different and novel solutions. (C) 2010 Published by Elsevier Ltd.