Design pedagogy

from Wikipedia, the free encyclopedia

Design pedagogy describes a part of aesthetic education in children and youth that takes place both within schools and in extracurricular project work and in youth art schools. The term “design education” is derived from design teaching in Great Britain . There are the school subjects Design and Technology and Design and Art .

The lessons are comparable to German craft or art lessons ( works ), but not to be equated. In British teaching, design is understood as a design process in which drafts, concepts, constructions and shapes are created that are implemented in sketches , drawings and models .

Content of design lessons

The didactic content of design pedagogy includes:

  • Definition of terms of design in contrast to the fine arts
  • Design areas and job profiles (e.g. industrial design , graphic design , web design )
  • Understand the phases of the design process through creative action (ideas, concepts, drafts, models, presentations)
  • Analysis and evaluation of design objects
  • Design and practicality (everyday use yesterday, today, tomorrow)
  • Design standpoints (environmental protection, marketing , customer expectations)
  • Design history and styles

Learning objectives and justifications for design lessons

The primary goal of design lessons is to develop problem-solving skills in students. Through the interdisciplinary and conceptual design activity, adolescents should be able to network their knowledge in such a way that they can independently identify problems through creative transfer thinking and generate ideas for possible solutions. Design lessons enable this support to be practical, clear and sustainable. He thus fulfills an important educational task, because the design of problem solutions is an indispensable component in all professions and areas of life.

Course of a design process in the classroom

In order to convey problem-solving skills in a creative class , the focus is on the design process. This takes place through interactive and reflective processes such as investigation, (inventing) finding, designing and discarding. For this it is important that the students work on a relatively open topic or task area (e.g. packaging or room design). This design process starts with research, analysis and problem description. This is followed by the first sketches of ideas in the form of brainstorming , texts, collages , drawings, mood boards or the like. This in turn can be used to develop solutions that are implemented, checked and improved two-dimensionally or in the form of models.

It is important for the entire process that the teachers do not provide ready-made design recipes such as construction kits or templates that the students simply reproduce, but that the learners develop their own ideas about a problem and implement them. In this way, each student develops an individual solution idea in the sense of developing problem-solving skills. In order to train reflexive and rhetorical skills, the work results are presented in a presentation .

From classic handicraft lessons to design in school

The acquisition of problem-solving skills in design lessons has far-reaching effects on all areas of life. As future consumers , schoolchildren are made aware of the quality in function, form and workmanship, which will have an impact on purchasing decisions . In their professional and private life they should take the initiative to optimize a situation and be able to act independently. The ministries of culture in some German federal states (e.g. Mecklenburg-Western Pomerania) have recognized this situation and integrated not only the fine arts but also design as well as new media and architecture into a subject called "art and design" in their framework guidelines . Even in traditional handicraft lessons at general schools, students could experience planning, invention and design processes based on the creation of a specific workpiece or design object, both cognitively and affectively.

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notes

  1. ↑ Zs. Was discontinued in 2009 with No. 44