Desen üretimi üzerinden tasarım düşüncesini öğrenme: Hesaplamalı bir çerçeve

Technology, culture and cross-disciplinary innovations continually reshape design medium, knowledge, models and methodologies. In parallel, the focus of learning how to design has been shifting to learning designers' reasoning procedures that embody perception, imagery and intuition. Pivoting on visual thinking as a fundamental design skill, this thesis illustrates a computational framework to pedagogically support visual reasoning and the ability to recall and retrieve. The proposed framework functions as a tool to transfer design knowledge in an exemplary construction of a two dimensional geometric pattern. The first exploration is to understand how a pattern construction, in the traditional compass-ruler method of the craftsmen, can be repeated. It primarily involves a deconstructive analysis to see familiar shapes, repetitions, symmetric arrangements and hierarchies of shapes. The designer-investigator intuitively creates the rules along with what is seen while seeing allows for new ways of thinking to emerge and ways of thinking filter what to see. The motivation behind this method of analysis is to find out any underlying operations to learn and the explication of what is essential (which abilities are required) for this transfer. Although explicit representations of tacit design knowledge may not be possible, the aim is to identify which visual thinking skills a designer should hold, learn or improve. The scope of the study is limited to the intersection of skills cited in the design thinking literature and skills that are found to be required in geometric pattern generation. In separate stages of the pattern generation process, divergent abilities such as shape perception, mental imagery, rule synthesis, and drawing, are activated in the designer's mind. Most of these abilities are dependent on each other. Yet, certain abilities are more evident in specific stages. In particular, in polygon generation stage, drawing is the main ability required for representation. However, imagery and perception help transform shapes, see emergent shapes and make the decision for the next move. The external representation of the exemplar design space contains algorithms for generating a pattern. The exploration in the thesis uses visual rules, part of the shape grammar formalism, for representing this design space, and the related analysis and synthesis. These representations also contain implicit knowledge about mental processes of a designer such as seeing, decision making, synthesizing, imagery and creativity. Without the perspective of visual reasoning, the rule-based system is barely limited to generating design products. With visual reasoning in focus, the thesis identifies the reasoning mechanisms and the complementary skills transferrable for learning or improvement.