Publicação
Pedagogical methodology of the designesart project
| Resumo: | The article “Pedagogical Methodology of the Designesart Project” explores how design pedagogy influences projects in education programs, with a focus on preserving local identity and territory. The study focuses on the Designesart project, part of a master’s programme. This project exemplifies how the union between education, design practice, and collaboration can result in significant artefacts. The project encourages reflection on local identity, territory, innovation, and design from a global perspective. Students integrate local elements into their designed equipment. The adopted methodology is Project-Based Learning, emphasizing research on local culture and using the project as a contribution to student’s knowledge. Throughout the project, students explore local values and symbolism, and how these can be innovatively and meaningfully incorporated, considering users’ daily needs. The importance of an interdisciplinary approach and the inclusion of traditional and technological manufacturing processes are highlighted. Results demonstrate the feasibility of the methodology, with academic recognition and acknowledgment in the global market of artifacts. The article emphasizes the importance of a pedagogical approach sensitive to local culture in master’s level design education, promoting innovation and highlighting the significance of prototyping knowledge. |
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| Autores principais: | Pedro, Daniela |
| Outros Autores: | Cunca, Raul |
| Assunto: | Design Studies Pedagogical methodologies of Design Design Project Methodologies |
| Ano: | 2024 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Aveiro |
| Idioma: | inglês |
| Origem: | RIA - Repositório Institucional da Universidade de Aveiro |
| Resumo: | The article “Pedagogical Methodology of the Designesart Project” explores how design pedagogy influences projects in education programs, with a focus on preserving local identity and territory. The study focuses on the Designesart project, part of a master’s programme. This project exemplifies how the union between education, design practice, and collaboration can result in significant artefacts. The project encourages reflection on local identity, territory, innovation, and design from a global perspective. Students integrate local elements into their designed equipment. The adopted methodology is Project-Based Learning, emphasizing research on local culture and using the project as a contribution to student’s knowledge. Throughout the project, students explore local values and symbolism, and how these can be innovatively and meaningfully incorporated, considering users’ daily needs. The importance of an interdisciplinary approach and the inclusion of traditional and technological manufacturing processes are highlighted. Results demonstrate the feasibility of the methodology, with academic recognition and acknowledgment in the global market of artifacts. The article emphasizes the importance of a pedagogical approach sensitive to local culture in master’s level design education, promoting innovation and highlighting the significance of prototyping knowledge. |
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