【Who Cares?】 #007 玩轉設計 玩轉文化 Play Shapes Design Shapes Culture

玩轉設計 玩轉文化 Play Shapes Design Shapes Culture

PolyPlay 的作品類別：玩藝術與科學、玩角色、玩文化、玩生態、玩遊戲和媒體、玩休閒娛樂、玩魔法、玩音樂和玩味覺。 PolyPlay’s “playworks” categories: Art & Science Play, Character Play, Culture Play, Ecology Play, Game & Media Play, Leisure Play, Magic-a-dime Play, Music Play, and Taste Play. (From left to right, top to bottom)

玩具拆．改．造工房（2006-2017）是包括逆向工程技術和實驗玩具設計的工作坊。 Hackshop Critters 2006-2017. Hackshops are one-day creative reverse-engineering and experimental toy design workshops.

PolyPlay 於 2016 至 2017 年間設計了一套應用於小學 STEAM 課程的環保水資源教學玩具和活動，並邀請了 300 名六歲小學生及老師參與工作坊。 In 2016-2017 PolyPlay designed the Aqua Eco sustainable water education product-service system playbook, which is a series of learning aids and activities to be embedded in primary school STEAM curricula, and conducted workshops with 300 6-year old primary school kids and their teachers.

PolyPlay 於 2010 至 2016 年的學生產品設計項目。 PolyPlay Capstone Product Design Projects, 2010-2016: NOIZZIMO, Hazel Kwong, 2016 / SHIFT CLIPS, Sam Wong, 2013 / PARASITE PRINTS, Anton Cheung, 2014 / TOOLY JOURNEY PLAY, Leo Wong, 2013 / WOUF, Margaret Lok & Anita Lam, 2012 / LOST IN MIXMATCH STANGELAND, Soo Pak Kai, 2011 / ZOO THE SCHOOL, Janie Lau, 2015 / LITTLE JADEITE, Eddy Tam, 2015 / SIMPLY MATCHED, Rachel Leung, 2016. (From left to right, top to bottom)

Image: Dale de la Rey for South China Morning Post

玩在公園：2011 年 PolyPlay 參與了由康樂及文化事務署舉辦的「告急！『藝綻公園』公共藝術探索計劃」，與來自不同設計專業的學生，於九龍公園製作實驗性公共家具。 The BUS ROUTE TANGLE designed by Danny Leung Kai Chun, GASP! PUBLIC ART PROJECT, produced by HKSARG LCSD in 2010-11.

「玩」（Play），是通往設計世界的一道絕佳橋樑，透過「遊戲」教育設計學生， 打開創意思維和觀看生活、文化和世界的新角度。 Play is an excellent bridge to design. Through play, design students get an education that ignites their creativity and opens up new perspectives on life, culture, and the world.

「 設計是水，藝術是紙； 藝術提出問題，設計解決問題； 藝術予我，設計給你。」

“ Design is water, art is paper; Art raises questions, design solves problems; Art for me, design for you…”

These seemingly philosophical sayings are

這些饒富哲學味道的句子，不是出自藝術 ／設

not from a master artist or a renowned

計大師或名家手筆，而是選自參加理大設計學

designer, but were written by Form 5 students

院產品設計夏天研討會的中五學生問卷。

on a questionnaire during a seminar on product design at PolyU School of Design.

「 很 有 趣 吧 ！ 」 面 露 笑 容 的 祁 尚 思（ R é m i

We could have heard Rémi Leclerc commenting

L e c l e r c ， 下 稱 R é m i ）看 着 手 上 這 疊 厚 厚 的

with satisfaction about the big pile of about

（ 約 八 十 多 份 ）學 生 問 卷 ， 深 表 滿 意 。 這 位 法 籍理大設計學院產品設計教授、玩具設計師，

80 completed questionnaires. They are the evidence of a successful crash course on design delivered by the PolyU Product Design

為 一 班 高 中 生 上 了 一 堂 「 設 計 入 門 速 成 課 」，

professor and toy designer from France to high

手上的問卷證明其成績不錯。

school students.

Creative Matters

PolyPlay 從事研究、教育和諮詢工作，探討設計、玩樂和 教育的互利關係。PolyPlay 探索玩樂和互動的習 俗，借鑒傳統和當代的物件及科技，開發各式的 創新產品服務系統。其網上平台 PolyPlay.hk 提 倡擁抱創意、科技及傳意的創新文化；透過精選 的學生習作及研究項目連繫學界、社區和業界， 啟發學生、提倡發展新方法、進行研究並報告， 促進多方合作，並將相關作品推出市場。 A research lab, educational unit, and consultancy, PolyPlay investigates the mutually beneficial relationships between design, play, and education.

Its research is anchored in the exploration of conventions of play and interactivity, and draws on traditional and contemporary objects and technology to develop innovative product-service systems. The PolyPlay.hk online platform fosters a culture of innovation embracing creativity, technology, and communication; and its projects bridge academy, community, and industry.

It inspires students, extols novel approaches, informs research, fosters collaboration, and commercialises projects.

解決問題 vs 文化推手

Problem Solver vs. Cultural Proponent

「什麼是設計？」

“What is design?”

「什麼是玩？」

“What is play?”

「設計師到底是做什麼的？」

“What do designers actually do?”

Rémi often reminds people there is a

「設計不等於解決問題。」Rémi 總是提醒大家 坊間、甚至業界的設計師普遍對「設計」的誤 解。對他來說，「設計」是隱藏於生活中，無形 無色，難以界定。他開玩笑地說：「設計是解決

misconception among the public, or even some designers, that design is problem-solving.

For him, design’s relevance to our lives is far broader, embedded in our everyday life as it is. All encompassing, it is difficult to say what

問題 ? 不，那應該是工程師的工作吧！設計師跟

design really is. “Solving problems – should

生活密不可分，從椅子到調羮、從門到窗、從

that not be the job of engineers?” He teases,

眼鏡到髮型、從酒店到假期、從午餐到約會的 安排，甚至是我們對人生的期望，全部都是設

學生設計的日本紀念品，以水手服女學生為題。 MODERN EDO PLAYGROUND, a Japanese souvenir character toy

by Hazel Lui Man Hei and Sherman Pang Lok Man (2009-10).

tongue-in-cheek. “Everything in our life is designed – from the stool to the spoon, the window to the sill, eyewear to haircuts,

計。設計光談實用性，未免太狹隘，因為設計

hotels to holidays, your plans for lunch or a

是文化生活背後的推手。」

lover – all has been designed, including our life expectations...” For him, we need not limit ourselves to a functional appreciation of design, or we will fail to appreciate its rich cultural agency.

學生的音樂角色火車玩具產品設計。 GOGO BLOW, a musical character train set by Chun Tsz Wing (2013-14).

玩在工作坊

Inside the Lab

Rémi 身兼多職，除了是理大設計學院本科課程

While Rémi chairs PolyU Design’s

委員會主席、和四年制文學士組合課程主任，亦

Undergraduate Programme Committee and

是 PolyPlay 主理人。PolyPlay 的研究室，有一 排長長的書櫃，放滿設計、藝術、文化書籍；另

runs its 4-year BA Scheme, he also directs the School’s PolyPlay. The lab’s shelves are stacked with books and folios on design, art,

一邊的陳列架上全是玩具：塑膠、木、鐵皮、模

and culture. Across the room, all kinds of toys

型、智能的，形形色色。還有裝滿工具和美工材

and designs are displayed, made of plastic,

料的膠箱，以便隨時開辦 Hackshops 或水資源 工作坊，後者參加者的年紀小至六歲。訪問進行

wood, or metal, including smart toys, as well as boxes full of tools and art supplies, the latter very handy for workshops such as

時，鄰房的研究助理總在忙碌着，學生也絡繹不

Hackshops, or the Aqua Eco workshops, which

絕，喜歡流連直至被邀請離開。

Rémi runs with participants as young as 6

自 2007 年 接 任 研 究 室 以 來 ， R é m i 除 了 研 發 玩具、教學、擔任顧問工作外，亦嘗試以玩 樂（Play）理論結合設計教育，讓課程變得有趣 之餘，更延伸至深層次的理論和社會議題。

years-old. When the interview was taking place, research assistants next door kept busy, and students hanged around – until they were kicked out.

Since 2007 Rémi Leclerc and his team have designed and developed toys, taught, and undertaken consultancy works, while combining play with design education to ensure programmes are more engaging and more relevant to deeper theoretical and social priorities.

在 PolyPlay 工作室裏的書籍、玩具藏品和工作坊物料架。 Inside PolyPlay: a collection of books, toys, and materials for educational and creative design workshops.

正在玩設計

Design Play

文化是玩出來的成品，而設計本身也是建構文

Rémi contends that while culture is an

化的推手。Rémi 認為玩是設計師學習和了解

outcome of play, design literally shapes

世界的原始動力，故設計了一套「玩設計」框 架，運用於教學、研究和顧問工作中。

culture; hence parallels can easily be drawn between play and design. He sees Play as a primal force that drives designers to learn and to understand the world, and created the

「一、年青人愛玩，天生很會玩。有如《木馬屠 城記》的木馬，玩樂之於設計有助解開設計的 錯誤觀點，帶領設計走出只代表美學和商業化 的固有形象，讓設計專業更容易、自然地走進

Design Play framework, which he applies in his teaching, research, and consultancy.

計的相聯性，將有助處理設計工作。玩樂的主

design as a friendly Trojan Hobby Horse, so

CEO of IDEO Tim Brown - all have enjoyed richer design experiences promoted by play, and in turn have promoted play as a better form of design.”

are able to debunk design’s myths, and go beyond its stereotypical and partial image as an aesthetic or commercial agent. This allows

多懂得玩的人，都是成功的優秀設計師，如美

them to connect design to life more naturally,

師 Bruno Munari、美國視覺設計師 Paul Rand

visual designer Paul Rand, or UK-born former

that laypersons and practicing designers alike

以讓設計師理解文化，甚至參與塑造文化。很 國建築師 Frank Lloyd Wright、意大利設計大

Italian designer Bruno Munari, American

naturally apt at it: after all, for youth childhood was yesterday. I deploy play in

強化設計方法和讓設計師樂在其中。三、玩可

play. American architect Frank Lloyd Wright,

“First, young people love to play, and are

日常生活。二、設計師如能好好把握玩樂和設 宰性、創造力、敘事力、社會性及認知，有助

also people who place much importance on

hence bettering their practice. Second, an awareness of the similarities existing between play and design enhances the practice of the

或IDEO 前任英籍 CEO Tim Brown 等，他們玩出

latter. Manipulative, creative, narrative, social,

設計的樂趣，將玩變成一種更好的設計類型。」

or cognitive forms of play necessarily enrich design methods and genuinely entice people to enjoy design’s practice. Thirdly, such awareness facilitates designers’ apprehension of culture, so as to better shape it. It should come as no surprise that great designers are

透過「遊戲」教育設計學生，打開創意思維和觀看生活、文化和世 界的新角度。 Through Play, design students get an education that ignites their creativity and opens up new perspectives on life, culture, and the world.

強化研究 深入議題

Solid Research to Investigate the Underlying Issues

PolyPlay 的工作範圍包括設計管理、創新及傳意

PolyPlay’s scope of activities includes

fixtures installed throughout Kowloon Park.

的教育、理論和應用研究，及顧問服務。其網站

education, theoretical and applied research,

Purposefully playful learning aids

and consultancy, in design management,

combining STEAM (Science, Technology,

innovation, and communication. Its web

Engineering, Arts, and Maths), sustainability,

portal, PolyPlay.hk showcases over 150

and society. At PolyPlay, students also

最佳結合。「玩，可以是最高層次的藝術類型。」

selected student works and research projects,

research and develop educational toys that

另一 邊 廂 ， 玩 樂 也 是 重 要 的 研 究 課 題 ， 如 何 利

illustrating how, while playthings are quirky,

explain critically important social issues such

whimsical, and enjoyable, they can also be

as poverty, economics, or socio-emotional

the most compelling works of art and science.

development, while leveraging the subversive

Upon browsing PolyPlay.hk one can easily see

elements of whimsicality, poetry, and humour to

how play could be the highest order of art or

channel serious aspects of contemporary life.

蒐集了超過 150 份精選學生習作及研究項目，說 明怪誕、歡樂、好玩的玩具，也是藝術與科學的

用「玩樂」來豐富設計教育體驗？玩樂可以成為 商業管理和創新核心的部分嗎？ Po l y P l a y 過 去 曾 經 嘗 試 了 不 同 的 方 案 ： 如 在 2011 年參與「告急！藝綻公園」展覽，擔任策 展人的 Rémi 夥拍 Motorwave Group 與一班來

design. For Rémi, play is a vitally important research topic. How do we make use of play to enrich design education experiences? Is play really the highest form of research? Shouldn’t

自工業及產品、環境及室內、視覺傳達設計的

play be placed at the core of business

學生，於九龍公園製作了十六組實驗性公共家

management and innovation if we really

具；透過玩樂的方法學習，把 STEAM（Science 科 學 、 Te c h n o l o g y 科 技 、 E n g i n e e r i n g

want to progress? A number of projects Rémi initiated over the past years managed to demonstrate just that.

工程、Arts 藝術和 Maths 數學）與環保和社會自 然融合；本科生研究項目，研發具教育意義的玩 具，探討貧窮、經濟、社會發展等重要議題，以 趣味且帶諷刺意味的手法切入嚴肅的當代問題。

For instance, the 2011 GASP! ArtAlive@Park exhibition, which Rémi curated and produced in partnership with Motorwave Group, had a group of students from industrial and product, environment and interior, and visual communication create over 16 public art

告急！「藝綻公園」公共藝術探索計劃。 GASP! PUBLIC ART PROJECT, SILENT PROTEST, Sherman Pang Lok Man & Hazel Lui Man Hei, 2010-11.

Aqua Eco Workshops

水資源工作坊

Rémi reminds us that one of the most critical

stakeholders: kids. Science, design, art, and play

issues the world faces is diminishing access

are woven into every aspect of the innovative

to potable water, as humans are mercilessly

curriculum. Rémi laments that there is a big

destroying the ecological system. In order to

and difficult step one has to take between

make a difference, he prescribes a radical

awareness and action, and much needs to be

兒童正是解決問題的關鍵。在香港的城市環境，

departure from conventions of education,

done to bridge this gap. The sassy designs

兒童較少接觸大自然，故此，具社會參與性和富

so as to raise awareness on the issue and

intend to motivate more people to make a

ensure sustainable lifestyles are adopted by

change, and the project will be scaled up

more people – starting with children. “In a

in partnership with NGOs, government, and

densely-populated city like Hong Kong, where

more importantly industry so as to extend its

他們的老師，透過遊戲道具，集合藝術、科學、

access to nature is limited, the best way for

outreach to the broader Hong Kong community

設計和玩樂的新方法，讓參與者了解遊戲背後

children to learn about water conservation is

and beyond.

「全球正在面臨的頭號問題是食水短缺，人類是 生態系統的終極破壞者。想要改變，必須要從教 育開始，特別在香港這個高密度、缺乏天然資源 的城市，若要未來更多人奉行可持續生活，教育

創造性的遊戲，正是水資源教育的最佳方案。」 PolyPlay 籌辦水資源工作坊，針對六歲兒童和

的水危機議題。「這是一件非常困難的事，從喚 醒議題到真正行動之間，當中距離太大，在香港

through play, because of its socially engaging, and rich creative nature.”

也未曾有人這樣做過。」希望可以在未來的工作

For instance, PolyPlay’s Aqua Eco educational

坊中，製作更多遊戲道具，籌備相關展覽，讓大

props and workshops, which target children

眾了解全球水資源問題。計劃的長遠目標是與政

six years old and their teachers, allow

府、社會團體和業界更緊密地合作，將水危機意 識推廣至香港不同社區、以至國際平台。

participants to understand fundamentals of the water crisis through playing with props embedded in age-appropriate structured activities, designed in concert with the main

Issue #008

PolyU Design

Editorial: SD PRESS | Text: Ire Tsui | Translation: Alan Chan | Images: provided by PolyPlay www.polyudesign.com | Facebook: HK PolyU School of Design ©2017 The Hong Kong Polytechnic University School of Design. All rights reserved.

一班六歲小學生正利用水資源工作坊的教育玩具來做實驗。 6-year-old school children experiment with the Aqua Eco workshop props.