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Towards a conceptual framework for an integrated, multidisciplinary foundation programme to educate critically aware and skilled designers in South Africa
Author(s)
Arnott, Maria Constantine Lecanides
Date Issued
2011
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
Globally, and locally in South Africa, the call from design educators and the design industry is
for knowledgeable, skilled, critically aware and versatile designers. Through the use of
appropriate technology these designers should be able to meet the demands of a constantly
changing and increasingly complex world with practical and sustainable design solutions.
The proceedings of the ConnectED 2010 international design education conference in
Sydney, 2010, and the Design Indaba, design industry conference in Cape Town, 2010,
reflect these views. Foundation programmes in design at tertiary level should establish
building blocks for lifelong learning, and provide grounding for further study in the field of
design. Concepts such as critical awareness and versatility need to be applied to curriculum
development, assessment methods and teaching approach at foundation level. Foundation
education in design will be investigated in the context of the achievements and challenges of
the culturally diverse, integrated, multidisciplinary Design Foundation Course (incorporating
architectural technology, fashion, graphic, industrial, interior, jewellery and surface design) at
the Cape Peninsula University of Technology (CPUT), in South Africa. Emphasis will be
placed on studio-based design subjects, the concept of “learning to see”, the integration of
theory and practice and the transference of knowledge and skills from one design discipline
to another. Specific consideration will be given to curriculum development, assessment
methods and teaching approach towards the development of a conceptual framework in a
foundation programme in design for educating knowledgeable, skilled, critically aware and
versatile designers.
for knowledgeable, skilled, critically aware and versatile designers. Through the use of
appropriate technology these designers should be able to meet the demands of a constantly
changing and increasingly complex world with practical and sustainable design solutions.
The proceedings of the ConnectED 2010 international design education conference in
Sydney, 2010, and the Design Indaba, design industry conference in Cape Town, 2010,
reflect these views. Foundation programmes in design at tertiary level should establish
building blocks for lifelong learning, and provide grounding for further study in the field of
design. Concepts such as critical awareness and versatility need to be applied to curriculum
development, assessment methods and teaching approach at foundation level. Foundation
education in design will be investigated in the context of the achievements and challenges of
the culturally diverse, integrated, multidisciplinary Design Foundation Course (incorporating
architectural technology, fashion, graphic, industrial, interior, jewellery and surface design) at
the Cape Peninsula University of Technology (CPUT), in South Africa. Emphasis will be
placed on studio-based design subjects, the concept of “learning to see”, the integration of
theory and practice and the transference of knowledge and skills from one design discipline
to another. Specific consideration will be given to curriculum development, assessment
methods and teaching approach towards the development of a conceptual framework in a
foundation programme in design for educating knowledgeable, skilled, critically aware and
versatile designers.
Additional information
Thesis (MTech(Design))--Cape Peninsula University of Technology, 2011
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