Designerly ways of learning theory: Combining creative and scholarly methods of inquiry

Abstract

This study presents and discusses the outcomes of an action research inquiry that set out to enhance novice first year visual communication student learning of design theory and history through the incorporation of creative practice methods commonly used in practical design studio environments. The methods involving creative thinking, visualization, collaboration and presenting to an audience are described as interventions, introduced to support the critical and analytical thinking necessary to engage with theoretical discourse. They can also be thought of as learning strategies incorporated to enhance student learning. As educators of both design theory and practice, our previous observations of how novice design students engaged with theory, in comparison to how they engaged with practice, led us to the decision that change was required; change which would facilitate deeper understanding of theoretical discourse through the incorporation of creative practice methods. That was our “call to action”. Academic discourse in design education is no longer the exclusive domain of the written word. Our findings suggest that student learning of design theory and history can be enhanced when creative practice methods are employed within a critical studies context.