[log in to unmask] writes:
>So if you don't need sketching as a skill to design - why have apprenticeship
>as
>a subject in a university? Or if it is case of learning by doing, conduct
>resarch along the same lines and kill two birds with one stone. research and
>learning at the same time.
Maybe this is like my various possible ways that different bicycle/rider
combinations might work. Although there is a core of knowledge and methods I am
sure that each designer has their own permutation of skills and aptitudes which
is most effective for them. You can probably establish that some people think
best with a sketchbook, some with a word-processor, some with a welding torch
and some in the bath. In education you have to give students a chance to get to
grips with all these possibilities if they are to work out what works for them.
Note that I am referring to thinking, with making as part of the framework for
thinking.
And, of course, research means very different things to different people, I
have just been in a discussion with colleagues from Media Studies. Some of them
focus on social science methods and others see themselves in the humanities
(often depending on whether they are mainly concerned with audiences or texts).
Then again there is a happy band in the middle who refuse to accept either
category and find it most appropriate to work on the cusp, with all the risks
that come from inhabiting the eclectic zone (the main risk appears to be not
getting funding because you don't fit the simple categories used by some
funding organisations).
best wishes from Sheffield
Chris Rust
Sheffield Hallam University, uk
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