Introductions
Overview of class themes
Main theme:
To help students develop their "visual literacy" through learning to read the design language.
Significance:
Design has significance beyond the aesthetic, reaching into other fields, especially business.
Design thinking as a "third way" that is:
- synthetic, not (solely) analytical
- incorporates rationality and intuition
- holistic
- characterized by learning by doing, not formula following
- fosters innovation, not merely refinement of ideas
According to design theorist Nigel Cross, in his book
Designerly Ways of Knowing:
"Even a ‘three cultures’ view of human knowledge and ability is a simple model. However, contrasting design with the sciences and the humanities is a useful, if crude, way of beginning to be more articulate about it."
"If we contrast the sciences, the humanities, and design under each aspect, we may become clearer of what we mean by design, and what is particular to it.
"The phenomenon of study in each culture is
- in the sciences: the natural world
- in the humanities: human experience
- in design: the artificial world
"The appropriate methods in each culture are
- in the sciences: controlled experiment, classification, analysis
- in the humanities: analogy, metaphor, evaluation
- in design: modelling, pattern-formation, synthesis
"The values of each culture are:
- in the sciences: objectivity, rationality, neutrality, and a concern for ‘truth’
- in the humanities: subjectivity, imagination, commitment, and a concern for ‘justice’
- in design: practicality, ingenuity, empathy, and a concern for ‘appropriateness’
"From these ways of knowing I drew three main areas of justification for design in general education:
- Design develops innate abilities in solving real-world, ill-defined problems.
- Design sustains cognitive development in the concrete/iconic modes of cognition.
- Design offers opportunities for development of a wide range of abilities in nonverbal thought and communication."
How will these themes be explored?
Experiences:
Tour of the IU Art Museum and Fine Arts Library designed by I.M. Pei and Partners
Participation with Professor David Pace's class on the "Haussmannization" of Paris
Viewing documentary on the font
Helvetica
Tour of Architecture in Columbus, Indiana (rated the 6th most prominent city for architecture in the US by the American Institute of Architects)
Tour of the Indianapolis Museum of Art Contemporary Design Gallery
Presentations
On the evolution of design movements since the Industrial Revolution, emphasizing iconic designs and designers
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| Peter Behrens |
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| Dieter Rams |
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| Alvar Aalto |
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| Eames Chair |
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| Michael Graves |
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| Memphis |
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| Ron Arad |
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| Frank Gehry |
Mini-projects
Students will "learn by doing" through three mini-projects:
1. Reading the Design Language
2. Information Design: Typography and Graphic Communication
3. Evaluating the Experience and Meaning of Design
Student project examples
Reflection Paper
To address themes of iconic design, "inclusive" design, green or sustainable design, and students' reflection on how their thinking changed as a result of this course.
Review of Syllabus, Project Briefs, and Schedule (to be found on Oncourse).
More information:
www.designerliness.com
designerlinessteaching.blogspot.com
Questions?
