ITU A|Z
VOL: 4 NO: 2, 67-80 2007-2
Dokuz Eylül University Faculty of Architecture Izmir TURKEY
Received: July 2007 Final Acceptance: July 2008
Abstract:
The
impact of analogical reasoning in general, and visual analogy in particular,
upon generation of creative concepts appears to be long debated; where one group
talks about affirmative effects of visual analogy over creativity, whereas other
groups regard that it limits creativity. This study aims to test whether the use
of visual images does foster creativity in the first year of design education.
52 first year students studying in City and Regional Planning Department, a
design based program, participated in the study. Participants were asked to
design eight compositions to convey the expression of eight design concepts
including; harmony, contrast, emphasis, cluster, unity, variety, radial balance,
and asymmetrical balance. The students were asked to think about the concept and
design a 30x30 cm composition to give the impression of each concept by using
three basic geometric forms; square, triangle and circle. All participants were
tested as a group. For half of the basic design principles (harmony, contrast,
unity and variety) no visual clues were given, for the other half (emphasis and
cluster, and radial balance and asymmetrical balance) visual clues were given.
The visual clues included well known paintings as artwork examples and two
dimensional design compositions as task related examples produced in earlier
basic design courses. Findings showed affirmative effects of visual analogy on
creativity. Students achieved higher creativity score when visual clues were
present than when they are absent. Results have implications in basic design
education. The novice design students may be encouraged to study former visual
examples rather than starting from scratch. Former visual examples could be used
as sources of inspiration to solve ill-structured design problems.