Basic design lecture is one of the basic elements in the departments where design training are provided. From time to time, different methods and ideas may be developed in practice studies which are run together with theoretical information lectures. These different methods are ways that enable the revealing and developing of the skills and creativeness of the students. Although means and methods used in design education process differ greatly, the creative and analyst participation of the students form the basis of this education.

Despite the fact that the design process in itself is a concrete product in the end, the basic process that takes the designer to the result is abstract and is formed in accordance with the viewpoints of its designer. From this point; the purpose of this study is to experience the contributions of the basic design education in transformation of an abstract concept into a concrete form.

There have been 2 phases in the study. In the first phase; the students were made to listen to Hungarian Dance No. 5 by Johannes Brahms within the context of basic design lecture without giving them any type of design education and were asked to convey their feelings onto a piece of paper by using only the ‘line’ element. In the following week that covered the second phase, the basic element in the design education process, the ‘line’ element and its types were taught to the students in the class, and then the same music was listened to again. The students were asked to draw their feelings on the paper first, and then convey these works onto a glass platform by using modeling clay.

As a consequence, it has become clear that, a students who have not received a design education cannot convey their feelings in a rightful manner when converting an abstract concept like music into a concrete product. However, after the theoretical lecture that told how an item might be used in compositions, the students were asked to repeat the same study. It has become clear that after the lecture, the students could express themselves better. After the sketching practice it has been observed that a students who supported their ideas with modeling clay that students contacted and shaped with hands helped to express the students better during fictionalizing their abstract ideas.