Design sketch ①

Author: Zhang Xiaolu
Publisher:
Publish Date: 2003-06-01
Features: The sketching form described in this book cannot be considered a visual aesthetic expression style. Its distinctive feature lies in breaking traditional sketching techniques and achieving significant development in mental training. In other words, it emphasizes the cultivation of thinking methods, reduces the component of depiction, and forms a foundational teaching style with professional characteristics in design education, providing the necessary foundation for further design studies. The content of this book is broadly composed of four parts: the concept of history, basic expressive abilities, creative thinking, and multiple expression methods. Among them, the focus is placed on the education of creative thinking, and explorations of diverse expression methods are carried out around the core of thinking. This changes the traditional concept of sketching, which prioritizes techniques, breaks away from single depiction methods, and, while emphasizing observation and mental expression, does not abandon the requirements of basic structures. Learning proceeds progressively from simple to complex, in line with the characteristics of sketching training. The fundamental knowledge points of expression methods also hold an important position, though the basic objectives differ, and the training goals are distinct. The inclusion of the concept of history serves to remind students that the creations of predecessors can inspire current thinking and behavioral patterns. Design sketching is a special form of exploring nature, solving a series of fundamental issues for further study in design. This book provides research on nature, not by emphasizing its representation, but by recognizing oneself, thereby constructing the basic qualities and abilities for creative design. This book has adjusted the traditional organizational structure of sketching education: distinguishing between modern Western art history, basic expressive abilities, and creative thinking abilities, and decomposing the overall teaching structure into individual, sequential methods. This aligns with the nature and requirements of design education. It allows for a more scientific and rational observation of nature, enabling people to focus on mental cultivation in different training sessions. Design sketching is only one part of design education. Regardless of how systematic and scientific its entry point and angle may be, it cannot replace systematic professional design education. This book can only fulfill its necessary foundational training component.