CRZP - detail kniha

DDZ - Zverejnená dizertačná práca

Rozvíjanie tvorivosti v edukačnom prostredí 21. storočia v oblasti dizajnu

Autor: Farkašová, Elena
Školiteľ: Kožuško, Peter
Oponent: Hronský, MichalŠindlar, Jiljí
Škola: Slovenská technická univ. v Bratislave FA FA
Rok odovzdania: 2015
Trvalý odkaz - CRZP: https://opac.crzp.sk/?fn=detailBiblioForm&sid=B1D97A91A049E9F6AE69F4A4379E

Primárny jazyk: slovenčina

Typ práce: Dizertačná práca

Študijný odbor: 8221 | dizajn

Dátum zaslania práce do CRZP: 01.07.2015

Dátum vytvorenia protokolu: 03.07.2015

Dátum doručenia informácií o licenčnej zmluve: 05.08.2020

Práca je zverejniteľná od: 01.06.2016

Elektronická verzia
: Prehliadať

Kľúčové slová (ostatné):

stimulácia tvorivosti model rozvoja osobnosti dizajnéra metódy podporujúce divergentné myslenie zlepšenie výkonu filozofia výučby v dizajne

Abstrakt v primárnom jazyku

The dissertation thesis deals with the creative process in designing, aspects encouraging creativity during designer education, creativity stimulation and life-long development of designer s personality. The aim of the thesis was to propose a model of designers education that would serve as a starting point for the development of designers creativity. Further aim within the context of the created model was to propose methods for stimulating the divergent thinking in the initial stages of creative designing process and to verify these methods in practice. Research resulted into creating an (auto)didactic six-level model for developing designers personality (dizajnSPIN) reflecting the needs for future designer s competences. It depicts twelve designers competences in the creative process, which are then developed by means of this model. The development of designers personality at a specific level is carried out through intentional influence of dynamics of individual processes and interactions through applying the available accelerators or stimuli in synergic cooperation of subjects taking part in the creative process. The model was verified experimentally in the teaching process in the initial stages, which precede the executive stages of designing, and was aimed at stimulating the divergent thinking and encouraging the creative skills of feeling, noticing, being able to find inspiration, freeing oneself from stereotypes and at supporting the formulation of ones own opinion (encouraging the search, discovering ones own, authentic, original approaches to problem solving, encouraging the production of various ideas, encouraging the skill of developing several ways of thinking simultaneously). In this context some already known methods were used in an innovative way. Following a questionnaire and observation we analysed the strengths and weaknesses of the methods used and activities carried out. These findings were then summarised in recommendations. The conclusion of the thesis highlighted the importance of the hidden dynamics and accelerators which can speed up the progress. Research results can be applied in the initial stages of designing at various levels of education; they can be used as introduction to the creative process or in further designers practice. Proposed model creates a framework for designers own reflection (also non- designers taking part in the designing process), autoregulation, development or performance improvement.