Discursive structures of informal critique in an HCI design studio

Gray, Colin M.

doi:10.21606/nordes.2013.011

Cited by 3 publications

(2 citation statements)

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“…Critiques are one of the definitive aspects of studio pedagogy (Schön, 1985), being a primary method by which instructors evaluate students' work and design ability (Cennamo et al, 2011), communicate design knowledge (Adams et al, 2016), model how designers think and act (Budge, 2016), and support novice designers in developing their professional identity (Percy, 2004). Critiques play such an important role in design that Gray (2013b) identified them as "the centre of design practice, both in the education of a designer and in formal design practice" (p. 110). As Orr and Shreeve (2018) also noted, "when practiced well, the [critique] is a pedagogic tool which helps students to develop a critical and evaluative approach to creative work" (p. 88).…”

Section: Literature Reviewmentioning

confidence: 99%

“This Uncertain Space of Teaching:” How Design Studio Instructors Talk About Design Critiques Along with Themselves when Giving Critiques

McDonald

Michela²

2022

JoSoTL

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In this study we explored how design studio instructors depicted the design critique, themselves as people offering critiques, and what can be learned from their depictions about improving instructors’ abilities to offer critiques. To investigate these issues we conducted a case study of studio instructors from design programs at a university in the United States. Our data consisted of three semi-structured interviews and one class observation each with six instructors from different programs, organized into a thematic structure that revealed insights into participants’ self-interpretations. We found that our participants depicted critiques as being a complex challenge, often placing competing demands upon them that they were required to reconcile. They depicted themselves as meeting these challenges through their cultivation of four dispositions that helped them balance tensions they experienced. We report these challenges and dispositions using our participants own words as much as possible. We also discuss implications of these findings for helping studio instructors improve their ability to offer critiques; assistance should take into account the inescapable need instructors will face to balance challenges that arise during critiques, and should also help them cultivate affective dispositions that will help them successfully respond to critique situations.

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Section: Literature Reviewmentioning

confidence: 99%

“This Uncertain Space of Teaching:” How Design Studio Instructors Talk About Design Critiques Along with Themselves when Giving Critiques

McDonald

Michela²

2022

JoSoTL

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“…Learning unfolds by shifting between concrete experiences, abstract thinking, reflective observations, and active experimentation [69]. A form of interaction among faculty and students characteristic of the studio approach is a regular design critique, or design crit, that elicits feedback from peers and instructors on the work in progress and also serves as an academic assessment tool [70].…”

Section: Intensive Studio Approach Courses and The Learningmentioning

confidence: 99%

Speculative and Critical Approach to Designing Technological Futures through HCI Education

Culén¹,

Stevens²

2021

IxD&A

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We believe that challenging times demand HCI education to pay attention to current real-life, complex, systemic problems. Therefore, we suggest an integrated framework for teaching HCI that involves combining the transition design framework, which suggests long-term, future-oriented design on a large scale toward more sustainable lifestyles, and speculative and critical design. The integration of the two creates spaces for dialogues and debates enabling students to take a more critical perspective concerning possible futures and technology design. We suggest studio-based pedagogy and explicate various aspects of the course, including its theoretical and practical underpinnings, pedagogical approach, and provide examples of projects to illustrate how the framework was used and ways in which speculative and critical design and thinking were crucial for learning. Finally, we highlight six learning facets that might contribute to orienting students’ upcoming professional work towards desirable futures.

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The Perceived Value of Informal, Peer Critique in the Instructional Design Studio

2018

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Discursive structures of informal critique in an HCI design studio

Cited by 3 publications

References 20 publications

“This Uncertain Space of Teaching:” How Design Studio Instructors Talk About Design Critiques Along with Themselves when Giving Critiques

“This Uncertain Space of Teaching:” How Design Studio Instructors Talk About Design Critiques Along with Themselves when Giving Critiques

Speculative and Critical Approach to Designing Technological Futures through HCI Education

The Perceived Value of Informal, Peer Critique in the Instructional Design Studio

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