An Exploratory Experiment of Layout Design Curriculum with Layered Grids Approach

Abstract

This exploratory study was conducted to understand importing layered grids as an assignment in editorial design courses, and to explore relevant variables which may affect curriculum performance. A double-grid layered experimental poster design assignment was assigned to sophomore design students. A self-evaluation questionnaire and expert group meeting followed for comparison analysis. Results showed that students with positive attitudes towards grid-based design assignments have stronger motivation to face challenges, and can solve the problem more distinctly and delicately. Those who consider grid designs as a constraint tend to take conservative and safer approaches towards designing. How to overcome students' psychological barriers and break away from the limitation of personal work habits are proposed as the essential goal for further curriculum reform. The study suggests that a variety of effective problem-solving approaches found from the experiment may be provided in advance, in the course description, to improve students' self-confidence synchronously.