scholarly journals Building “Working with, not for” into Design Studio Curriculum

2021 ◽  
Vol 7 (1) ◽  
pp. 9-36
Author(s):  
Saskia van Kampen ◽  
Cheryl Giraudy
Keyword(s):  
Design Education ◽  
Community Building ◽  
Learning Design ◽  
Not Given ◽  
Design Practice ◽  
Participatory Action ◽  
Action Research Project ◽  
Design Pedagogy ◽  
Collaborative Processes ◽  
Decision Making Processes

Design ManifesT.O. 2020 is a Participatory Action Research project currently underway in Toronto, Canada and is working with communities to uncover stories of grassroots placemaking and community building done through creative practice. An unexpected discovery during data collection highlighted how communities are still being left out of decision-making processes that directly affect their collective values and living conditions and are being disrespected by designers and researchers — exposing very large gaps in the education of designers in terms of values-based learning, design ethics, and informed methods for working with communities. This paper interrogates design pedagogy and practice in order to stimulate further discourse and investigation into how to successfully integrate ethical and responsible protocols into design curriculum to support co-design practices where social justice and equity becomes normalized in practice. In other words: giving students the tools to “work with, not for” communities. Demonstrating social conscience is ethically desirable in design education but if students are not given the tools required to work with communities through respectful and collaborative processes then we are training the next generation of designers to continue a form of hegemony in design practice that is undesirable.

Histories of Design Pedagogy Virtual Special Issue for the Journal of Design History 2016

2016 ◽  
Vol 33 (1) ◽  
pp. e1-e24 ◽  
Author(s):  
Maya Oppenheimer
Keyword(s):  
Design Education ◽  
Design History ◽  
Design Practice ◽  
Design Pedagogy ◽  
Future Design ◽  
Practice Elements ◽  
Key Issues ◽  
Interdisciplinary Scholarship ◽  
Definition Of

Abstract ‘Histories of Design Pedagogy’ gathers material from across three decades of the Journal of Design History to juxtapose distinct investigations into design education across various geographies, contexts, relationships and methodological concerns. By isolating three overarching themes to structure twelve articles, this introduction also makes an argument towards future design pedagogy, suggesting an Urmodell, or master plan, of elements in design pedagogy that is informed by key issues debated by and through the articles presented. ‘Design Systems and Projects’ addresses the meaning and concept of design, relationships between education and industry, and design training networks. ‘Ethics and Methods’ advocates greater attention to the identities, subjectivities and roles of the designer and of the user as stakeholders in a designed system, the increasing role of research in design practice, elements that affect practice from global design to emerging technologies, and object collections research. The final theme, ‘Critical Histories and Theories’, looks to changes in design history and design studies to inform interdisciplinary scholarship and the future of design practice. Tensions over proportions, boundaries and structures are addressed by this Urmodell, but in the preferred definition of modelling as a mediator, it exists here as a malleable framework over a steadfast solution.

scholarly journals Integral and Inclusive Research by Design Pedagogy

2020 ◽  
Vol 13 (5) ◽  
Author(s):  
Marie Davidova
Keyword(s):  
Design Education ◽  
Life Experience ◽  
Real Life ◽  
Learning By Doing ◽  
Design Studio ◽  
Design Practice ◽  
Design Pedagogy ◽  
For Profit ◽  
Not For Profit ◽  
Systemic Design

This article reflects on my integral design studio teaching and inclusiveness in its design processes. This is exemplified in two different systemic design case studies focusing on social and environmental justice via the lens of empathy. The design studio and/or design practice tend to be fused in this article because my design studios have always focused on practice-based, real-life built projects, while my commercial and not-for-profit practices have always implemented design education in real-life built projects through internships and/or other student participation. Therefore, my approach fully follows the pathway of ‘learning by doing’(Dewey, 1997), focusing on systemic feedback looping of integral real-life experience and reflection through research and practice, targeting brighter post-Anthropocene futures.

scholarly journals Digital Immersion − case studies in virtual reality

2019 ◽  
Vol 64 ◽  
pp. 01007
Author(s):  
Christopher Welty ◽  
Arief Setiawan
Keyword(s):  
Virtual Reality ◽  
Case Studies ◽  
Virtual Environment ◽  
Design Education ◽  
Learning Processes ◽  
Digital Tools ◽  
Design Practice ◽  
Digital Revolution ◽  
Design Pedagogy ◽  
Effective Design

Digital tools have transformed the ways we generate designs, pushing the boundaries in formal explorations, as well as the ways we represent them. In this vein, the impacts of the digital revolution affect both design practice and design education. We would like to investigate these impacts on our teaching of design studios, focusing on the virtual reality. Our premise is that the use of first-person immersion in a virtual environment is a means for experiencing space. We are interested in ways in which the abilities of virtual reality to simulate ranges of sensorial information could inform design processes. This paper will report in our research in our teaching that speculated about the values and application of these techniques. This paper aims to discuss our learning processes and experiences as well as to reflect on possibilities of digital means effective design pedagogy.

Working Together

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Randi Veiteberg KVELLESTAD ◽  
Ingeborg STANA ◽  
VATN Gunhild
Keyword(s):  
Design Education ◽  
Critical Evaluation ◽  
Business Environment ◽  
Arts And Crafts ◽  
Action Research Project ◽  
Student Groups ◽  
Different Types ◽  
Working Together ◽  
Personal Qualities ◽  
Manual Skills

Teamwork involves different types of interactions—specifically cooperation andcollaboration—that are necessary in education and many other professions. The differencesbetween cooperation and collaboration underline the teacher’s role in influencing groupdynamics, which represent both a foundation for professional design education and aprequalification for students’ competences as teachers and for critical evaluation. As a testcase, we focused on the Working Together action-research project in design education forspecialised teacher training in design, arts, and crafts at the Oslo Metropolitan University,which included three student groups in the material areas of drawing, ceramics, and textiles.The project developed the participants’ patience, manual skills, creativity, and abilities,which are important personal qualities for design education and innovation and representcornerstones in almost every design literacy and business environment. The hope is thatstudents will transform these competences to teaching pupils of all ages in their futurecareers.

Graphic design practice of an image for the Chinese character for "鼓 Drum"

2019 ◽  
Author(s):  
POHSUN WANG
Keyword(s):  
Design Thinking ◽  
Chinese Character ◽  
Science And Technology ◽  
Point Of View ◽  
Learning Design ◽  
Design Practice ◽  
Cultural Issues ◽  
Artistic Value ◽  
The Status ◽  
The Times

Basic shape is one of the most important components of the learning design process. Using Western design thinking to understand shape, color and composition layout and attempting to reinterpret the application of traditional calligraphy from a design point of view—whether it is the expression of form or the meaning of content—are both important aspects of design thinking. The writing patterns of traditional calligraphy and the design creation of modern experiments may have different biases. If the artistic value of "the brush and ink of the time" is compared to the science and technology of innovation as the main appeal, the expressiveness of the traditional writing mode is obviously difficult to achieve. Using science and technology as an option for design creation is a difficult way to proceed; however, technology, ideas and thinking can still be in sync with the cultural issues of an entire era. This is also the test of the times to which contemporary creations are subjected. There are infinite possibilities for development, and it is worthwhile to explore these possibilities together with artistic aspirants. On the other hand, if we follow the well-beaten path of the status quo, the creativity of traditional calligraphic art will wither, it will deviate from the larger environment of the era in which it operates, and it will inevitably be neglected and pushed out by other art categories. The design and creation process uses the traditional calligraphy characters and drums as the theme, assisted by digital tools in the creation, and finally transforms the traditional calligraphy visual form into an expression of the art of science and technology.

scholarly journals Using Participatory Approaches to Enhance Women’s Engagement in Natural Resource Management in Northern Ghana

2021 ◽  
Vol 13 (13) ◽  
pp. 7072
Author(s):  
Peter Cronkleton ◽  
Kristen Evans ◽  
Thomas Addoah ◽  
Emilie Smith Dumont ◽  
Mathurin Zida ◽  
...  
Keyword(s):  
Social Learning ◽  
Smallholder Farmers ◽  
Knowledge Exchange ◽  
Northern Ghana ◽  
Participatory Action ◽  
Change Initiatives ◽  
Decision Making Processes ◽  
Over Exploitation ◽  
Multi Stakeholder ◽  
Multi Phase

From 2016–2019, the West African Forest-Farm Interface (WAFFI) project engaged with smallholder farmers in northern Ghana to explore mechanisms to improve the influence of under-represented peoples, particularly women, in decision-making processes and platforms that affect their access to natural resources. Through a multi-phase process of participatory activities, including auto-appraisal, participatory action research (PAR) and facilitated knowledge exchange, villagers and researchers worked together to document and develop a better understanding of the challenges and changes facing women and men in the region to generate social learning. Among these challenges, the degradation of forest resources due to over exploitation, weak governance and conflict of use over shea trees (Vitellaria paradoxa) were particularly important for women. The WAFFI approach created a scaffold for social learning that strengthened the capacity of local stakeholders to share their perspectives and opinions more effectively in multi-stakeholder forums and dialogue related to resource use and land use change initiatives.

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