Today we had the pleasure of having Anne and Sue from the RSA over to talk about their annual student awards scheme, Design Directions.
The scheme offers a variety of challenging projects, and promotes the changing role of the designer.
They joined us for lunch, complemented by home grown basil!
Having graduated from Chelsea College of Art & Design I have some thoughts on my own experiences of art and design education. I feel the skills I was taught are incredibly valuable: how to be critical, how to apply creativity and how to communicate effectively. However I was always frustrated at the limited scope by which it felt the University judged the application of these skills. It felt I was being taught and trained in an idealistic fashion (large white studio spaces, interested peers and tutors) and was expected to step out into the world as a practicing artist, complete with studio and gallery. As anyone with experience in the arts world will tell you, this can happen to the privileged few (that’s not to say talent and hard work isn’t involved), however the majority of us found ourselves working in a wide variety of roles, involved in the arts to varying degrees. Upon graduating, the world was a very confusing and scary place!
What I like about the RSA and the Design Directions scheme is it offers a chance for students to solve problems in situations which may be beyond what traditionally is thought of as ‘design’, and for social good.
Jun 9th, Paul Thurston said:
Some excellent points Ian…
This is something I have been thinking about for some time and feel very passionate about. The RSA briefs are definatly a step in the right direction and it has been very exciting to be involved in putting one together. However, having looked around many of the degree shows this summer it seems to be ‘more of the same’ for design education.
Although I have seen some great examples of innovative new work at this years shows the sheer number of students graduating with such traditional ideas on how their skills can be applied after graduation is incredibly frustrating.
When looking round shows I have been struck by the lack of engagement of people from outside the design courses or the design industry. Where are the projects involving people? What is the point of the projects students are presenting? where is the demonstration of all the skills designers have as creative and innovative thinkers?
We constantly hear from the government about the need for engagement, involvement, participation, and innovation within all areas of society. Designers have a massive role to play in this so where is it happening in our universities?
How do you think this can begin to happen?
Jun 10th, Alice Osborne said:
I had similar frustrations whilst looking around some of the degree shows so far. Part of me starts to wander if we’re looking at the right course, would we have more sucess looking into subjects like science, sociology or psychology?
How can we create an environment where different areas are combined and experiments are created to see what works with what?
I also feel that the kind of evidence that we want to see – the kind that involves engagement, people, processes, interaction, service improvement and innovation are not ideas that are at the front of most design education.
The word service is not included in most design degrees, and we are not encouraged or supported to see the possibilities of where else we can use or apply our skills.
Jun 10th, Peter said:
It’s intresting to read what service desgn companies are looking for from design graduates. Thanks
Jun 10th, Ian Drysdale said:
@ Alice, it’s interesting you mention whether design is the right course.
I spent this afternoon at a BBQ. Here a friend of mine questioned “Isn’t that asking a lot design?” in response to me explaining what I see as service (co-)design.
One aspect he pointed out was not only that we’re asking for a different ‘product’–a service–but also the process–collaboration.
@ Peter — Paul and I were talking about what stands out in graduate work. Two things stick in my mind from this conversation: Firstly, when presenting a project, designer’s represent the process on an equal level as the product. Then secondly, when it’s clear the product has not been developed in isolation (in other words that you’ve gone out, met with people, asked questions, listened…)
Jun 19th, Deborah Szebeko said:
I think the changing role of the designer involved taking the EGO out of the design process, to be able to design for people rather than just other designers. Once design course start grading student’s work on those grounds, I think we will start to see a change in the skill set of design graduates to be more design facilitators.