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Towards a conceptual framework for an integrated, multidisciplinary foundation programme to educate critically aware and skilled designers in South Africa

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dc.creator Lecanides-Arnott, M
dc.date 2012-10-02T08:49:57Z
dc.date 2012-10-02T08:49:57Z
dc.date 2011
dc.date.accessioned 2017-05-10T10:21:38Z
dc.date.available 2017-05-10T10:21:38Z
dc.identifier http://hdl.handle.net/11189/637
dc.identifier.uri http://hdl.handle.net/11189/637
dc.description Thesis submitted in fulfilment of the requirements for the degree Master of Technology: Design in the Faculty of Informatics and Design at the Cape Peninsula University of Technology
dc.description Globally, and locally in South Africa, the call from design educators and the design industry is for knowledgeable, skilled, critically aware and versatile designers. Through the use of appropriate technology these designers should be able to meet the demands of a constantly changing and increasingly complex world with practical and sustainable design solutions. The proceedings of the ConnectED 2010 international design education conference in Sydney, 2010, and the Design Indaba, design industry conference in Cape Town, 2010, reflect these views. Foundation programmes in design at tertiary level should establish building blocks for lifelong learning, and provide grounding for further study in the field of design. Concepts such as critical awareness and versatility need to be applied to curriculum development, assessment methods and teaching approach at foundation level. Foundation education in design will be investigated in the context of the achievements and challenges of the culturally diverse, integrated, multidisciplinary Design Foundation Course (incorporating architectural technology, fashion, graphic, industrial, interior, jewellery and surface design) at the Cape Peninsula University of Technology (CPUT), in South Africa. Emphasis will be placed on studio-based design subjects, the concept of ?learning to see?, the integration of theory and practice and the transference of knowledge and skills from one design discipline to another. Specific consideration will be given to curriculum development, assessment methods and teaching approach towards the development of a conceptual framework in a foundation programme in design for educating knowledgeable, skilled, critically aware and versatile designers.
dc.language en
dc.rights http://creativecommons.org/licenses/by-nc-sa/3.0/za/
dc.title Towards a conceptual framework for an integrated, multidisciplinary foundation programme to educate critically aware and skilled designers in South Africa
dc.type Thesis


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