Idea generation in the training of future graphic designers to design design objects

Abstract

The article provides a comprehensive analysis of the methods and techniques of generating ideas in the process of preparing future graphic designers. The purpose of the article is to highlight the features of using methods and techniques for generating ideas in preparing future graphic designers for designing design objects. The paper uses such general scientific methods as analysis, synthesis, specification, and generalization. The results of the study prove that the formation of that the formation and development of idea generation skills is a key component of design education in the context of digitalization and globalization of the visual space. It is substantiated that modern design activities in the field of graphic design require the ability to think creatively, create innovative content, adapt to an interdisciplinary and socio-cultural context, as well as effectively use the tools of generative artificial intelligence, augmented and virtual reality. Based on an analysis of scientific sources and modern practice of design education, strategic approaches to developing ideation strategies are outlined. It is assumed that the implementation of the main provisions of the ideation contributes to the development of idea generation skills in future graphic designers, which is important for successful professional activity and creative self-realization. The emphasis is placed on combining traditional artistic methods (in particular, brainstorming, sketching) with technologically enhanced ideation (AI-assisted generation), the use of Design-Based Learning, recontextualization and renovation in case analysis, design hackathons, the SCAMPER method, the development of visual reflection through the creation of mental maps, and keeping a visual diary. Didactic conditions for the effective implementation of ideation methods in the educational process are summarized: creating a favorable creative environment, organizing team cooperation, developing critical reflection, and preserving the author's identity in the context of the active use of digital tools. The conclusions indicate that updating the methods of forming and developing idea generation skills in the field of graphic design must be systemic, covering both the content of educational components and forms of organizing activities, psychological and pedagogical support, as well as effective integration of the latest technological solutions.