PRACTICE RESEARCH INTO THE DESIGN EDUCATION INSPIRATIONS AND TEACHING PATTERNS OF DESIGN STUDIO OF GERMAN BRAUNSCHWEIG UNIVERSITY OF ART

2019 ◽  
Author(s):  
Chao Yang ◽  
Keyword(s):  
Design Education ◽  
Design Studio ◽  
Practice Research

scholarly journals The design studio in promoting citizenship: an educational project developed in Aoteaora

2021 ◽  
Vol 6 (11) ◽  
Author(s):  
Marcos Mortensen ◽  
Tatiana Tavares
Keyword(s):  
Graphic Design ◽  
Knowledge Construction ◽  
Design Education ◽  
Phenomenological Analysis ◽  
Design Studio ◽  
Long Term Effects ◽  
Social Design ◽  
Real World Problem ◽  
Historical Comparative

This study describes the framework of a brief developed for level 7 of a Bachelor of Graphic Design majoring in Communication Design and the design outcomes developed during an academic semester in Aotearoa. The brief employed the Design Studio approach to integrating social, technical and cognitive dimensions of knowledge construction. We explored the potential of Social Design to engage students in real-world problem and design outcomes to improve local and global contexts and facing problems that are complex and with long-term effects. The study seats in the post-positivist paradigm, and privileges the pluralism between quantitative data, and the qualitative perspectives of historical, comparative, philosophical, and phenomenological analysis. It contributes to discussions about the design studio approach in Design Education and methodologies for the development of tertiary-level curricula.

scholarly journals Double (Hunch) Negative: Blending Practice/Research/Teaching and the Critical Imagination

2019 ◽  
Author(s):  
Eric Strain ◽  
◽  
Jose L.S. Gamez ◽  
Shai Yeshayahu ◽  
◽  
...  
Keyword(s):  
Design Education ◽  
Field Research ◽  
Practice Research ◽  
Design Practice ◽  
Think Tank ◽  
Practice Teaching ◽  
Present Design ◽  
Balance Of Forces ◽  
Continuous Field

In Duckler’s account of Michael Heizer’s Double Negative, the viewer becomes a part of the overall experience of scale, of site, and the knowledge of place. In a sense, perception, feeling, and scale hold a very complex relationship in the eye of the participant, and this brings Heizer’s earthwork closer to architecture than one might expect. This correlation between experience, scale perception, and placemaking can enrich the educational experience, thereby affecting the balance of forces that exist between academia, practice, and research. At least, that is the hunch that drew us to the 2019 Antwerp ACSA/EAAE International Teacher Conference. By discussing how a blend-ed set of practices (practice/teaching/research) enabled a mutually reinforcing dialog between the making of ideas, buildings, and landscapes, this paper will present design practice and the practice of design education as inter-related activities. Through our collaborative efforts, we have worked to make the space of inquiry a continuous field that reaches across conventional divisions between the academy and practice. Within this field, research helps ground “the hunch” while “the hunch” tempers the formality of research.Our hunch is this: that a case study of a recent design think-tank will illustrate how we see:• expertise developed in the academic environment can be incorporated into an inquisitive professional design practice;• the studio (both academic and professional) as a thinker space that should not follow a commercial agenda nor should it become a space absent of craft and speculation, urge and fascination, skill and imagination, criticality and creativity, individual formation and social consciousness.

Educating a Socially Responsible Designer

2019 ◽  
pp. 237-264
Author(s):  
Meltem Ozten Anay
Keyword(s):  
Design Problem ◽  
Design Education ◽  
Student Interaction ◽  
Design Studio ◽  
Socially Responsible ◽  
Bottom Up ◽  
Complex Dimensions ◽  
Design Students ◽  
User Learning

Between user and environment, the main responsibility of a designer is to conceive user as part of design understanding. Design education is one of the important stages to provide required bottom-up change in prevalent design perspectives by equipping student with necessary skills and tools towards a socially responsible designer. Addressing this issue, the chapter aims to provide a framework to contribute education of socially responsible designer. Focusing on Donald Schön's notion of “on-the-spot inquiry,” a framework for the organization of user learning in design studio is discussed to provide design students a way to understand real user with its complex dimensions and lead them to define their design problem with this user-informed perspective. The critical tools of this approach are underlined as real user-student interaction, on-the-spot user inquiry, and user case in design studio. This framework is exemplified with a user case involving a design studio experience.

Design Education through Facilitating Student-Centred Learning

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Harsha Munasinghe
Keyword(s):  
Knowledge Construction ◽  
Design Education ◽  
Design Studio ◽  
Research Focus ◽  
Pedagogical Tool ◽  
Studio Pedagogy ◽  
Teachers And Students ◽  
Student Centred Learning ◽  
Depth Interviews ◽  
Fine Tune

Student disengagement in the architecture design studio is our research-focus. Design teachers complain that their multitasking students are not interested in learning, whereas the industry complains that the products of design schools fall short of their expectations. Having observed student disengagement in design studio as a cause for this schism, we tested ways to bring students back to learn-through-application. Among the reasons for their demotivation, we found, is the gradual drifting of design studio pedagogy towards stereotyping, moulding students to design a final product rather than inspiring them to fine-tune a design process. Our hypothesis is that if the design studio includes its participants in the learn-ing process, their engagement in the studio can be improved. We tested various methods of improving the design studio pedagogy, the most tested pedagogical tool in architecture school by providing an open forum for knowledge-construction and dissemination. Our major breakthrough came when the students were made to feel that they were included in shaping their learning exercises. Our quest is to test the strength of such learner-centred design studio, in which responsibilities to knowledge-construction and dissemination could be shared. Our qualitative research methods included observation and participatory observation of design studios and depth-interviews of teachers and students at several schools. We also conducted experimental design studios to test the hypothesis of collaborative studio, and found that more we include the students and more they learn. Keywords: Design-pedagogy; Design-studio; knowledge-construction; Learner-centred-teaching

Towards a Personalised Learning in Basic Design Studio: The use of Neuropsychological Tests

2017 ◽  
Vol 4 (11) ◽  
pp. 200-204
Author(s):  
Aktan Acar
Keyword(s):  
Educational Psychology ◽  
Neuropsychological Tests ◽  
Design Education ◽  
Architectural Design ◽  
Instructional Methods ◽  
Design Studio ◽  
Basic Design ◽  
Key Factors ◽  
Personalised Learning ◽  
Learning Domains

Basic design education was conventionally structured around standardised lesson plans and instructional methods. Although each architectural school considers itself as an ecole, the content and the methods of basic design courses mostly follow a particular layout. The principles or qualities, elements and compositional rules of design constitute the content, whereas the methods can vary according to the instructors. These content and dependent methods consider students as passive receivers, whereas students of basic architectural design course should be active learners, participants and even contributors to the process. Hence, it is of importance to consider the students as individuals with particular skills and learning domains. The characteristics of each student should be depicted. In this way, it could be possible develop personalised learning methods and more active and productive basic design studios. This study aims to present methods of educational psychology, particularly neuropsychological tests as key factors of personalised learning in studios. Keywords: Basic design studio, educational psychology, neuropsychological tests.

scholarly journals Formal Learning Sequences and Progression in the Studio: A Framework for Digital Design Education

10.28945/3406 ◽  
2016 ◽  
Vol 15 ◽  
pp. 035-052
Author(s):  
Pontus Wärnestål
Keyword(s):  
Design Education ◽  
Digital Design ◽  
Design Studio ◽  
Formal Learning ◽  
User Centered Design ◽  
Learning Sequence ◽  
Sustainable Solutions ◽  
Design Creativity ◽  
Wide Range ◽  
Learning Sequences

This paper examines how to leverage the design studio learning environment throughout long-term Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a) implements a theory of formal learning sequences as a user-centered design process in the studio; and (b) describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within – and between series of – design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients.

The Design Studio

2014 ◽  
pp. 93-110
Keyword(s):  
Environmental Sustainability ◽  
Cultural Sensitivity ◽  
Design Education ◽  
Action Theory ◽  
Design Studio ◽  
University Culture ◽  
Reflection In Action ◽  
Technical Rationality ◽  
To Come ◽  
The University

The design studio is the prototype of design education, particularly for architects but more and more for engineers too – though engineers prefer the word “lab” to “studio.” Although the design studio is known today mainly through the “reflection in action” theory of Donald Schön (1984, 1988), this manner of education first developed at the École des Beaux-Arts in Paris in the seventeenth century for the promotion of neoclassical aesthetic values, and it has continued ever since to be used, even by the Bauhaus in Germany in the early twentieth century after function had replaced form as the primary architectural value. The principal value of the design studio for Schön is that it properly emphasizes creativity for designers, instead of analysis and criticism, as preferred by the “technical rationality” of university culture as a whole. The university has responded by criticizing the design studio for being too subjective and therefore isolated within the academic world. In recent years the design studio has also been criticized for being elitist by focusing too much on aesthetic concerns, instead of promoting cultural sensitivity to social justice and environmental sustainability. Other critics complain that the design studio still relies on paper and hand drawings too much, instead of committing fully to ICTs and the virtual reality (VR) of cyberspace. Such criticisms, however, tend to be overstated, and the design studio is likely to continue in its present form for some time to come, because that is where most designing students learn the culture of design and develop a lifelong identification with their instructors and their fellow students.

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