Keith, Glenn
Please, no 'experts'.
You are really asking, what is a good teacher (of design)? No guru, no
method ...
Glen wrote: "The analysis of the design process seems a tenous
foundation - from which
to teach the fundamental 'designer' skillset."
If we analyse the design process as a thinking skill / ability (critical
thinking) and not as a mere factual ability to 'design' objects, then
the fundamental 'designer' skillset is a mindset that you help the
student acquire, which can be applied to any discipline.
To analyse the design process in terms of finding out what makes people
tick (including the observer / student) is longer-lasting than
'learning' how to design widgets.
To analyse the design process is to help the student understand
cybernetics, which unlocks just about everything else.
It is the next design context that remains tenuous (being new every time
and not based on any formula), but the thinking mind compensates for
this with much more substance (even though flexible & adaptable).
Johann
Johann van der Merwe
HOD: Research, History & Theory of Design
Faculty of Informatics and Design
Cape Peninsula University of Technology
South Africa
>>> Keith Russell <[log in to unmask]> 12/15/09 4:55 AM >>>
Dear Glenn
all connections between instruction/teaching and learning/knowledge are
tenuous - it might seem that insights could better be imparted by
experts but by experts in what?
keith
>>> <[log in to unmask]> 12/15/09 1:48 PM >>>
from some of the threads -
If design students 'need to learn film making from those good at making
films', couldn't we extend that to their main task of learning design
also?
The analysis of the design process seems a tenous foundation - from
which
to teach the fundamental 'designer' skillset.
Having young designers with great research skills (aka internet
browsing)
and poor form solving/ problem solving is an issue.
Glenn
|