Design is a discipline that deals with solving problems creatively. In graphic design the problems deal with communication. Examples of problems in graphic design could range from a social awareness message that needs to be spread via posters or a company’s brand identity being developed and communicated to its clients. In this paper any message that needs to be communicated visually to a specific audience has been defined as a design problem; a problem refers to a task or assigned objective and the design process will refer to the all that occurs between the definition of a problem and its end solution. In order to successfully train students in visual problem solving methods it has become imperative to emphasize more on the process of solving a problem rather than the solution itself to heighten critical thinking in classrooms. This emphasis could resolve the credibility issues faced by the profession of design. This paper makes a case for the need to emphasize the creative problem solving process, allowing faculty to spend more time on how and why a student arrived at a particular design solution and steer away from decisions driven by aesthetics alone. This paper uses a combination of quantitative and qualitative methods of testing such as survey instruments and interviews. The author’s motivation for this paper stems from her experiences of teaching courses that incorporate training in software programs and the struggle to convince her students to use the computer as a production tool and not rely on it for ideas and the development of concepts. This study will benefit students, faculty and professionals not only in the field of design but also in other creative problem solving environments.
|Keywords:||Graphic Design, Process, Problem-Solving, Credibility|
Assistant Professor, Department of Design, College of Arts, Media and Design, University of Central Oklahoma, Edmond, Oklahoma, USA
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