| 當期課號 |
1167 |
Course Number |
1167 |
| 授課教師 |
蕭明瑜 |
Instructor |
HSIAO,MING YU |
| 中文課名 |
產品語意 |
Course Name |
Product Semantics |
| 開課單位 |
工業設計系(四日)三A |
Department |
|
| 修習別 |
選修 |
Required/Elective |
Elective |
| 學分數 |
2 |
Credits |
2 |
| 課程目標 |
本課程以符號學的觀點解析產品設計造型，視產品造型為一承載訊息的符號，並探討主流文化與非主流文化符碼的形成以及對於產品造型的影響。透過思維的內在分析以及案件的比較，將設計思考作一個分析及歸納，並藉由分析二十世紀中社會、文化的演變過程及設計思考、創意發展之間的交互作用，檢視設計中訊息傳遞的操作結果，嘗試將設計的思維從黑箱作業轉變成為可探討的明箱過程。 |
Objectives |
In designing form of product, we should build a form semiotic system that must contain meaningful construction messages and could be realized and interpreted, connected and organized. But while most of students are doing form design, they do not apply to |
| 教材 |
以電腦檔講課, 並輔以相關視訊資料 |
Teaching Materials |
Lecture. |
| 成績評量方式 |
1. 期中報告：分組報告，電子檔及口頭報告。以中國六書的觀念設計同1種產品的6個造形。4月25日交（40﹪）
2. 期末報告：分組報告，電子檔及口頭報告。針對某類產品做產品年代表，並分析產品所使用的共感效應與該時期生活型態的對應關係。心得報告6月13日交（40﹪）
3. 期末考（20﹪） |
Grading |
1.Report.
2.Mid-Term Presentation.
3.Final Exam. |
| 教師網頁 |
|
| 教學內容 |
本課程以符號學的觀點解析產品設計造型，視產品造型為一承載訊息的符號，並探討主流文化與非主流文化符碼的形成以及對於產品造型的影響。透過思維的內在分析以及案件的比較，將設計思考作一個分析及歸納，並藉由分析二十世紀中社會、文化的演變過程及設計思考、創意發展之間的交互作用，檢視設計中訊息傳遞的操作結果，嘗試將設計的思維從黑箱作業轉變成為可探討的明箱過程。 |
Syllabus |
In designing form of product, we should build a form semiotic system that must contain meaningful construction messages and could be realized and interpreted, connected and organized. But while most of students are doing form design, they do not apply to visual communication. So, sometimes they will say ‘no idea’ about form. Being a form-semiotic system, we could refer form to six forms of Chinese characters because the relation between signifier and signified of Chinese characters are meaningful close and reflect on cognitive nature. ‘Xiangxing’ of six types of Chinese character is simplified pictograph, ‘Zhishi’ is representing an abstraction as a simple ideograph, and the rest of four types of characters are combinations of these pictographs and ideographs. Six types of Chinese characters can interpret thousands of complicated Chinese characters. Form of product must contain interpreted meaning as semantic information is contained in Chinese characters. This is the reason why I motivate students applying six types of Chinese character as principle to create product form in course of ‘Product Semantics’. The goals of this study are as follows:
Interpreting the principle of six types of Chinese character.
Analyzing the result that students use six types of Chinese character as principle to create product form.
Realizing the reception and reaction of students about this experiment. |