Dear all,
How to teach argument ability to design students?
I choose to study design since I believe there are much more interactions between people, teachers and students. The university life proved my expectation. However, I also see there have room for improvement.
From my observation, some of students prefer to seek for tangible skills, for example Photoshop, Cero and sketching. They are tangible because I think they present the result of a design rather than rationales behind a design. The material of an IKEA Frosta stool is labeled but the rationale, meaning and original inspiration are neither labeled. The material is the result of a design. The meaning is the rationale of a design. The meaning of a design is interpreted by man rather than a software. Argument or interpretation ability is not the focus of students.
Students asked for teaching sources of tangible skills. Students show their admiration to whom good at tangible skills. However, there are no such requirements and admirations after deep silence happened in review section. Why students can't see the value of argument ability? How much value it is for a designer? How to teach argument ability to design students?
This is a question raised from an undergraduate industrial design student who studies at Xi'an Jiaotong-Liverpool University (XJTLU), Suzhou, China. This may be an annoying question to the list members so that please ignore it. Please accept my apologies.
Best regards,
Enbo.Hu
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