Abstract
<p class="apa">The rationales behind design are dissimilar to those behind art. Establishing an adequate theoretical foundation for conducting design education can facilitate scientising design methods. Thus, from the perspectives of the semiotic theories proposed by Saussure and Peirce, we investigated graphic design curricula by performing teaching experiments, verifying the adequacy of applying these theories to poster design. During the teaching experiment, a matched groups design method was used for assigning 30 students to either an experimental group or a control group. The results of the experiment revealed that compared with the control group students, the experimental group students, who applied the semiotic theories to their poster designs, performed more favourably in image creativity, picture aesthetic, typography, and total poster design score. The posters created by the students were submitted to International Triennial of Ecological Posters ‘the 4th Block’, and a total of 4 creations from the experimental group were accepted. The results of the teaching experiment verify that applying semiotic theories to graphic design curricula facilitates improving student ability to observe objects and cultivating their capability to design posters and reinforce the visual tension in the posters.</p>
Highlights
Humans tend to perceive the world through signs, and their daily life frequently involves symbolising surroundings (Hoffmeyer & Emmeche, 1991)
From the perspectives of the semiotic theories proposed by Saussure and Peirce, we investigated graphic design curricula by performing teaching experiments, verifying the adequacy of applying these theories to poster design
The results of the experiment revealed that compared with the control group students, the experimental group students, who applied the semiotic theories to their poster designs, performed more favourably in image creativity, picture aesthetic, typography, and total poster design score
Summary
Humans tend to perceive the world through signs, and their daily life frequently involves symbolising surroundings (Hoffmeyer & Emmeche, 1991). According to the theories of semiotics, the second research motivation of this study was employing a teaching experiment approach to verify the feasibility of applying semiotics to graphic design teaching. Vol 8, No 12; 2015 effectively designed poster should attract attention and convey intended messages Creating such a poster involves various design concepts and visual image expression. Numerous scholars have focused on investigating poster design from a psychology perspective (Byrne, 1990; Cook, 2012), but few studies have been verified according to case studies involving practical teaching. Overall, according to the semiotic theories proposed by Saussure and Peirce and the development background of linguistics and signs, we attempted to scientise a design methodology for graphic design education
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