VISUALIZATION, CREATIVE IMAGINATION, LAYOUT IN DESIGN AND DESIGN EDUCATION

Abstract

The aim of this study is to analyze the relationship between creative imagination, visual and spatial thinking
among professionals in contemporary design practice, as well as the means and methods for fostering their development
in design education, art education, and self-directed artistic learning. Methodology: methods of comparative analysis,
semantic analysis, induction, deduction, and synthesis were used, as well as the hermeneutic method in clarifying
theoretical positions regarding the conceptual content of the terms visualization, visual thinking, spatial thinking,
creative imagination, spatial imagination, and their denotations. The principle of «incomplete comprehension of the
object» was applied in their examination, taking into account the ambiguity of their interpretations. Results: The
understanding of visual and spatial thinking and their significance for professional activities-where a well-developed
creative imagination and the visualization of its outcomes are crucial-has been expanded; scholars’ ideas regarding the
specific characteristics and role of modeling in design and artistic practices have been analyzed. Scientific novelty: the
close connection between visual and spatial components in layout design has been elucidated, and the phenomenon of
transgression has been identified as an important feature of creative imagination in design or artistic activity, driven by
intuitive impulses and rational motivations; the need for further clarification of the specifics of visual thinking has been
noted for the development of the theoretical and methodological foundation of the theory of contemporary design,
aesthetics, design education, and art education, taking into account the pace of digitization in various spheres of modern
society. The practical significance of this study lies in drawing attention to the importance of more widely applying the
method of modeling spatial forms and recognizing the value of educational models in design or art education as a means
of developing professionals’ creative imagination and spatial thinking, as this contributes to the development of their
aesthetic competence-particularly their sense of taste when making design decisions.