Abstract
Design is an intuitive process involving the designer’s full participation as they deconstruct design problems into plausible yet imaginative solutions. Creative design solutions are the result of designers focusing and fully immersing in user experiences. Reisner (2010) urges twenty-first century designers to create emotional experiences for users. He argues twentieth century architecture neglected to provide its users with emotional environments. The problem facing design instructors is centered around how to create designers that focus their design solutions on the emotional experiences of the users. This presentation explores design pedagogy relationships between communication and experience. Architects and interior designers are communicating a story. Each design move affects the use of a space and its users’ experiences. How can design pedagogy convey the importance of creating imaginative design solutions and shift the designer’s focus to create a story that communicates user experience? Pedagogy can provide student designers with tools to communicate emotional experiences into their design. This study explores the parallels existing in design process. Focusing specifically on Dillon and Howe’s (2003) design model, and Jensen’s (2014) three realms of design, a five-step technique that can be integrated into the design process has been developed. The goal of the proposed technique is to have students think about the emotional experiences they are creating by designing the story and user experiences. In this way, students begin to realize their role as designers and take control of their ability to communicate a story through the design process, spatial layout, and design elements.
Presenters
Azizi Arrington BeyAssociate Professor, Interior Architecture, Indiana State University, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design, Experience, Pedagogy
