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Journal ArticleDOI

Learning theory through doing: Applying design studio methods in the construction of an academic argument

01 Oct 2017-Art, Design and Communication in Higher Education (Intellect)-Vol. 16, Iss: 2, pp 171-186
TL;DR: It is demonstrated that student learning of design theory and history can be enhanced when creative practice methods are employed within a critical studies context and that discourse in design education is no longer the exclusive domain of design education.
Abstract: This paper presents the outcomes of an action research inquiry that set out to enhance first year visual communication student learning of design theory and history through the incorporation of creative practice methods commonly used in practical design studio environments. As educators of both design theory and practice, our previous observations of how novice design students engaged with theory, compared to how they engaged with practice, led us to the decision that change was required to facilitate deeper understanding of theoretical discourse through the incorporation of creative practice methods. That was our ‘call to action’. The methods, described in the article as interventions, were introduced to support the critical and analytical thinking necessary to engage with theoretical discourse. They can also be thought of as learning strategies incorporated to enhance student learning and involved creative thinking exercises, visualization techniques, collaboration and audience presentation. Our findings demonstrate that student learning of design theory and history can be enhanced when creative practice methods are employed within a critical studies context and that discourse in design education is no longer the exclusive domain of
Citations
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01 Jan 2015
TL;DR: It is suggested that student learning of design theory and history can be enhanced when creative practice methods are employed within a critical studies context.
Abstract: This study presents and discusses the outcomes of an action research inquiry that set out to enhance novice first year visual communication student learning of design theory and history through the incorporation of creative practice methods commonly used in practical design studio environments. The methods involving creative thinking, visualization, collaboration and presenting to an audience are described as interventions, introduced to support the critical and analytical thinking necessary to engage with theoretical discourse. They can also be thought of as learning strategies incorporated to enhance student learning. As educators of both design theory and practice, our previous observations of how novice design students engaged with theory, in comparison to how they engaged with practice, led us to the decision that change was required; change which would facilitate deeper understanding of theoretical discourse through the incorporation of creative practice methods. That was our “call to action”. Academic discourse in design education is no longer the exclusive domain of the written word. Our findings suggest that student learning of design theory and history can be enhanced when creative practice methods are employed within a critical studies context.

1 citations

References
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Book
01 Jan 1962
TL;DR: In this paper, the authors presented a series of lectures with the following topics: Lecture I * Lecture II* Lecture III * Lectures IV* Lectures V * LectURE VI * LectURES VI * LII * LIII * LIV * LVI * LIX
Abstract: * Lecture I * Lecture II * Lecture III * Lecture IV * Lecture V * Lecture VI * Lecture VII * Lecture VIII * Lecture IX * Lecture X * Lecture XI * Lecture XII

15,492 citations


"Learning theory through doing: Appl..." refers methods in this paper

  • ...Building on the work of Austin (1962) and Searle (1969), Clark further describes this joint action as an illocutory act (the speaker’s act of explanation) and an illocutionary effect (the addressee’s understanding) (2004: 133, 134)....

    [...]

Book
01 Jan 2002
TL;DR: In this paper, conceptual issues and themes on qualitative research and evaluaton methods including: qualitative data, triangulated inquiry, qualitative inquiry, constructivism, constructionism, complexity (chaos) theory, qualitative designs and data collection, fieldwork strategies, interviewing, tape-recording, ethical issues, analysis, interpretation and reporting, observations vs. perceived impacts and utilisation-focused evaluation reporting.
Abstract: This book explains clearly conceptual issues and themes on qualitative research and evaluaton methods including: qualitative data, triangulated inquiry, qualitative inquiry, constructivism, constructionism, Complexity (chaos) theory, qualitative designs and data collection, fieldwork strategies, interviewing, tape-recording, ethical issues, analysis, interpretation and reporting, observations vs. perceived impacts and utilisation-focused evaluation reporting.

13,768 citations


"Learning theory through doing: Appl..." refers background in this paper

  • ...Naturalistic enquiries focus on real world situations that unfold naturally, they are non-manipulative or controlling and open to what emerges (Patton 2002)....

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Journal ArticleDOI

5,665 citations


"Learning theory through doing: Appl..." refers background in this paper

  • ...While there are structural variations to Lewin ([1946] 1948) and Kemmis and McTaggart’s (1992) plan, act, observe, reflect, model, such as McNiff and Whitehead’s (2006) observe, reflect, act, evaluate, modify, move in new direction, the research design of this study followed the original model established by Lewin....

    [...]