The Development, Evolution And Reconstruction Of The Basic Course Of Visual Design

The research aim of this paper is to summarize one clue or rule via the combing the developmental process of the basic courses of visual designs, based upon the social background, theoretical background, course orientation, course content, teaching philosophy etc aspects. The new value judgment and further analysis are performed upon the original course system. Basic courses are the important part for the modern art design, the “preparatory courses” created by Bauhaus, based on the visual training, have laid solid foundation and profound influence upon the basic courses of modern design. The design basic courses directly show the recognition and interpretation of the design value. This paper has made vertical analysis and horizontal comparison upon “preparatory courses” of Bauhaus, theory of Chinese Tu An, sketch and three components, the four basic course developmental phases of the new century educational reform, via the historical research methods. The main clue in the process of historical analysis is about “value”, “course attribute”, “course content” and the previous generating background, target, orientation, value orientation, course content and teaching methods etc aspects of the course system are combed and analyzed one by one. Through the historical horizontal relations and vertical comparison, the issues about law and principles embedded in the curriculum operation are manifested. One contribution of this paper is to make clear the pedigree relations of the basic teaching during different phases through the historical perspective, to establish systematic developmental venation. And the venation combing could fully display the creativity and succession of various educational systems and course systems, and the further comprehensive understanding of the advantages and disadvantages upon various systems could offer clear clues and reference systems for the contentious teaching research.This paper has made innovations upon the following four aspects through the research: firstly, the problem about the differences between “design basics” and “basic design” is solved; secondly, it is clearly suggested to organize and design the basic courses following the thinking modes of the designers; thirdly, the pedigree relations among the teaching background, teaching philosophy and teaching organization and academic development is deeply excavated by the historical perspective; fourthly, the horizontal comparative methods are focused, and the comparisons between China and western countries and design basic course reconstruction centered upon visual design are also focused. Moreover, the paper holds that our design basic teaching shall focus on the re-establishment of the value system centered on visual design under the background of multiple modernity, and it is meaningful to redefine and assess the visual art styles and visual thoughts under this multi-cultural background. The design basics course groups are constructed by one generalized design concept and one basic course systemic view. Among the ordinal organization for the course groups, the comprehensive art qualities could be cultivated by “design basic courses” and the transformation between design thinking and visual thinking and the connection with the design courses could be reached through the strict intentional course training based upon the “basic design courses”.