Metaphor and pedagogy in the design practicum |
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Authors: | Cheri Logan |
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Institution: | (1) School of Media and Performing Arts, Cumbria Institute of the Arts, Brampton Road, Carlisle, Cumbria, CA3 9AY, UK |
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Abstract: | This paper discusses the ways in which the long-established tradition of the design ‘practicum’ continues to structure teaching
and learning in undergraduate programmes. It draws on an in-depth empirical study of one degree course in graphic design and
accompanying research in a small number of professional graphic design studios; this dual focus enables identification of
shared practices and discourses across the two contexts.
Examination of its distinctive modes of teaching and learning indicates the effectiveness of practicum pedagogy in promoting
design understanding and the professional preparation of students. The study’s insights into the design classroom are illuminated
by situated theories of learning, particularly the idea that knowing equates to participation in the specialist knowledge
community of graphic design.
A key feature of the learning situation is identified as the practicum discourse shared by tutors and learners, which is characterized
as metaphor-based rather than analytical and abstract. The strengths and limitations of this practice-oriented discourse are
discussed in the light of the recognized difficulties in articulating art and design knowledge, and its consequent problematic
status in the academy. The paper’s focus on metaphorical discourse offers a different view of design pedagogy, and suggests
a means of researching it that may also be relevant to other practice-oriented domains. |
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Keywords: | Practicum pedagogy Metaphor Graphic design Learning discourse Design knowledge |
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