![]() In manual form generation, designers contribute with their personal and creative input in the development of the forms of the overall car, its selected items, and regions that determine the overall character of the car. Rather than adopt a uniform transformation strategy which includes the entire car, they also select what elements to morph. In their sketching and form development activities, designers emphasize the most informative views, such as façade and three quarter front views, compared to other views of the car. ![]() Approaches in form development among designers vary due to their experiences, which affect their sketching abilities, activities, and implicit thinking patterns. The findings of this study can be summarized as follows: 1. Master’s students’ evaluations as well as the designers’ own interpretations of their sketches – which represent the sequence of morphed forms – were considered essential aspects of the empirical studies. They involved methods such as surveys, observation studies and evaluation studies. These parts are: descriptive study I, prescriptive study, and descriptive study II. A design research methodology framework consisting of three different parts was used in this data gathering exercise. Generation of measurable and testable data – which involved both qualitative and quantitative research to gather and analyze implicit and explicit designer’s knowledge – constituted the main empirical effort for this thesis. Four research questions have been formulated in order to get a firm answer posed in this research. The research objective is to understand how designers generate forms driven by their implicit values, beliefs and attitudes towards designing, and how these are supported by their visualization and representation skills. ![]() The purpose of this research is to study designers' reasoning about product (automotive) form, their form generation activity, and the implications of these. However, AMS, which is an efficient algorithmic driven tool for form generation, lacks the emotional knowledge of human beings, as well as the ability to introduce a “creative” and preferably a “winning” design. Therefore, it is common practice to use Automated Morphing Systems (AMS) to facilitate and accelerate the design process in the automotive industry. However, due to the increasing demand for new car models, it is not always possible to keep generating new car designs without some form of assistive means. From a practice perspective, this requires that designers apply their hermeneutic as well as reflective design thinking skills. To foster creative problem solving, engineering schools should offer formal courses in sketching and drawing in support of design projects: teaching basic techniques in freehand sketching would help them generate quicker and more effective external visualizations of their ideas, and thus foster their creativity.Īutomotive design is a specialized discipline in which designers are challenged to create emotionally appealing designs. It is very important that engineering colleges give students the value of sketching, as well of foster its use, to train the future design engineer “not only in the standard drafting skills, but additionally in the ability to represent concepts that are more abstract and best represented as sketches”. We studied how sketching is valued at engineering schools by students and educators, about their opinions related on the importance of sketching, how they see as a creative tool and how they apply for courses, for teaching and for learning. Our appreciation is that sketching is not valued as a powerful visual thinking tool and seen as an old drawing method, replaced by new computer drafting interfaces. Moreover, these even pays more attention to metric geometry and CAD training, and so sketching practice is almost totally displaced by modern computer-aided tools. ![]() There is a decrease in class hours for graphical subjects in current engineering curricula. Engineering Design researchers as well as professionals agrees the value of sketching to enhance visual thinking and so creativity, but sketching presence in engineering education is so few. Is considered the principal approach by which design engineers externalize their concepts and where the drawings provide visual clues for refinement and revision. Sketching is understood as a key factor for creative expression, one the most effective visual thinking tools and so applied for design.
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