FROM SURFACE TO VOLUME: TRANSLATING ABSTRACT ART INTO SPATIAL DESIGN EDUCATION

Abstract

This study investigates the pedagogical and creative potential of integrating
abstract art into design education through the “From Surface to Volume”
workshop, which was conceived not merely as an instructional activity
but as a research process. The workshop aimed to examine how the
translation of abstract paintings from two-dimensional surfaces into threedimensional
spatial models affects students’ creativity, spatial perception,
and interdisciplinary thinking skills. A qualitative research design was
employed, combining the analysis of student-produced models and posters
with semi-structured interviews. The artifacts were evaluated according
to composition, form, material, color, texture, and spatial perception,
while thematic analysis of the interviews provided insight into students’
experiences and learning outcomes. Findings indicate that students successfully translated key design principles—such as form, balance, and depth—into three-dimensional compositions, developing stronger spatial awareness and establishing a
creative dialogue between historical and contemporary contexts. The
process enhanced problem-solving abilities, kinaesthetic learning, and
intrinsic motivation, transforming learning from a grade-oriented task into
an exploratory and engaging experience. Overall, the study highlights the
importance of extracurricular, experience-based activities as transformative
tools in architectural and design education, offering a model for fostering
creativity, conceptual thinking, and interdisciplinary connections.