All,
In its early years (1975 to about 1982), the School of Industrial Design at Carleton University (Ottawa, Canada) had a common two-year program with engineering. By the time the students joined the School in their third year we realized that they had already been conditioned in quite a specific way and one that was at times different from industrial design. It took the better part of the third year to 'reconditioned' these students to a more open-ended designing process. We soon changed to a one-plus-three curriculum and eventually to a four-year curriculum, all the while keeping the requisite math, science and engineering courses.
Jacques Giard
Professor and Director
School of Design
Arizona State University
-----Original Message-----
From: Rob Curedale [mailto:[log in to unmask]]
Sent: Sat 10/2/2004 11:30 AM
To: Jacques Giard; [log in to unmask]
Cc:
Subject: Re: Mathematics in the design school curriculum
I believe in China, Product design curriculum shares subjects with engineering in first year of degree courses. In later years the course content is more like the United States. I wonder if this type of approach may stifle creativity. A student is rewarded for different behaviour in an engineering course than a design course.
______________________________
R o b C u r e d a l e
Professor, Chair Product Design
College for Creative Studies Detroit
201 East Kirby
Detroit MI 48202-4034
Phone: 313 664 7625
Fax: 313 664 7620
email: [log in to unmask]
http://www.ccscad.edu
______________________________
>>> Jacques Giard <[log in to unmask]> 10/02/04 1:56 PM >>>
Jess,
Your comment, 'I'm against "Mathematics" in the design school curriculum' opens the door to two very obvious questions, 'What kind of mathematics?' and 'What kind of design school curriculum?' There is a clear inference from what you state that there is only one kind of mathematics and only one kind of design school curriculum. Therefore, would you deny mathematics from engineering designers in their curriculum? How about architects and their need to understand structures? Wouldn't mathematics be helpful in their design school curriculum?
Jacques Giard
Professor and Director
School of Design
Arizona State University
-----Original Message-----
From: PhD-Design - This list is for discussion of PhD studies and related research in Design on behalf of Jess Maertterer
Sent: Sat 10/2/2004 7:45 AM
To: [log in to unmask]
Cc:
Subject: Re: Mathematics in the design school curriculum
Hi all,
I think words starting with "math" causes blockades to many designers.
Strange, cause math is the science that is trying to describe the reality
which we want to design. Fortunately a complex and abstract mathematical
language developed which is unique all around the world. Unfortunately many
humans think it needs extrasensory perception to understand it. Therefore
I'm against "Mathematics" in the design school curriculum.
I think the high school mathematics (each should have absolved) covers more
than the average designer will ever need. So it doesn't make sense to me to
start over again and bother the design students with dry theoretical
equations. I'd like to see crossover applied science beeing educated and
take shape turning out that form IS function. Call it: "Properties of
Shape", "Practical Principles of Design" or something like "Panoptimum",
but not "Mathematics".
--
Jess Märtterer
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