| 008 |
|
240422s2023 xx obm 000 0 eng d |
| 020 |
|
|a9798380160896
|
| 035 |
|
|a(MiAaPQ)AAI30573180
|
| 040 |
|
|aMiAaPQ|beng|cMiAaPQ|dNTU
|
| 100 |
1
|
|aElkashif, Marwa Elsayed.
|
| 245 |
10
|
|aExamining Fundamentals of Graphic Design Education :|bA Focus on 3D Design Skills and the Influence of Evolving Technologies.
|
| 264 |
0
|
|c2023
|
| 300 |
|
|a1 online resource (269 pages)
|
| 336 |
|
|atext|btxt|2rdacontent
|
| 337 |
|
|acomputer|bc|2rdamedia
|
| 338 |
|
|aonline resource|bcr|2rdacarrier
|
| 500 |
|
|aSource: Masters Abstracts International, Volume: 85-03.
|
| 500 |
|
|aIncludes supplementary digital materials.
|
| 500 |
|
|aAdvisor: Quam, Andrea L.;Kang, Sunghyum R.
|
| 502 |
|
|aThesis (M.F.A.)--Iowa State University, 2023.
|
| 504 |
|
|aIncludes bibliographical references
|
| 520 |
|
|aThe graphic design industry has undergone a significant transformation over the years, especially with the development of immersive technology and the increasing demand for branded environments. In light of this evolution, designers are expected to collaborate with other design disciplines to create a unified visual language that integrates 3D elements and design principles. However, most of the graphic design programs still follow the 20th-century curriculum, which can be limiting in preparing students for the evolving industry. To address this issue, a study was conducted to highlight the importance of 3D design skills for graphic designers and the need to incorporate these skills into graphic design education programs. The study analyzed 2D and 3D canons to uncover how elements and principles of 2D design are represented in design education resources and whether they are approached differently in design fields that focus on 2D or 3D design. The findings revealed that the 3D textbooks were more organized and unified in addressing the elements and principles of design than the 2D textbooks, which had different approaches to representing the foundational principles of design. The study emphasized the importance of designers having a clear understanding of design terms such as shape and form, scale and proportion, repetition, pattern, and rhythm to apply them confidently to their work and create a cohesive visual language. However, the study also found that some elements and principles of design were overlooked in the 2D textbooks, such as light, proportion, the relationship between color and light, harmony, variety, and unity. The survey conducted among design educators and professionals revealed that students often struggle with these elements and principles, indicating the need to improve and enhance the design curriculums. The survey also showed that the elements and principles of design are still relevant and important, but they need to be thought about creatively rather than being rigidly applied. They can expand and change depending on media, context, content, and dimensions. The most challenging element for entry-level designers was found to be space, which is the most crucial element in 3D design. Therefore, to address this challenge, the researcher created a VR prototype demonstrating how elements and principles interact in space. The VR prototype is a valuable model as a branded learning experience for institutions to use as a way to teach students how elements and principles interact together in space. In conclusion, the design industry has evolved significantly, and it's essential to update the design curriculums to meet the industry's needs. Incorporating 3D design skills into graphic design education programs can expand students' skill sets and prepare them for the evolving industry. The elements and principles of design are still relevant and important, but they need to be approached creatively and thoughtfully. The VR prototype created by the study can be a valuable tool for teaching students how elements and principles interact in space.
|
| 533 |
|
|aElectronic reproduction.|bAnn Arbor, Mich. :|cProQuest,|d2024
|
| 538 |
|
|aMode of access: World Wide Web
|
| 650 |
4
|
|aDesign.
|
| 650 |
4
|
|aFine arts.
|
| 650 |
4
|
|aComputer science.
|
| 653 |
|
|a3D skills
|
| 653 |
|
|aBranded environment
|
| 653 |
|
|aDesign education
|
| 653 |
|
|aGraphic design
|
| 653 |
|
|aVirtual reality
|
| 655 |
7
|
|aElectronic books.|2local
|
| 690 |
|
|a0389
|
| 690 |
|
|a0357
|
| 690 |
|
|a0984
|
| 710 |
2
|
|aProQuest Information and Learning Co.
|
| 710 |
2
|
|aIowa State University.|bGraphic Design.
|
| 773 |
0
|
|tMasters Abstracts International|g85-03.
|
| 856 |
40
|
|uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30573180|zclick for full text (PQDT)
|
借閱次數
: 
點閱：1
評分：0
評論：0
引用：0
