The Potential of Narrative Design as a Method for Teaching Interior Design
49
0
0
Full text
(2) The Potential of Narrative Design as a Method for Teaching Interior Design Methods of Teaching and Learning. About Interior Design and Narration. Examples and Critical Appreciation. Implementation of Method.
(3) Teaching and Learning Interior Design. Teachers are challenged to change from behaviorism, merely providing a given body of information, to constructivism facilitating. “student exploration of a field, helping students to develop a basic grounding in a subject, and enabling them to become adept at exploring new avenues for themselves” Maier P., Barnett L., Warren A. and Brunner D.; 1988.
(4) Interior Design Definition and Historical Background. “Interior design unites the seemingly opposite disciplines of art and science by relying on the tools of science to craft the functional elements of threedimensional space as well as the aesthetic ones” International Interior Design Association.
(5) The Design Process. Analysis & Synthesis • analysis of information • development of preliminary designs • design development and presentation • • •. development of construction or working drawings estimation and bids, scheduling, purchasing and supervision evaluation of the effectiveness of the design decisions through client interviews..
(6) DESIGN Design shapes and is shaped by the material world. One can understand the world as a design, as a product of civilization. We are living in a culture of designs. Design is the most complex of mental acts developing concepts of multi-dimensional structure. It is a creative act: analytical and synthetic, objective and subjective, relying on tested solutions but also opens new perspectives and spaces of reflection.
(7) DESIGN & CREATIVITY. ‘The practitioner allows himself to experience surprise, puzzlement or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behavior. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation’.. Schoen; 1983.
(8) NARRATIVE. “With narrative, people strive to configure space and time, deploy cohesive devices, reveal identity of actors and relatedness of actions across scenes…In so doing, narrators make sense of themselves, social situations, and history” Bamberg & McCabe; 1998.
(9) NARRATIVE & DESIGN. • • • • • • •. both are shaped by the material and immaterial world both are related to human activities both depend on context, time and place both create a dialogue between humans and the world. both are analytical but at the same time synthetic both connect knowledge to individual experience both select and organize according to individual perspective and agenda.
(10) can. NARRATIVE be applied as. a. DESIGN TOOL?.
(11) elaborated into. an instrument of inquiry creating knowledge generating and exploring innovative ideas guiding decisions?.
(12) “The real act of discovery consists not in finding new lands but in seeing with new eyes.” Marcel Proust.
(13) THE NARRATIVE DESIGN STUDIO Stage 1. Reading, Writing & Discussing. Stage 2. Visualing Narratives: Aesop`s Fables. Stage 3. Narrative Design: Space for Learning – Space for Living.
(14) Stage. 1. Reading, Writing & Discussing. – Narrative Design. is an introduction to the main subject of the studio Narrative Design. You are supposed to to analyse an article focusing on Narrative Design in order to familiarize yourself with the aware of its potential to start a creative process developing concepts for the design of etached from social life and relationships as well as cultural, historical and local values. carefully and take notes while reading. Analyze the article and its main subject(s). The lysis of the article is e key arguments d the logic line of argumentation rt summary of 100-200 words. Part 3 – Discussion in class Several students will be arbitrarily chosen to present their written summary visually and orally to the audience of instructors and students. The presentation will be followed by a general discussion comparing the content of the essays presented and a final conclusion of the instructor on the degree of success and the way of how to finalise successfully. These comments will not only relate to the work presented in class, but they also give a general hint to all students on how to improve their work which has not been shown in class. Final submission: - Students must submit the following: 1. An outline of the key arguments 2. A short summary of 100-200 words - as a printed version (A4 paper) and as a digital version (cd-rom/word file) - date of submission: 14.02.2012. on in class: and identification of key arguments will take part during the studio class. You are. d the article in. class and take notes while. g. ou are supposed to compare and discuss their. /small groups and write a short summary of key words. oups will then present their findings to the whole class followed by a general discussion ndings and the opinion of all students guided by the instructors. ant to take notes during all stages, but especially concerning the final outcome of the final ss. ant to participate actively in the discussions to develop an own opinion. Moreover part of the grading policy and affects the grades. ork d to write an outline of the key arguments individually at home. Based on the outline you t summary consisting of approximately 100-200 words. a printed version and bring it along with a digital version (word file) to class (on a stick). ion must be submitted at the start of the next class.. Humanizing design through narrative inquiry S. Danko, J. Meneely, M. Portillo.
(15) Visualing Narratives Aesop`s Fables Stage. 2.
(16) Analyzing.
(17) Sequencing, selecting and organizing.
(18) Experimenting.
(19) Stage. 2. Visualized Narrative. THE MOUSE OF THE VILLAGE AND THE MOUSE OF THE CITY Aesop Stella Michael Maria Georgiou.
(20) Midterm presentation.
(21) Analyzing.
(22) Sequencing.
(23) Experimenting with materials.
(24) 3d model.
(25) Stage. 3. Narrative Design Space for Learning – Space for Living.
(26) FRAME. Learning Center for Teenagers Building. Learning. Living. 1. Environmental Awareness 2. Eating habits 3. Animal society 4. Special needs.
(27)
(28) Phase I: Researching. Phase II: Programing & Conceptualizing. Phase III: Designing.
(29)
(30) Phase. I. Researching.
(31)
(32)
(33) Phase. II. Conceptualizing. THE IDEA Brain and processing of information. Gaining & sharing new experience and knowledge Psychological and physical movement Awareness & Integration.
(34) Phase. III. Designing. THE TRANSFORMATION Movement through space. Vertical connection of spaces through a series of ramps. Variety of horizontal connection of spaces……hierarchical, sequential Variety of movements through space. Connection of in- and outside.
(35) Research and transformation.
(36) Vertical movement / ramps.
(37) Inside_out.
(38) Inside_out.
(39) Horizontal sequencing.
(40) Details & materials.
(41)
(42) Concept & transformation.
(43) Phase. II. Conceptualizing. THE IDEA Butterfly life cycle. Experiencing the different life stages Studying the path of development Feeling as a butterfly. Learning by doing.
(44) Phase. III. Designing. THE TRANSFORMATION Movement through space. Continuous linear, vertical and horizontal movement. Sequences of spaces chronologically arranged Vertical connection of spaces through series of ramps and steps. Connection of in- and outside Various forms of life cycle transformed into space.
(45)
(46)
(47)
(48)
(49) Potential & Limitations. • • • • •. Motivation Learning culture Creativity Creation of Meaning Holistic approach.
(50)
Related documents
A person who is pending enrollment in North Carolina’s Medicaid Program, if determined eligible for services provided by the Department after a completed eligibility
The exclusion of coverage for the dishonest acts of owners, partners, principals of an insured does not apply when a management company is an insured under an
In contrast, the 2014 European election fell close to the beginning of an entirely new Labour Party cycle, thus the party in government could actually benefit from the proximity of
Then you may want to investigate practice as a (LAP hygienist, collaborative practice hygienist, public health hygienist, etc.) as a new career option, as a part-time vocation, or
• Embedding of VNRs under Non Uniform Load Distribution • Energy efficient data centre power profile. • Delay and
Despite the apparently well-defined features of BL, some non-Hodgkin lymphomas (NHL) such as diffuse large B-cell lymphoma (DLBCL), may present morphological, immunohistochemical
Temporal statistics describing inter-annual variability of the models in terms of the JJA and the DJF mean precipitation, the multi-model ensemble mean (MME) and the
The fact that they were getting replacement value on their things was really quite different than just getting the value of the thing at the time, because it was used.. You see,
