Abstract
This study examines what kind of different meanings craft-education students give to collaboratively created mood boards. As part of their compulsory studies, 11 craft-education students from a Finnish university were assigned to develop shared mood boards in team design sessions. After creating the mood board, each student was instructed to design an outfit utilising the team’s mood board. The data (i.e., video-recorded interviews, photographs of the students’ written or drawn material, teams’ mood boards, and participants’ idea-books) was analysed qualitatively. The results indicated that the meaning came from the active role the mood board played in anchoring idea development and expanding and deepening students’ idea space. Conversely, the mood boards were also found to have a limiting and superficial meaning in the individual processes. Our findings could be beneficial for developing teacher education and design teaching; thus, information on students’ views of different phenomena are always valuable.
Keywords
collaborative design, mood board, conceptual design, idea development, teacher education
DOI
https://doi.org/10.21606/drs_lxd2021.06.118
Citation
Omwami, A., Lahti, H.,and Seitamaa-Hakkarainen, P.(2021) Reflections on shared mood boards: Examining craft-education students’ conceptual design, 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_lxd2021.06.118
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Reflections on shared mood boards: Examining craft-education students’ conceptual design
This study examines what kind of different meanings craft-education students give to collaboratively created mood boards. As part of their compulsory studies, 11 craft-education students from a Finnish university were assigned to develop shared mood boards in team design sessions. After creating the mood board, each student was instructed to design an outfit utilising the team’s mood board. The data (i.e., video-recorded interviews, photographs of the students’ written or drawn material, teams’ mood boards, and participants’ idea-books) was analysed qualitatively. The results indicated that the meaning came from the active role the mood board played in anchoring idea development and expanding and deepening students’ idea space. Conversely, the mood boards were also found to have a limiting and superficial meaning in the individual processes. Our findings could be beneficial for developing teacher education and design teaching; thus, information on students’ views of different phenomena are always valuable.