Abstract
Today, faculty are challenged to find ways to incorporate diversity and inclusion in the classroom that feel genuine to the subject, student and self. Conversely, students feel they lack the confidence and tools to effectively share their experiences with their peers in a safe and accepting environment. Studies show individuals are more likely to share personal perspectives in familiar situations. I utilize play-based and peer assisted learning strategies originally developed in early childhood, (the time identities are initially formed) to encourage dialogue and discourse within design classrooms. Through the creation of 2D, 3D, and 4D modes of visual communication such as children’s books, board games and stop motion animation, students develop a sense of ownership and agency to address topics of diversity and inclusion using game-based, culturally responsive and storytelling methods of instruction in substantive inquiry-rich projects which inform their past, present and future identities. Session participants will gain first-hand experience of play-based learning strategies by interacting with student designed diversity-related board games.
Presenters
Evelyn Davis WalkerAssociate Professor of Graphic Design, Valdosta State University, Georgia, United States
Details
Presentation Type
Theme
2023 Special Focus—New Agendas for Design: Principles of Scale, Practices of Inclusion
KEYWORDS
Inclusivity, Diversity, Design, Storytelling, Board Games, Designing for Others
