Creative Design in Action: Exploring Basic Design Principles and Self-Assessment through Workshop Practice
DOI:
https://doi.org/10.15320/ICONARP.2025.347Keywords:
Basic design education, Creativity, Design principles, Self-Assessment, Interdisciplinary designAbstract
The Basic Design course is a fundamental foundation in design education that introduces students to basic visual principles and creative problem-solving approaches. However, it creates challenges for students transitioning from traditional, rote-based learning environments to more abstract and conceptual thinking. The current study investigated how students comprehend and apply basic design principles through a workshop in the Basic Design I course at the European University of Lefke. The workshop, involving 81 first-year students from four design departments (Architecture, Interior Architecture and Environmental Design – Landscape Architecture – Visual Communication Design) and employed wire art as an applied vehicle for visualising and comprehending theoretical knowledge. The students underwent practical and reflective segments, allowing them to attain in-depth knowledge of design principles like balance, contrast, rhythm, symmetry, proximity, and unity. A guided survey was conducted after the workshop to identify student perceptions of these principles based on demographic factors like age, gender, and academic department. The results showed statistically significant perceptual differences depending on department, with the Visual Communication students especially having a more nuanced consciousness of visual principles. Age also showed significance, especially for the principle of proximity, as a sign of developmental or experiential processes in perception. Moreover, gender differences were found, and male and female students varied in sensitivity to the principles of contrast and symmetry. These findings support the need for integrating physical, three-dimensional workshops within foundation design education. They also highlight the diverse ways students of different backgrounds and disciplines learn about design. Future research must more comprehensively explore how spatial and material experience influences cognitive and creative growth within design learning spaces.
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