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Different theorists, artistic movements, and Art Education and Design schools have developed teaching methods to generate practical and aesthetic design processes. But it is an educational area where to establish more teaching methods and assessment instruments. Today Synthesis, Geometrization and Abstraction are automatisms that are unconsciously integrated into the artistic activity. They have been strategies used in different artistic moments.
Creativity is also an essential skill in these teaching and learning areas; the creativity process linked to innovation and originality and the ability to solve problems. The teaching of creativity in the educational field and the Art Education and Social Sciences is an objective for many design schools. The recent review of the research shows a special interest in methodology in the teaching of Graphic Design. One trend is the search for more reflection and criticism during the processes.
This paper presents an analysis based on a qualitative study of higher education students focusing on improving creativity using a specific methodology called Asinge. It is proposed a methodology that uses abstraction, synthesis and geometry like visual strategies and tools. Based on the literature review about this tool and particularly design methods. A three-year programme of design activities was set up. Some of these focused on developing abstraction, synthesis and geometry. Subsequently, the student's portfolio was reviewed. The best results were found in Geometrization. Finally, we discuss how this methodology can be used to enhance the creativity of design students.
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