Develop creative intelligence in design: rethinking semiotics

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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Yazar: Rodríguez Gómez, Sergio
Materyal Türü: Online
Dil:spa
Baskı/Yayın Bilgisi: Universidad Nacional de Colombia - Sede Bogotá - Facultad de Artes - Instituto de Investigaciones Hábitat, Ciudad & Territorio 2020
Online Erişim:https://revistas.unal.edu.co/index.php/bitacora/article/view/81537
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institution Universidad Nacional de Colombia
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author Rodríguez Gómez, Sergio
spellingShingle Rodríguez Gómez, Sergio
Develop creative intelligence in design: rethinking semiotics
author_facet Rodríguez Gómez, Sergio
author_sort Rodríguez Gómez, Sergio
title Develop creative intelligence in design: rethinking semiotics
title_short Develop creative intelligence in design: rethinking semiotics
title_full Develop creative intelligence in design: rethinking semiotics
title_fullStr Develop creative intelligence in design: rethinking semiotics
title_full_unstemmed Develop creative intelligence in design: rethinking semiotics
title_sort develop creative intelligence in design: rethinking semiotics
description 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.
publisher Universidad Nacional de Colombia - Sede Bogotá - Facultad de Artes - Instituto de Investigaciones Hábitat, Ciudad & Territorio
publishDate 2020
url https://revistas.unal.edu.co/index.php/bitacora/article/view/81537
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AT rodriguezgomezsergio desarrollarlainteligenciacreativaendisenorepensarlasemiotica
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AT rodriguezgomezsergio desenvolverinteligenciacriativaemdesignrepensandoasemiotica
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spelling oai:www.revistas.unal.edu.co:article-815372020-05-14T20:24:25Z Develop creative intelligence in design: rethinking semiotics Desarrollar la inteligencia creativa en diseño: repensar la semiótica Développer l'intelligence créative en design: repenser la sémiotique Desenvolver inteligência criativa em design: repensando a semiótica Rodríguez Gómez, Sergio semiótica creatividad pedagogía cognición diseño semiotics creativity pedagogy cognition design sémiotique créativité pédagogie cognition design semiótica criatividade pedagogia cognição design 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. La semiótica es un campo de estudio que ofrece herramientas y reflexiones útiles para la práctica del diseño y un recurso valioso en términos pedagógicos. Sin embargo, es común que la semiótica sea vista por los estudiantes de diseño y sus docentes como algo teórico críptico, abundante en teorías, meta-reflexión, términos extraños y oscuros, que guardan poca relación con sus carreras y su vida cotidiana. Esa percepción surge de la manera como se enseña, no de los fundamentos del campo. En este artículo planteo un modelo pedagógico de la semiótica que permite que los estudiantes de diseño adquieran, practiquen  y desarrollen la inteligencia creativa y, de este modo, sean más hábiles y ágiles produciendo objetos/signos exitosos, en términos comunicativos, para los usuarios ideales a los que se dirigen. La inteligencia creativa es una clase de inteligencia que requiere la reflexión hábil y razonada acerca de la producción de signos y de la evaluación de su apreciación. Aquí propongo cómo lo que a veces asumimos como la intuición de los sujetos creativos –la habilidad transparente para resolver problemas artísticos y funcionales– puede potenciarse y hacerse evidente con las herramientas que ofrece la semiótica. La sémiotique est un domaine d’étude qui propose des outils et des réflexions utiles pour la pratique du design et constitue une ressource précieuse sur le plan pédagogique. Cependant, il arrive que la sémiotique soit perçue par les étudiants en design et par leurs Facultés comme une étude théorique cryptique, riche en théories, en méta-réflexions, utilisant des termes étranges et obscurs, sans rapport avec leurs études et leur vie quotidienne. Cependant, cette perception de la sémiotique découle de la façon dont elle est enseignée et non des fondements de la discipline. Dans cet article, l’auteur propose un modèle pédagogique de la sémiotique qui permet aux étudiants en design d’acquérir, de mettre en pratique et de développer une intelligence créative et, ainsi, d’être plus habiles et agiles en produisant des objets / signes réussis, en termes de communication, par rapport aux utilisateurs idéaux auxquels ils sont destinés. L'intelligence créative est une catégorie d'intelligence qui nécessite une réflexion habile et raisonnée sur la production de signes et l'évaluation de leur appréciation. L’auteur propose ici comment ce que nous supposons parfois être l'intuition des sujets créatifs - la capacité transparente à résoudre des problèmes artistiques et fonctionnels - peut être renforcée et rendue évidente par les outils offerts par la sémiotique. A semiótica é um campo de estudo que oferece ferramentas e reflexões úteis para a prática do design, sendo também um recurso valioso em termos pedagógicos. Contudo, é frequentemente vista por estudantes de design e respectivas faculdades como um campo teórico críptico, abundante em teorias, meta-reflexão, em termos estranhos e obscuros, com escassa relação com as suas carreiras e vida quotidiana. No entanto, esta impressão relaciona-se mais com o método do seu ensino do que propriamente com os fundamentos da área. Neste artigo proponho um modelo pedagógico para a semiótica que permita que estudantes de design adquiram, pratiquem e desenvolvam a inteligência criativa e, assim, se tornem mais hábeis e ágeis, sendo capazes de produzir objectos/signos bem sucedidos - em termos comunicativos - para os utilizadores ideais aos quais estes se dirigem. A inteligência criativa é um tipo de inteligência que requer uma reflexão ágil e cuidadosa sobre a produção de signos e avaliação da sua apreciação. Proponho, assim, neste artigo, que o que por vezes assumimos como sendo a intuição do sujeito criativo - a habilidade transparente para resolver problemas artísticos e funcionais - pode se intensificar e evidenciar através das ferramentas oferecidas pela semiótica. 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