‘Please tell me about an idea you would love to realise’
– an exploration of abandoned ideas in design education
DOI:
https://doi.org/10.7577/formakademisk.4513Emneord (Nøkkelord):
Abandoned ideas, risk, failure, care, design educationSammendrag
Choosing to pursue one design idea usually requires leaving several others behind. As a design teacher, I have experienced this at close range making me curious about what design students choose not to do and why. In this study, I look at my students’ design ideation from the perspective of care and look at the reasons for them abandoning their design ideas. Through this perspective, I will probe the role that the notion of risk plays in students’ management or processing of ideas. The findings are based on an empirical study using students’ reflections on abandoned ideas as data. Such explorations can bring some of the regulations that students are subjected to into the foreground, thus exposing how the educational system and teachers like myself affect the students’ sense of freedom, hampering their ability to experiment with their ideas. Creating awareness about students’ abandoned ideas in new and attentive ways can play an active role in strengthening the students’ contact with and ownership of their hopes and motivations. This can make a difference in the ongoing negotiations, re-negotiations and struggles about what good design education ought to be.
Referanser
Alvesson, M. (2003). Methodology for close up studies – struggling with closeness and closure. Higher Education, 46(2), 167-193. https://doi.org/10.1023/A:1024716513774 https://doi.org/10.1023/A:1024716513774
Alvesson, M. (2009). At-home ethnography: Struggling with closeness and closure. In S. Ybema, D. Yanow, H. Wels & F. Kamsteeg (Eds.), Organizational ethnograpy: Studying the complexity of everyday life (pp. 156-174). SAGE. https://doi.org/10.4135/9781446278925.n9 https://doi.org/10.4135/9781446278925.n9
Bilton, C. (2014). Uncreativity: the shadow side of creativity. International Journal of Cultural Policy, 21(2), 1-15. https://doi.org/10.1080/10286632.2014.892933 https://doi.org/10.1080/10286632.2014.892933
Brown, T. (2008). Tales of Creaivity and Play [Video]. TED.com. https://www.ted.com/talks/tim_brown_on_creativity_and_play#t-246996
Choi, J. H. J., Payne, A., Hart, P., & Brown, A. (2019). Creative risk‐taking: Developing strategies for first year university students in the creative industries. The International Journal of Art & Design Education, 38(1), 73-89. https://doi.org/10.1111/jade.12169 https://doi.org/10.1111/jade.12169
Coombs, G., McNamara, A., & Sade, G. (Eds.). (2019). Undesign: Critical practices at the intersection of art and design. Routledge. https://doi.org/10.4324/9781315526379 https://doi.org/10.4324/9781315526379
Cross, N. (2011). Design thinking: Understanding how designers think and work. Berg. https://doi.org/10.5040/9781474293884 https://doi.org/10.5040/9781474293884
Dunne, A., & Raby, F. (2013). Speculative everything: Design, fiction, and social dreaming. MIT Press.
Findeli, A. (2001). Rethinking design education for the 21st Century: Theoretical, methodological, and ethical discussion. Design Issues, 17(1), 5-17. https://doi.org/10.1162/07479360152103796 https://doi.org/10.1162/07479360152103796
Greene, J. A., Freed, R., & Sawyer, R. K. (2018). Fostering creative performance in art and design education via self-regulated learning. Instructional Science, 47(2), 127-149. https://doi.org/10.1007/s11251-018-9479-8 https://doi.org/10.1007/s11251-018-9479-8
Halstrøm, P.L., & Galle, P. (2014). Design as co-evolution of problem solving, and audience. Artifact, 3(4). https://doi.org/doi:10.14434/artifact.v3i4.12815 https://doi.org/10.14434/artifact.v3i4.12815
Hammersley, M., & Atkinson, P. (2019). Ethnography: Principles in practice (4 ed.). Routledge. https://doi.org/10.4324/9781315146027 https://doi.org/10.4324/9781315146027
Harrowell, E., Davies, T., & Disney, T. (2018). Making space for failure in geographic research. The Professional Geographer, 70(2), 230-238. https://doi.org/10.1080/00330124.2017.1347799 https://doi.org/10.1080/00330124.2017.1347799
Haylock, B. (2019). What is critical design? In G. Coombs, A. McNamara & G. Sade (Eds.), Undesign: Critical practices at the intersection of art and design (pp. 9-23). Routledge. https://doi.org/10.4324/9781315526379-2 https://doi.org/10.4324/9781315526379-2
Kalin, N. M. (2018). The neoliberalization of creativity education: Democratizing, destructing and decreating. Springer. https://doi.org/10.1007/978-3-319-71525-4 https://doi.org/10.1007/978-3-319-71525-4
Kimbell, L. (2015). Rethinking design thinking: Part 1. Design and Culture, 3(3), 285-306. https://doi.org/10.2752/175470811X13071166525216 https://doi.org/10.2752/175470811X13071166525216
Laamanen, K.-T. (2016). Generating and transforming representations in design ideation [Doctoral dissertation, University of Helsinki]. Helda. http://urn.fi/URN:ISBN:978-951-51-1948-3
Levitt, H. M., Bamberg, M., Creswell, J. W., Frost, D. M., Josselson, R., & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA publications and communications board task force report. American Psychologist, 73(1), 26-46. https://doi.org/10.1037/amp0000151 https://doi.org/10.1037/amp0000151
Lutnæs, E. (2017). Rethinking consumption culture: Educating the reflective citizen. In A. Skjerven & J. B. Reitan (Eds.). Design for a Sustainable Culture (pp. 171-184). Routledge. https://doi.org/10.4324/9781315229065 https://doi.org/10.4324/9781315229065-13
Mäkelä, M. & Löytönen, T. (2017). Rethinking materialities in higher education. Art, Design & Communication in Higher Education, 16(2), 241-258. https://doi.org/10.1386/adch.16.2.241_1 https://doi.org/10.1386/adch.16.2.241_1
Orr, S., & Shreeve, A. (2017). Art and design pedagogy in higher education: Knowledge, values and amiguity in the creative curriculum. Routledge. https://doi.org/10.4324/9781315415130 https://doi.org/10.4324/9781315415130
OsloMet. (n.d.). Programme description for Master's Degree Programme in Product Design: MAPD4200 Design and Culture. OsloMet. https://student.oslomet.no/studier/-/studieinfo/emne/MAPD4200/2017/H%C3%98ST
Pye, D. (1995). The nature and art of workmanship. Herbert Press.
Sawyer, R. K. (2018). Teaching and learning how to create in schools of art and design. The Journal of the Learning Sciences, 27(1), 137-181. https://doi.org/10.1080/10508406.2017.1381963 https://doi.org/10.1080/10508406.2017.1381963
Scharmer, C. O., & Senge, P. (2016). Theory U: Leading from the future as it emerges. Berrett-Koehler Publishers.
Shreeve, A. Sims, E. & Trowler, P. (2010). ‘A kind of exchange’: Learning from art and design teaching. Higher Education Research and Development, 29(2), 125-138. https://doi.org/10.1080/07294360903384269 https://doi.org/10.1080/07294360903384269
Sjøvoll, V., Grothen, G., & Frers, L. (2020). Abandoned ideas and the energies of failure. Emotion, Space and Society, 36, 100709. https://doi.org/10.1016/j.emospa.2020.100709 https://doi.org/10.1016/j.emospa.2020.100709
Stake, E. R. (2010). Qualitative research studying how things work. The Guilford Press.
Steers, J. (2009). Creativity: Delusions, realities, opportunities and challenges. International Journal of Art and Design, 28(2), 126-138. https://doi.org/10.1111/j.1476-8070.2009.01600.x https://doi.org/10.1111/j.1476-8070.2009.01600.x
Stewart, K. (2007). Ordinary affects. Duke University Press. https://doi.org/10.1515/9780822390404
Thiessen, M. (2017). I don’t know, I just like it: Exploring how design students think about critism. Art, Design & Communication in Higher Education, 16(2), 145-156. https://doi.org/10.1386/adch.16.2.145_1 https://doi.org/10.1386/adch.16.2.145_1
Tracy, K. (1995). Action-implicative discourse analysis. Journal of Language and Social Psychology, 14(1-2), 195-215. https://doi.org/10.1177/0261927X95141011 https://doi.org/10.1177/0261927X95141011
Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16(10), 837-851. https://doi.org/10.1177/1077800410383121 https://doi.org/10.1177/1077800410383121
Van Manen, M. (2015). Pedagogical tact: Knowing what to do when you don't know what to do. Routledge. https://doi.org/10.4324/9781315422855 https://doi.org/10.4324/9781315422855
Whittle, R., Brewster, L., Medd, W., Simmons, H., Young, R., & Graham, E. (2018, August, 28-31.). The 'present-tense' experience of failure: Reflections from an action research project Paper presented at RGS-IBG Royal Geographical Society Annual International Conference, Cardiff.
Nedlastinger
Publisert
Hvordan referere
Utgave
Seksjon
Lisens
Opphavsrett 2022 Vibeke Sjøvoll
Dette verket er lisensiert under Creative Commons Attribution-NoDerivatives 4.0 International License.
- Forfatteren(e) beholder sin opphavs- og kopieringsrett til eget manuskript, men gir tidsskriftet varig rett til 1) å fremføre manuskriptet for offentligheten i den opprinnelig publiserte digitale form, og 2) å registreres og siteres som første publisering av manuskriptet.
- Forfatteren må selv forvalte sine økonomiske kopieringsrettigheter overfor eventuell tredjepart.
- Tidsskriftet gir ingen økonomisk eller annen kompensasjon for innsendte bidrag, medmindre det er gjort særskilt avtale om dette med forfatteren(e).
- Tidsskriftet plikter å arkivere manuskriptet (inklusive metadata) i den opprinnelig publiserte digitale form, i minst ett dertil egnet åpent tilgjengelig langtidsarkiv for digitalt materiell, som for eksempel i de norske universitetenes institusjonsarkiv innen rammen av NORA-samarbeidet.
- Lesere av tidsskriftet kan ta utskrift av de fremførte manuskriptene under samme betingelser som gjelder ved kopiering av fysiske eksemplar. Dette innebærer at masseframstilling av fysiske eksemplar, eller framstilling av eksemplar for kommersielle formål, ikke er tillatt uten etter avtale med forfatteren(e).
Cited by
