The Development of Visual Design Education in Digitized Environment－A Study on Instructional Approach of Professor Asakura Naomi

• Main Authors: Ching-i Yang, 楊靜宜
• Other Authors: Jalin K. Huang
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/03477146899316177622

碩士 === 中原大學 === 商業設計研究所 === 91 === Abstract The education of visual design has been fast developed during the past forty years in Taiwan. The growing situation makes designers have more opportunity than before that they can learn new design skills easily. The use of digital tools in recent year, however, has made design procedures different from tradition. It seems design education now has impacted by digitized environment more than anything else. This research systematically explored the definition, the training, and the content of visual design within Taiwanese developmental status. This study also reports the effects that digitized tools on educational approaches have been found through the expert interview. The methods involved in this study are case study, and expert interview. With an open-ended strategy, the interview has carried out fruitful data that support the following analyses. By the interview, professor Asakura provided his experiences on visual education. Through the qualitative analyses, certain phenomena in current educational setting can then be figured out clearly. The findings of this study are: (1) visual design curriculum should be focused on concrete art foundation that students can comfortably adapt any tool-shift later; (2) modern designer needs to handle at least photography, printing, and digitized tools that one’s designing work can be supported by new technologies; (3) visual design curriculum with using digital tools should be launch after students have achieved solid art foundation; (4) visual design curriculum should keep basic composition with practices of traditional hand-drawing. This study in addition suggests some directions for Taiwanese design education. Pay more attention to the fundamental courses; connect research into teaching and advising for design; and clarify the role of digital tools on instruction in the field of visual design.