Beyond Discipline: Evolving Design Practice and Design Education in the Twenty-First Century
<p class="first" id="d3313549e119">Since 2000, design practice in the UK has changed dramatically. Boundaries between design disciplines have dissolved, and many contemporary design studios now defy classification. These studios are reconfiguring the...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
UCL Press
2020-10-01
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| Series: | Architecture_MPS |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.14324/111.444.amps.2020v18i1.004 |
| _version_ | 1797896196080009216 |
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| author | Lara Furniss Lohren Deeg Taylor Metz Richard Tursky |
| author_facet | Lara Furniss Lohren Deeg Taylor Metz Richard Tursky |
| author_sort | Lara Furniss |
| collection | DOAJ |
| description | <p class="first" id="d3313549e119">Since 2000, design practice in the UK has changed dramatically. Boundaries between
design disciplines have dissolved, and many contemporary design studios now defy classification.
These studios are reconfiguring the design landscape, yet a uni-disciplinary structure
still dominates undergraduate education. This is creating a disconnection between
practice and education and posing critical questions for the current design education
system. This article outlines the findings of a PhD research study exploring this
disconnection, and although situated within the UK, the findings have international
relevance. An initial scoping exercise draws on interviews with leading commentators
from the UK design sector, examining the evolution of design practice over the past
10 years, and possible future directions for undergraduate education. Findings highlight
that UK policy for creative education has placed undergraduate design courses in potential
crisis. Arguably, the current university system for design education is outdated.
It is now necessary to redefine the skills and processes twenty-first-century designers
need. The body of the research is situated within five internationally renowned creative
studios which defy classification. In-depth ethnographic studies cross-analyse the
creative processes of these studios and their views on education. Findings identify
key components of each studio’s processes, while also exploring studio members’ educational
experiences, and reflections on future implications for pedagogy. This article argues
that this growing disconnect between practice and education calls for existing pedagogic
models to be challenged, proposes alternative approaches and highlights the need for
policymakers, practitioners and educators to work together to best prepare young designers
to meet today’s challenges.
</p> |
| first_indexed | 2024-04-10T07:38:54Z |
| format | Article |
| id | doaj.art-6314ce7401564d01a29f41b52696ac35 |
| institution | Directory Open Access Journal |
| issn | 2050-9006 |
| language | English |
| last_indexed | 2024-04-10T07:38:54Z |
| publishDate | 2020-10-01 |
| publisher | UCL Press |
| record_format | Article |
| series | Architecture_MPS |
| spelling | doaj.art-6314ce7401564d01a29f41b52696ac352023-02-23T12:10:16ZengUCL PressArchitecture_MPS2050-90062020-10-011810.14324/111.444.amps.2020v18i1.004Beyond Discipline: Evolving Design Practice and Design Education in the Twenty-First CenturyLara FurnissLohren DeegTaylor MetzRichard Tursky<p class="first" id="d3313549e119">Since 2000, design practice in the UK has changed dramatically. Boundaries between design disciplines have dissolved, and many contemporary design studios now defy classification. These studios are reconfiguring the design landscape, yet a uni-disciplinary structure still dominates undergraduate education. This is creating a disconnection between practice and education and posing critical questions for the current design education system. This article outlines the findings of a PhD research study exploring this disconnection, and although situated within the UK, the findings have international relevance. An initial scoping exercise draws on interviews with leading commentators from the UK design sector, examining the evolution of design practice over the past 10 years, and possible future directions for undergraduate education. Findings highlight that UK policy for creative education has placed undergraduate design courses in potential crisis. Arguably, the current university system for design education is outdated. It is now necessary to redefine the skills and processes twenty-first-century designers need. The body of the research is situated within five internationally renowned creative studios which defy classification. In-depth ethnographic studies cross-analyse the creative processes of these studios and their views on education. Findings identify key components of each studio’s processes, while also exploring studio members’ educational experiences, and reflections on future implications for pedagogy. This article argues that this growing disconnect between practice and education calls for existing pedagogic models to be challenged, proposes alternative approaches and highlights the need for policymakers, practitioners and educators to work together to best prepare young designers to meet today’s challenges. </p>https://uclpress.scienceopen.com/hosted-document?doi=10.14324/111.444.amps.2020v18i1.004 |
| spellingShingle | Lara Furniss Lohren Deeg Taylor Metz Richard Tursky Beyond Discipline: Evolving Design Practice and Design Education in the Twenty-First Century Architecture_MPS |
| title | Beyond Discipline: Evolving Design Practice and Design Education in the Twenty-First Century |
| title_full | Beyond Discipline: Evolving Design Practice and Design Education in the Twenty-First Century |
| title_fullStr | Beyond Discipline: Evolving Design Practice and Design Education in the Twenty-First Century |
| title_full_unstemmed | Beyond Discipline: Evolving Design Practice and Design Education in the Twenty-First Century |
| title_short | Beyond Discipline: Evolving Design Practice and Design Education in the Twenty-First Century |
| title_sort | beyond discipline evolving design practice and design education in the twenty first century |
| url | https://uclpress.scienceopen.com/hosted-document?doi=10.14324/111.444.amps.2020v18i1.004 |
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