图形创意_校本教材(全)

目 录

任务一---基本元素创意设计

理论支持----图形和图形创意

1. 1 图形····························································································································

1. 2 现代图形设计············································································································

1. 3 图形创意理念············································································································

任务二---单形元素想象创意设计

理论支持----图形创意的思维和创意的发掘

2. 1 图形创意的思维基础································································································

2. 2 图形创意的思维模式································································································

2. 3 图形创意思维的发掘································································································

任务三---特定元素视觉想象

理论支持----图形创意的形式

3. 1 图形符号 ························································································································

3. 2 图形形式的创造 ············································································································

3. 3 构形与转换 ···················································································································· 任务四---正负形创意设计

理论支持----图形创意的组织

4. 1 图形的形态和特征····································································································

4. 2 构形和组织················································································································

4. 3 图形创意的程序········································································································

4. 4 色彩的应用················································································································

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任务五---影子的创意设计

理论支持----图形创意的语境

5. 1 图画式语境················································································································

5. 2 意象语境的创造········································································································

5. 3 幻象语境创造············································································································

任务六---同构图形创意设计

理论支持----图形创意的表现方法

6. 1 形式美感····················································································································

6. 2 描绘技能····················································································································

6. 3 图片处理····················································································································

任务七---异变图形创意设计

理论支持----图形创意的应用

7. 1 设计基础课程中的图形创意····················································································

7. 2 专业设计课程中的图形创意····················································································

7. 3 造型艺术课程中的图形创意····················································································

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前言

设计是什么？

这样的追问伴随着现代设计近百年的发展一直在我们的耳畔萦绕。设计界的许多先贤都在为设计的存在基点而求证，“设计是艺术”，“设计是文化”“设计是 经济”“设计是创造、发明”……这些声音离我们并不遥远。或许，我们需要借 用其它学科的概念来阐释和界定“设计”的定义，但我们同时还得清醒地认识到， 设计不是某一学科朦胧意义下的子学科。这么说不是为了割裂它与其它学科的联 系，而是让设计在独立的境况下更好地与世界溶通与互动。

我们并不情愿地认同“设计＝艺术＋科学”的公式，因为设计实在还有太多的关系者，但我们又不能不承认，艺术和科学的结合是现代设计的第一口奶。现代设计是在工业革命胜利的欢歌中诞生的，一开始它就继续了艺术中张扬人类意志的表达方式， 也接受了科学设定的功能特质和求证方式。在艺术和科学的哺育之下，设计逐渐进入自己的空间，为自己的存在理由而探索。今天，设计作为一门学科已受到越来越多的关注，作为一项产业，为社会承担着逾加繁重的任务。

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任务一---基本元素创意设计

【学习目标】

知识/能力目标：通过这一讲的学习，使学生掌握图形和图形创意的一些基本概念和发展历

程。让学生掌握创意过程的一般步骤、创意过程需要注意的问题。具备一

定的审美能力，需进行自学能力、倾听能力、表达、沟通能力、团队合作

能力等的培养

理论支持：1.图形概述2.现代图形设计3.图形创意理念

课时安排：5课时

【教学内容】

从点开始

我在纸上点了一个黑点，问家人，这是什么？

女儿说，这上一个小蝌蚪。

太太说，这是一个小眼珠。

岳父说，这是一个黑棋子。

岳母说，这是一个小黑豆。

邻居的小男孩却说，这是米老鼠的小鼻子……。如果我继续问，一定会有十个，甚至一百个不同的想象。我在想，视觉设计师的工作真有意思，他的行为会引起所有人的注意，他所产生的任何符号都会引人联想。视觉语言的内涵是其它语言所无法替代的。

以点、线、面作为基本元素训练，是十分必要的。我们常说：“好的设计图形是最能直接、迅速、准确传达人的思想、行为的一种交流沟通方式，是最原始、最富有历史又最为现代的传媒方式之一，是一种独立而又互动的交流文化。 点、线、面是绘画、设计的基本元素，犹如音乐中的音符，单独地看，似乎不构成什么，其实不然。西方谚语：“一粒沙中见天国”，禅语：“一花一世界，一木一菩提”，石涛的“一画（划）论”都是说基本元素中包含了根本性，犹如一粒种子，就包含了生命的全部。现代设计师，在他的手下一点一线都是一个生命体，充满了生生不息的活力与动力。对基本元素作深化的认识与感知，从兹起步，发挥无限的生机，使每一个设计师有一个坚实的正确的起步，至关重要。一开始就必须具备设计师的悟性与灵感。

使基本元素具备无限的生发力，追求丰谐变幻，复合是人的基本心理与需求。当我们在一片黑暗中，无比沉闷，看到一星闪亮，即唤起了希望，久而又厌之；当一点变成一线时，感到舒展，久而又生厌；一线变成上下曲折时又有了延伸与动感，久而又生厌；当一线变成Ｓ形曲折，直至变成“∞”无穷大形空间变幻时，我们的心理得到极大的满足，视觉有极大的愉悦。寻求创意性的变化，是我们从事设计的基础。世间一切均在变，除了“变”字不变，一切都变！

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点、圆、三角

▲ 课题内容

1. 点的联想

2. 圆的连续、循环想象

3. 三角的连续、循环想象

▲ 教学方式：以黑白形式，出图。作业2和3要求图意过渡连续，要求图的首尾连接自然。

▲ 教学要求：

1. 寻找生活中最常见的、最简洁的元素。

2. 作业量及尺寸：A4，每个内容不少于个15图形。

▲ 训练目的：

激发学生灵感，提高视觉表现能力。训练思维想象的速度与创意表现能力。培养学生对事物的观察力和记忆力，以及对物体进行系统、连贯的思维的能力。 示范图

:

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