Abstract
This paper proposes a model for teaching the reflective ââ"šÂ¬Ã‹Å“exegesisââ"šÂ¬Ã¢"žÂ¢ for communication design practice in the fourth year of undergraduate studies, refined as a result of three years of student feedback. In this context, the ââ"šÂ¬Ã‹Å“exegesisââ"šÂ¬Ã¢"žÂ¢ is understood as a short essay, in which students reflect on practice, around their studio-based visual design project. The ââ"šÂ¬Ã‹Å“exegesisââ"šÂ¬Ã¢"žÂ¢ is developed in a reflective studies module that explores understandings about personal styles and conventions of practice, the design process as a cycle of linked process stages, and micro-moments of decision making. In this context, the exegesis is not written as a dissertation to accompany a creative practice research outcome, but as a way to explore the edges and spaces of design practice ââ"šÂ¬Ã¢â‚¬Å“ as a form of research through evaluation of the design process. This takes place in a speculative and playful way, grounded in selected theories from reflective practice and experiential knowledge and knowing. It aims to foster meaningful learning conversations about current and future practice.
| Original language | English |
|---|---|
| Number of pages | 14 |
| Journal | Art\, Design & Communication in Higher Education |
| Publication status | Published - 2008 |
Keywords
- criticism, interpretation, etc
- design process
- experiential learning
- knowledge development
- reflective learning
- study and teaching (higher)