Research for design HETTANZ AGM

J.Whitty 2017

Research for design HETTANZ AGM

Jennifer Whitty, Senior lecturer/Researcher Director of Space Between College of Creative Arts, School of Design, Massey University J.Whitty@massey.ac.nz @teambetween www.spacebetween.ac.nz

J.Whitty 2017

Structure of today’s session: ●

Research for design - 1.5 interactive session

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My background as a researcher - design research / design thinking methods that will inform the design process

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What is Design research?

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How can we filter this down or bridge the gaps?

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How do you ‘develop’ and demonstrate design research

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Reflection/takeaways

J.Whitty 2017

What is research? “research is original, independent investigation undertaken to contribute to knowledge and understanding and, in the case of some disciplines, cultural innovation or aesthetic refinement.

Research typically involves inquiry of an experimental or critical nature driven by hypotheses or intellectual positions capable of rigorous assessment by experts in a given discipline Research includes work of direct relevance to the specific needs of iwi, communities, government, industry and commerce.

In some disciplines, research may be embodied in the form of artistic works, performances or designs that lead to new or substantially improved insights (NZ Tertiary education committee 2017)

Research output/outcome:

Research professional activities:

(PBRF definition of research outputs 2017)

J.Whitty 2017

J.Whitty 2017

How does this ‘design research’ filter down to teaching at tertiary and secondary level?

Image: J.Whitty 2016

J.Whitty 2017

Changing landscape of design education

Traditional fields Function aesthetics

Progressive fields: Impact, empathy, interaction

hitty 2017

Background to my research

fashion = fast + cheap?

J.Whitty 2017

Background to my research

In Hong Kong, residents throw away the equivalent of 1,400 t-shirts every minute Source: Redress

J.Whitty 2017

Image credit: Opendesign Now, 2011

J.Whitty 2017

DEFINITION OF RESEARCH: Inquiry of an experimental or critical nature driven by hypotheses or intellectual positions capable of rigorous assessment by experts in a given discipline My hypotheses or intellectual positions/research question: ●

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Space Between asks can we probe and prod the conventional system from a position of the 3rd space where academia and industry work and learn together to enable real innovation in fashion to occur.

Can we as a fluid ecology of researchers, educators, students and industry under the banner of Space Between work together to create a catalyst for a new system for fashion that truly recognises its context?

Can we encourage behavioural change by reframing the unwanted detritus from the current system as resource to ultimately aid the transition to a circular economy?

J.Whitty 2017

My practice based research for design: Space Between A live projects - a system, service and products Consisting of a website, clothing, films, education tools etc

J.Whitty 2017

J.Whitty 2017

5mins Reflect on what are your interests/values?

Write 3 things that drive you?

What might be a question you would formulated from these topics?

J.Whitty 2017

Students personal position Personal/cultural truths understanding our own context:

Knowledge of indigenous NZ textile processes, Image credit: Pania Tucker, Fashion Design student

An example of 1st work from the Dress paper at CoCA 2017

‘Building on shoulders of giants’ Definition of research : ensuring originality, independence Alexander McQueen

(NZ Tertiary education committee 2017)

Developing a position - clarifying their work's relationship to other designers/artists etc Citing references Literature review/creative work review

Continual, systematic progression of ideas..and reflections

An example of 1st work from the Dress paper at CoCA 2017

What is design for?

Contemporary types of design: Critical design, Design fiction, Design futures, Radical design, Design for mindful design Socially responsible design Design with intent

J.Whitty 2017 Achievement standard: develop a conceptual design for an outcome

Conceptual designs “Conceptual designs are not only ideas but ideals.. “(Raby Dunne 2013) ‘We should measure society against ideals not the other way around” Susan Neiman, moral philosopher

J.Whitty 2017

“Conceptual design’s defining feature is to use the language of design to pose questions, provoke and inspire.”

(Raby & Dunne 2013)

An example of 1st work from the Dress paper at CoCA 2017

J.Whitty 2017

Show and tell us how it worksFunction Relevance to society, environment Impact?

Storyboard, experience map, journey map

Who is design for?

Are they designing for or with people?

J.Whitty 2017

When do students consider the people they are designing for?

Could this be a continual process?

Are they other stages in the lifecycle that they could consider?

J.Whitty 2017

J.Whitty 2017

Take aways -

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Teachers at all levels have a point of view- your own ‘research’ is important Research is informed by your values/interests/experiences - it gives you a position - let students show and discuss this as part of their process Research is design in action, making and doing is as much research as writing is!

Be clear about how work is building on other people’s work Who is the research for? Can you work with them?

J.Whitty 2017

Thank you!

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I’d welcome any feedback or updates on whether you use or integrate any of the thinking or learnings into your teaching practice. Please feel free to contact me.

Jennifer Whitty, Senior Lecturer/Researcher, Director of Space Between, College of Creative Arts, School of Design, Massey University J.Whitty@massey.ac.nz www.spacebetween.ac.nz Tools and resources http://www.nesta.org.uk/resources https://www.ideo.com/tools