Abstract:
First and foremost, vision of design is stated in the programme sheet that is given to the
students. Programme sheet should have the 'introduction' to the project along with the learning
objectives. It should trigger three basic factors of imagination, that are both common to art and
scientific skills, as conceive (lay hold of), invent (to light upon) and imagine (visualize). Teaching
design is a discovery, a process of unravelling and the teachers are the facilitators. What teachers
do as facilitators enable the students to come up with the ideas of design. Design projects are
given to stimulate the design process. This paper discusses about certain principles observed,
recorded and put into studio experiment in design of neck chains inspired from flowers. Certain
design principles, that were taken from nature, carefully analyzed and applied in the design of
neck chains. In the process, certain commonly known 'flower forms' were studied, in their plan
forms, sections, and details to understand the principles of design. This paper discusses, some
important facts that were found out, in the study. Design process is a discovery both shared by
the teachers and the students. The design process awakens the skills of the students, and their
uniqueness in their approaches in design. The concept formation is the initial development of
certain ideas, on which the whole design scheme is based upon. Initial thought processes are
generated, depending on the concepts. As the design develc?fl§ there are various issues come up
as technical, philosophical and design issues. Philosophical issues such as the fundamental
principles of creations, technical issues of material and technology and the issues related to
design & aesthetics. Different characteristics were observed from each of the flowers. These
resulted in the uniqueness of each design.
