學校創意產品的開發與設計—以台灣師範大學為例

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2008

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隨著全球各地將文化創意產業作為國家識別與城市發展的重要指標產業,又基於文化創意產業高加值的經濟性,於是國內設有藝術與設計科系的學校積極地開設文化創意學程,並陸續成立創意設計中心,甚至在學校成立設計公司,全速開展對創意的訓練與執行面的落實,以致從不被重視的學校紀念品的設計開始有新面貌出現。 依此,本創作主要目的─開發設計國立台灣師範大學之學校創意產品,其創作程序分別為:(1)從文獻探討學校文化、文化符碼理論與文化創意產品之間的關係,從中尋求運用文化符碼的方法,(2)從探討文化創意產品之設計模式中,擬定學校文化資料的分析模式與設計策略架構,(3)探討台灣師範大學之文化符碼,與台灣各大學之學校紀念商品運用學校符號的策略,從中形成創作理念並進行設計實務操作,(4)針對設計結果進行創作與設計元素的說明。 綜合設計結果歸納出:(1)透過探討學校文化特色與文化層面,並建立產品屬性與產品價值的思考模式,有助釐清產品設計方向。(2)透過文化創意產品之設計模式進行實際操作,可從學校文化的三層面中之無形精神層面,應用台師大在教育、藝術、華語文領域與人文的素養形象,開發設計以教育內容為屬性之產品。(3)結合教育與學習的概念,再運用本設計架構出之學校文化產品設計思考模式,開發設計異於傳統概念中之學校產品。
In the advent of globally embracing the culture and creativity industry as key index for national recognition and metropolitan development, besides relying upon economical factors derived from highly value-added culture creativity industries, therefore, domestic colleges and universities offering arts and designs majors and disciplines, are proactively in pursuit of presenting courses in culture and creativity arena. Furthermore, these institutions have gradually established creativity design centers even with design companies located right at the campuses so as to follow through in full fledge fashion with trainings and implementations in the creativity arena. Consequently, school memorabilia design generally ignored or bypassed in the past, starts to unveil itself with a brand new outlook. Based on the above, one of the goals for this works of art is primarily to develop and design creativity product for National Taiwan Normal University. Its procedures for creation separately detail as follow: (1) Exploration for existing interrelationships through documentaries of school cultures, cultural symbol theories, and culture and creativity products. Then locate methods utilizing cultural symbols as result. (2) Plan and decide analytical modes and design strategy constructs for school culture materials through exploring the design modes of culture creativity products. (3) Explore cultural symbols of National Taiwan Normal University as well as school symbol strategies utilized by school memorabilia in each and every university in Taiwan, and creativity concepts formed through these processes, in addition to proceeding to practical designs. (4) Offer explanations in regards to creativity and design elements based on design outcomes. From the findings for comprehensive designs, this research can summarize as follow: (1) Through exploring school culture characteristic and culture profiling, as well as establishing the thinking mode for product attribute and product value, the process itself facilitates in the efforts for clearing up ambiguities from product design orientations. (2) Proceeding to practical operation through design modes of culture creativity product, this can enable the applications with accomplishment images of education, arts, Chinese literary domains and human cultures from the intangible spiritual's within the three layers of school cultures, then, develop and design products as such with attributes in education contents. (3) Integrate education and learning concepts, and follow up with applying school culture product design thinking modes which utilize the design constructs, develop and design the unique school products that are different from those based on traditional concepts.

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文化創意, 學校文化, 文化符瑪, 創意產品, 文化產品設計模式, culture creativity, school culture, cultural symbol, creative Product, he design modes of culture product

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