Progressive Approach to Assessment Practises Within Design

Year: 2010
Editor: Boks W; Ion, W; McMahon, C and Parkinson B
Author: Leslie, John Arthur; Crisp A; Dale, James
Page(s): 108-113


The author reflecting on the conference theme, ‘when design education and design research meet’
began contemplating on thirty-one years of teaching design in Higher Education [HE], fifteen years of
contributing to conference from ‘SEED 1995’ [1] to the present and witnessing and taking part in,
often as the driver, a complete change in the manner of teaching design. During the late 1970’s
technological design was often taught as a component part of other subjects, intrinsic within the
engineering disciplines, as such it melded with disciplines which had their roots in physics, chemistry
and mathematics. However, design within the Art Colleges was seen and taught as a secular subject
applied to the eclectic creative disciplines; as such it was the driver for Furniture Design, Theatre
Design, and Ceramic Design etc. Design manifested itself in the 1990’s within the technological arena
as design engineering, industrial design, product design and in schools design technology, pushing the
perceived ‘major’ disciplines of engineering e.g., thermo-fluid dynamics into the background, aided by
a political landscape keen to adopt the creative industries as the wealth producing sector of the United
Kingdom, as Julier states ‘Few professions in the industrialised world have grown in terms of
economic presence and cultural import as much as design has in the last two decades’

Keywords: Clarity, feedback, case study, best practise


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