COMPARISON OF ERGONOMICALLY-DESIGNED TASK CHAIRS

 

Signifiers and Constraints

Teaching Approach

“’Forget’ the methods, get the atmosphere right.”

John Chris Jones

·      Foster the development of the attitudes and approaches that underpin a successful designer’s work

·      Focus on getting students to regard themselves as enterprising “trainee designers,” not dependent students

·      Help students develop a “designerly” way of thinking, working, and presenting all of their work – interim to final

·      Emphasize the development of comprehensive, non-formulaic thinking, precision, and craft

·      Rely up extensive research -- including literature survey, observation, interviewing, and prototyping – as the basis for design and evaluation

·      Use writing as a “thinking tool” throughout the design process

·      Wherever possible develop physical models that embody the essence of the interaction with an object, experience, or service

·      Hold students accountable for their design decisions and the broader implications of their work

·      Require students individually to develop a comprehensive set of skills, but also to work in collaborative and participatory settings

·      Incorporate technology, as appropriate, in the design process, but do not make it the generative force

·      Encourage students to develop an “Edward Tufte-like” minimalist aesthetic that emphasizes the role of meaning and perception

Final Projects Coming In

This past semester has been challenging, but ultimately the vast majority of the first semester, second year students in my class "got it," after some very intensive work. Here's an example from Maggie Cassady:

Click on image to see full report. Click on the course titles above to see student work from each.