Abstract
The industrial design studio presents opportunities for students to learn a range of skills and knowledge that will equip them to enter professional practice. This paper presents the unfolding of a capstone studio where student teams undertake project-based learning, and where the instructor is both the master and a team-player. The question that is investigated is to what extent does an augmented master-apprentice teaching model impact student collaboration in the design studio, and can the model be used to drive positive learning outcomes. The study considers the design process of 14 student-teams studying industrial design at Western Sydney University (WSU) Australia, and the design process of an instructor-team comprised of four industrial design academics. The paper is an experiential account of a lighting project as undertaken by instructors and students and proposes a novel method for teaching professional practice through co-creation, collective cohesion and by behaviour-modelling of collaboration in action.
Keywords
collaboration, co-creation, industrial design pedagogy, master-apprentice
DOI
https://doi.org/10.21606/drs.2020.157
Citation
Yevenes, K., Payette, J., Alexander, S., and Berry, J. (2020) Partnerships in an industrial design studio: augmenting the master-apprentice model to inspire collaboration, in Boess, S., Cheung, M. and Cain, R. (eds.), Synergy - DRS International Conference 2020, 11-14 August, Held online. https://doi.org/10.21606/drs.2020.157
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Partnerships in an industrial design studio: augmenting the master-apprentice model to inspire collaboration
The industrial design studio presents opportunities for students to learn a range of skills and knowledge that will equip them to enter professional practice. This paper presents the unfolding of a capstone studio where student teams undertake project-based learning, and where the instructor is both the master and a team-player. The question that is investigated is to what extent does an augmented master-apprentice teaching model impact student collaboration in the design studio, and can the model be used to drive positive learning outcomes. The study considers the design process of 14 student-teams studying industrial design at Western Sydney University (WSU) Australia, and the design process of an instructor-team comprised of four industrial design academics. The paper is an experiential account of a lighting project as undertaken by instructors and students and proposes a novel method for teaching professional practice through co-creation, collective cohesion and by behaviour-modelling of collaboration in action.