The identities of design disciplines
How do we perceive ourselves as learners, teachers and practitioners?
Where does ‘design’ as a discipline start and finish: do we know? Is defined by the notion of physical making? Or rather by the concepts and ideas that apparently fire the design process? Is the design discipline shaped by the external needs and demands of industry, or by its own nimble ability to work with and across the boundaries of other disciplines? Questions of identity are important in design, particularly for those teaching, learning and researching through design. Whether intentionally, or as an unanticipated result of their research, several CETLD projects produced questions, insights or findings about this theme.
Encouraging an interdisciplinary approach to the use of the materials and promoting student centred learning
Writing and editing the book "Museums and Design Education: Looking to Learn, Learning to See"
A collaborative project that explored how design students could learn from archives through the medium of an online exhibition
Development and evaluation of downloadable audio files for design students to use with a visit to the V&A museum
Analysis and evaluation of the role of experimentation in the designing and making of three-dimensional artefacts
This collaboration between two distinct disciplines, endeavoured to inspire a deeper appreciation of Museum collections within HE
Developing educational resources which explore issues of disability in architectural and design education
The Student Placement Programme investigated how Design students and tutors learn from museums
This arts/medicine collaborative project explores biomechanics and design in interdisciplinary undergraduate studies
A visual investigation of the physical, intellectual and emotional space in which students learn fashion menswear
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