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In addition to research papers, the Design Society is developing several valuable resources for those interested in the study of design. These include a repository of PhD theses, a library of case studies and transcripts of design activities, and an archive of our newsletters. Please note that these resources are accessible exclusively to Design Society members.
FROM RECOGNITION TO REFLECTION: RESEARCH ON JEWELRY DESIGN EDUCATION BASED ON THE SIGNATURE PEDAGOGIES THEORY
Mian WU; Peng GAO
Type:
Year:
2025
Editor:
Yong Se Kim; Yutaka Nomaguchi; Cees de Bont; Jianxi Luo; Xiaofang Yuan; Linna Hu; Meng Wang
Author:
Series:
Other endorsed
Institution:
Beijing Normal University, China
Page(s):
060-065
Abstract:
Based on Lee S. Schulman’s Signature Pedagogies theoretical framework, the research used a qualitative questionnaire survey to explore the experiences of 51 jewelry design students from 19 institutions. By analyzing texts that summarize individual students’ embodied experiences, the study aims to identify the signature pedagogies in Chinese jewelry design education. Research shows that jewelry design education focuses on decentralized metal studios as its main setting. In these spaces, the teacher-student community works directly with materials, using the “thinking by making” cognition principle through a “demonstration-imitationcreation” structure. The teaching method relies heavily on back-and-forth dialogue between teachers and students, based on students’ personal experiences and emotional expressions. This “action-reflection-reaction” process helps students develop their design thinking. Not only does it pass on knowledge and skills, but it also subtly influences students’ professional values and character traits, such as courage of practice, sensitivity to materials, and meticulous patience, while encouraging them to explore their inner selves.Using this as a foundation, this study investigates signature pedagogies that have long operated unconsciously and encourages reflection on three open-ended issues: the differences between teaching scenarios and the workplace, the challenge posed by digital technology to the pedagogies’ deep structure, and the unique value of uncertain dialogue in teaching. This provides new critical perspectives and directions for research in jewelry design education.
Keywords:
