Abstract
Design students encounter a wide variety of influences and inspiration during their education. Moreover, the knowledge and skills required and utilised whilst studying design encompasses both explicit and implicit knowledge, and iconic and canonic knowledge types. This paper explores, comparatively, the iconic influences amongst sets of British and Canadian undergraduate design students. Using naturalistic experimentation techniques, the study’s main objective is to investigate whether a student’s design influences, and subsequent artifact creation activities, are affected by their educational context, their economic situation, their gender or age, and their geographical conditions amongst others. With this in mind the study will seek to explore the ramifications of this comparative study in terms of undergraduate design curriculum development and the culture and sociology of designers and design practice, in general, in the future.
Citation
Rodgers, P., and Strickfaden, M. (2002) A comparative study of iconic influences amongst British and Canadian design students, in Durling, D. and Shackleton, J. (eds.), Common Ground - DRS International Conference 2002, 5-7 September, London, United Kingdom. https://dl.designresearchsociety.org/drs-conference-papers/drs2002/researchpapers/68
A comparative study of iconic influences amongst British and Canadian design students
Design students encounter a wide variety of influences and inspiration during their education. Moreover, the knowledge and skills required and utilised whilst studying design encompasses both explicit and implicit knowledge, and iconic and canonic knowledge types. This paper explores, comparatively, the iconic influences amongst sets of British and Canadian undergraduate design students. Using naturalistic experimentation techniques, the study’s main objective is to investigate whether a student’s design influences, and subsequent artifact creation activities, are affected by their educational context, their economic situation, their gender or age, and their geographical conditions amongst others. With this in mind the study will seek to explore the ramifications of this comparative study in terms of undergraduate design curriculum development and the culture and sociology of designers and design practice, in general, in the future.