Abstract
This paper outlines an approach taken to re-establish the status, significance and implementation of the design history component of a practice-based undergraduate design course in China. The format for delivery and assessment were found to have stagnated into a curriculum module widely regarded as of peripheral interest. A project was undertaken to revise not only the scope of teaching material so that it was more appropriate for remote learning, but also the mode of assessment. The traditional lecture format was replaced in part by an online course, augmented by widely available video and texts. In-person teaching was switched to seminar discussion and support of students own research. In encouraging students to undertake research outside of the presented material, the course has been able to shift the focus from the regurgitation of information to that of a more authentic enquiry. Essay submission has been replaced by a piece of design work through which the research may be presented to a new audience.
Keywords
design history, critical design, context, reflective practice
DOI
https://doi.org/10.21606/drs_lxd2021.02.219
Citation
Hughes, B.,and Jiang, K.(2021) Imaginary museums: A new approach to the learning and assessment of design history, in Bohemia, E., Nielsen, L.M., Pan, L., Börekçi, N.A.G.Z., Zhang, Y. (eds.), Learn X Design 2021: Engaging with challenges in design education, 24-26 September, Shandong University of Art & Design, Jinan, China. https://doi.org/10.21606/drs_lxd2021.02.219
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Conference Track
Research Paper
Included in
Imaginary museums: A new approach to the learning and assessment of design history
This paper outlines an approach taken to re-establish the status, significance and implementation of the design history component of a practice-based undergraduate design course in China. The format for delivery and assessment were found to have stagnated into a curriculum module widely regarded as of peripheral interest. A project was undertaken to revise not only the scope of teaching material so that it was more appropriate for remote learning, but also the mode of assessment. The traditional lecture format was replaced in part by an online course, augmented by widely available video and texts. In-person teaching was switched to seminar discussion and support of students own research. In encouraging students to undertake research outside of the presented material, the course has been able to shift the focus from the regurgitation of information to that of a more authentic enquiry. Essay submission has been replaced by a piece of design work through which the research may be presented to a new audience.