Develop creative intelligence in design: rethinking semiotics
Semiotics is a field of study that offers useful tools for design practices, and it is a valuable resource in teaching design. However, semiotics is commonly seen, by design students and faculties, as an obscure research field, full of theories, meta-thinking, and strange terminology; a field that h...
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| Κύριος συγγραφέας: | |
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| Μορφή: | Online |
| Γλώσσα: | spa |
| Έκδοση: |
Universidad Nacional de Colombia - Sede Bogotá - Facultad de Artes - Instituto de Investigaciones Hábitat, Ciudad & Territorio
2020
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| Διαθέσιμο Online: | https://revistas.unal.edu.co/index.php/bitacora/article/view/81537 |
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| Περίληψη: | Semiotics is a field of study that offers useful tools for design practices, and it is a valuable resource in teaching design. However, semiotics is commonly seen, by design students and faculties, as an obscure research field, full of theories, meta-thinking, and strange terminology; a field that has little relation with their careers and everyday lives. Nevertheless, this perception about semiotics arises from the way it is taught. In this article I propose a pedagogical model for teaching semiotics that would help design students acquire, practice and develop their creative intelligence, and, as a result, to make them more skilled producing successful object/signs, in communicative terms, for the ideal users they intend to. Creative intelligence is a type of intelligence that requires skillful and reasoned thought about sign production and the appraisal of its interpretation. Here I propose how what we tend to label as intuition -the seamless ability of create subjects to resolve artistic and functional issues- can be potentiated and reflected upon, thanks to the tools that semiotics offer. |
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