Problem Interpretation and Resolution via Visual Stimuli: The Use of ‘Mood Boards’ in Design Education.
This paper defines and discusses ‘mood boards’ – those assemblages of images and, less frequently, objects, which are used to assist analysis, creativity and idea development in design activity. There is need for discussion since little published information currently exists to guide students and tu...
| Publicado en: | International Journal of Art & Design Education Vol. 20; no. 1 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Feb2001
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=4890007&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 4890007 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Feb2001 vid: 20 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 4890007 10.1111/1468-5949.00250 formats: fmt: @attributes: type: P size: 59KB tig: atl: Problem Interpretation and Resolution via Visual Stimuli: The Use of ‘Mood Boards’ in Design Education. aug: au: Garner, Steve McDonagh-Philp, Deana su: Design education Mood (Psychology) Creative ability sug: subj: Design education Mood (Psychology) Creative ability ab: This paper defines and discusses ‘mood boards’ – those assemblages of images and, less frequently, objects, which are used to assist analysis, creativity and idea development in design activity. There is need for discussion since little published information currently exists to guide students and tutors. The paper proposes that mood boards can assist problem finding as well as problem solving. Primarily, mood boards provide a mechanism for students and practising designers to respond to perceptions about the brief, the problem as it emerges and the ideas as they develop. The construction of mood boards potentially stimulates the perception and interpretation of more ephemeral phenomena such as colour, texture, form, image and status. They are, like Debono's lateral thinking techniques, partly responses to an inner dialogue and partly provocation to become engaged in such a dialogue. Examples are drawn from recent work in the field of industrial design at Loughborough University. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2001 holdings: @attributes: islocal: N |
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