Browsing by Subject "design-learning"

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  • Purasmaa, Marika (Helsingin yliopisto, 2018)
    Purpose of this masters’s thesis is to find and describe pedagogical elements of the studio practices at the Faculty of Fashion, Clothing and Textile, at the Aalto University School of Art, Design and Architecture. The focus is on renewed textile design education, especially in The Woven Fabrics Studio practices. Another aim is to examine the pedagogical views behind the main findings. The studio pedagogy is theoretically approached by R. Keith Sawyer’s (2018) research and the studio model, which is a cultural model of teaching and learning at the schools of art and design. Another theoretical frame is conducted from the field of materiality and the theory of embodied cognition, which can explain the importance of material explorations. The studio pedagogy has indicated to have remarkable benefits in design education by mastering creativity, and it could offer potential ideas extended to other school levels as well. In present study, I also summon an overview about the requirements needed from the operational unit, as offering studio pedagogy needs special arrangements. The ethnographic data is collected from the semi-structured theme interviews of the five professionals, deeply involved in design pedagogy at the faculty. In addition, two short observation phases were conducted at the weave studio and at the fabric print studio. The qualitative content analysis is done as theory and data-driven analysis. According to the results, one of the most distinct pedagogical element are the design assignments, that are based on the students’ individual concept and visual research, before going further with the material explorations at the studios. Lots of time and effort is put on this very early phase of the design process, and it is seen to lead originality and innovative results. The assignments include always both the artistic and technical sides, which is found effective and convenient way of learning. Processes such as creative and learning processes are seen the most important learning outcome. Preparing students to become design professionals, project management skills are practiced with advanced courses including lots of independent work. The Woven Fabric Studio courses are often intensive few week modules, which are available also for students from other faculties. Studio masters’ role is crucial at daily studio work. In addition to proper learning environments and up-to-date facilities, studio pedagogy requires great amount of resources, scheduling, pedagogical visions, and engagement. Learner-centerness and social aspects of learning are strongly emphasized, and many voluntary multidisciplinary projects are offered.