Design and technology education
Dr E Bonollo and Mr A de Bono
12 points
* 3 hours per week
* Second semester
* Caulfield
Objectives Upon successful completion of this subject, students should be able to demonstrate their knowledge and understanding of suitable models of the design process with particular reference to task clarification, generation of ideas, evaluation and refinement of design concepts, detailed design and communication of results, respectively; typical design briefs for low technology products, and how to compile lists of quality criteria for the evaluation of solutions to design problems; the procedures of communicating design information for the manufacture of simple products including typical problem solving methods; designing technically simple products based on experiential, project-based learning strategies. Students should have developed skills which will enable them to identify methods suitable for inclusion in design and technology education in schools; develop teaching strategies appropriate for technology teacher education in the area of design and technology; and teach design in a responsible social context with due regard to aesthetic-semantic, technical, environmental and safety criteria. Students should have developed values and attitudes in teaching with professional confidence basic three-dimensional design including the enthusiasm to motivate students undertaking design tasks; self-management skills and a sensitivity towards the needs of clients including students; judgment and perception related to management of design processes in the context of design and technology education.
Synopsis This subject aims to develop teachers' understanding of design process in the context of designing artefacts at an introductory level of professional expertise, to develop their understanding of design management issues and how design projects are linked to multidisciplinary inputs from social, business, creative and technical disciplines; and to assist teachers to develop theory of design informative to the educational process and to prepare the related instructional procedures in the school environment. The subject will explore models of the design process and related operational criteria; design quality guidelines; methods of two and three dimensional design communication; theory and practice of designing artefacts; design management issues and the development of plans and instructional method for design teaching.
Assessment Two minor papers (2000 words): 20%
* Major design
project: 80%
Recommended texts
Arends L B Product rendering with markers Van Nostrand, 1985
Dormer P Design since 1945 Thames and Hudson, 1993
Goslett D The professional practice of design 2nd edn, Batsford, 1978
Heskett J Industrial design Thames and Hudson, 1980
| Published by Monash University, Clayton, Victoria
3168 Copyright © Monash University 1996 - All Rights Reserved - Caution Authorised by the Academic Registrar December 1996 |