Teaching Exploration of Traditional Elements in Packaging Design Course

Teaching Exploration of Traditional Elements in Packaging Design Course

Introduction: According to the new development trend of packaging design teaching mode, the teaching content and evaluation standard of course teaching are constantly improved, and the evaluation method combining process teaching evaluation with skill evaluation is adopted.

As four ancient civilizations, China's cultural heritage preserved in each period is the crystallization of wisdom and the foundation of our inheritance and development. Packaging design is the application of art design in packaging specialty. Therefore, it is necessary to integrate the traditional elements of China into the packaging design, and at the same time use modern design language to reflect the inheritance of traditional culture, so that the designed packaging has both modern fashion elements and China traditional cultural elements. This will be the current teaching direction and goal of packaging design, and how to make better use of traditional elements in teaching is also a trend of packaging design. Therefore, it is a brand-new perspective and a very brand-new and valuable curriculum reform to reproduce the concept and connotation of traditional elements in China with the concept of traditional elements in China and a brand-new graphic style and expression.

First, the teaching content and mode of traditional "packaging design" course

Traditional teaching has been unable to meet the development needs of the current cultural industry. We should explore a way to integrate China traditional elements into the teaching content of packaging design, so as to cultivate students who can adapt to the local cultural industry structure. We should pay attention to the importance of traditional elements in packaging design. Facing the increasingly fierce commodity market, how to create attractive packaging will be the need for designers to fully tap the nutrients of traditional elements, extract their essence, introduce traditional elements into packaging design teaching clearly and naturally, and strengthen the application of traditional elements. At present, the teaching status of packaging design mainly needs to be reformed in three aspects.

(1) The design works are too traditional and lose the sense of fashion.

Due to the extensive use of traditional elements in packaging design teaching, there is a deviation in understanding them, which leads to the lack of vitality in packaging design teaching in colleges and universities and the lack of innovation in the design process. For example, in the teaching process, we only pay attention to the copying of traditional elements in packaging design, without fully understanding the meaning of traditional elements, let alone refining and sublimation, ignoring the characteristics of traditional culture, using a large number of traditional cultural elements, and the works lack a sense of design and fail to fully reflect traditional characteristics. The designed packaging products only play a simple decorative role and lose the significance of packaging design.

(2) Pay attention to practicality, but lack artistry.

Too much attention is paid to the structural modeling of packaging in teaching, but how to combine it with traditional elements is ignored. Works have no visual impact and cannot play a role in guiding consumption. Therefore, the traditional teaching mode of packaging design course has been difficult to adapt to the current teaching. Just as we can't cultivate Van Gogh by angel's method, it's hard to shape the next I.M. Pei by Xu Beihong's method. Modeling training in design does not fully adapt to the teaching of packaging design. Only by skillfully using traditional elements can we promote the progress of packaging teaching.

(C) students have theoretical knowledge but lack of practice

In the arrangement of teaching courses, students' practical training is not fully considered, and there is a lack of understanding and discovery of life. Packaging design can only stay on paper. Therefore, in teaching, it is necessary to deepen the teaching of theoretical knowledge, so that theoretical knowledge can better lay the foundation for design. The packaging design is beautiful and fashionable, with China characteristics, and can keep up with the international fashion trend. Let students make better use of traditional elements in packaging design, and practice plays an important role in packaging design teaching.

Second, the reform of teaching content and methods

In the teaching practice in recent years, we have been actively exploring and studying teaching methods, and strengthening the link and integration of theoretical knowledge, market research, design draft, group discussion, work production, course display and other teaching links. Put forward new teaching methods suitable for students' characteristics, attach importance to students' experience in the design process, and have interactive discussions in class.

(1) Promote learning, teaching and reform through competition.

Focusing on the themes of various packaging design competitions in classroom teaching, students choose topics according to their interests, formulate design themes with traditional elements under the guidance of teachers, revise drafts to complete the design, and finally present the design results in kind, and send outstanding works to participate in various design competitions, winning prizes frequently. Clear learning objectives and clear teaching standards have greatly stimulated students' learning enthusiasm and creative passion.

(B) Project teaching method

The classroom teaching design project aims to strengthen the innovative design ability of packaging. The source of the project can be a real enterprise project, or a real project such as teaching and research project, enterprise design project, and the theme of packaging design competition. Students choose projects according to their own interests, with the help of the instructor, from the first draft to the design draft, and finally present the design results and works in the form of physical objects. In this way, students' innovative ability, practical ability and working ability have been comprehensively improved, and at the same time, teachers' teaching and scientific research activities have been promoted, and the teaching quality has been improved.

(3) group teaching method

The process of teaching is not only the process of students learning knowledge, but also the process of cultivating students' good professional quality. In the teaching of packaging design, students are divided into groups, with 5-6 people in each group. Each group is a design group and participates in teaching activities. Each group is a team, assigning design themes, and each team conducts research, discussion, design and production. Finally, each group gives a presentation, introduces the creative design works, and evaluates and communicates with each other, so as to gradually understand the works and improve the initiative and participation in learning. This group teaching method can arouse students' learning enthusiasm and improve their teamwork ability.

Thirdly, the construction and improvement of curriculum evaluation system.

Reform the curriculum assessment system, change the focus of assessment from focusing on the assessment of students' learning results to the assessment of students' learning process, and actively explore and try various forms of assessment. The evaluation system of packaging design course is divided into two parts: evaluation and examination. The college encourages teachers to innovate academic evaluation methods, and the branch actively explores and gradually forms a student's academic evaluation method with work display as the carrier and school-enterprise cooperative enterprises participating in the evaluation. The packaging design course simulates the design company's process at all stages of teaching, and the completed works are displayed publicly. Designers and professional teachers of advertising companies comprehensively evaluate the theme design, product characteristics, creative innovation and whether it meets the consumer market.

(A) a diversified system

1. Students' self-evaluation and mutual evaluation. Students' self-evaluation means that students evaluate their own works in the process of learning design, and share their learning achievements and creative sources with classmates and teachers. Students' mutual evaluation is the mutual evaluation between students, judging the academic achievements of other students from a professional perspective. Through students' self-evaluation and mutual evaluation, students have a deeper understanding of the element design of packaging works, learn from each other's strong points, better understand themselves, discover their own advantages and disadvantages, and improve their participation and initiative. 2. Incentive evaluation. Teachers' evaluation of students is based on the quality of design works, and the evaluation should be comprehensive and personalized. The evaluation mainly focuses on students' learning ability, creative thinking, graphic design ability and packaging structure. It not only evaluates the results of the works, but also pays more attention to the whole design process of students and affirms their different ways and means.

(B) the objective evaluation system

According to the new development trend of packaging design teaching mode, the teaching content and the assessment standard of course teaching are constantly improved, and the assessment method combining process teaching assessment with skill assessment is adopted. The assessment contents mainly include general homework assessment, process homework assessment and work display assessment. 1. Work assessment at ordinary times (30%). Pay attention to the assessment of students' usual learning process, mainly to assess students' classroom interaction and attendance, professional learning attitude, design ability and improvement. Usually the assessment also includes the assessment of comprehensive professional qualities such as team work attitude and team cooperation ability. 2. Process operation assessment (30%). The contents of the assessment are mainly the market research in the early stage of theme design, the comparison report and research report of similar products, the completion of sketches in various stages of design, and the interactive discussion of classroom groups. 3. Work exhibition assessment (40%). The evaluation of exhibition works is mainly to comprehensively evaluate whether the theme of packaging is clear, whether there is creativity, whether there is composition, packaging development map and the effect of packaging series of physical works, and to evaluate the results.

Fourthly, the innovation and effectiveness of curriculum teaching reform.

(A) personnel training programs, teaching methods innovation

The course adopts the traditional element module, breaking the original singleness and standardization, becoming an open, guided and optional training, diluting the professional boundaries and establishing a new diversified training model; In the teaching process, we should innovate teaching methods, adopt case-based and participatory teaching according to the nature and characteristics of the course, build a more open educational environment, and mobilize students' initiative and enthusiasm in learning.

(B) the results and effects of curriculum teaching reform

China traditional elements are added to the course content of packaging design, and how to apply traditional elements to modern packaging design is studied, so as to complete the teaching practice research and show the course results. Cooperate with enterprises to complete the application of China traditional elements in modern packaging design, and promote its application in packaging design industry. Organize students to participate in various course-related competitions such as China Packaging Creative Design Competition, Zhejiang University Student Advertising Design Competition and Zhejiang University Student Multimedia Competition, and obtain good results. The ultimate goal of this course is to integrate the traditional elements of China into the course of packaging design, promote the progress and perfection of modern packaging design teaching, and promote the promotion of packaging culture industry, thus forming a win-win situation. The course combines the traditional elements of China with modern packaging design, so that the packaging design works not only conform to the traditional characteristics of China, but also have international popular elements. Highlights? Industry-University-Research? It combines advertising professionals with professional sensitivity, broad vision, profound cultural background, solid foundation and strong practical ability.

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[5] Tian Xue. On the Teaching of Traditional Elements in Packaging Design [J]. Popular Literature and Art, 20 13: 18

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