Addressing Sustainability in Visual Design education
Author
Zohar, Hadas
Term
4. term
Education
Publication year
2020
Submitted on
2020-05-28
Abstract
Bæredygtighed bliver i stigende grad en ramme i design og i designuddannelser, men visuel design er ofte mindre inddraget. Denne afhandling undersøger, hvordan bacheloruddannelser i visuel design kan adressere bæredygtighed, og hvad studerende bør lære for at bidrage meningsfuldt. Med udgangspunkt i bachelorprogrammet i Visual Design ved Det Kongelige Danske Kunstakademi samler arbejdet indsigter fra litteratur og interviews med interessenter og designeksperter i en anvendelig løsning. Resultatet er både en strategisk, konceptuel model til ledelsen og syv undervisningsnære principper: at udfordre antagelser, anvende systemtænkning, samarbejde med andre, arbejde langsigtet, gentænke ressourcer, forme fortællingen og formidle kompleksitet. En co-kreativ dialog med KADK peger på, at løsningen er relevant og anvendelig, men at bredere uddannelsesændringer er nødvendige for at imødekomme aktuelle udfordringer og nye behov.
Sustainability is increasingly adopted as a guiding framework in design and design education, yet visual design often plays a limited role. This thesis examines how bachelor-level visual design programs can address sustainability and what students should learn to contribute meaningfully. Focusing on the Visual Design bachelor program at the Royal Danish Academy, it synthesizes insights from literature and interviews with stakeholders and design experts into a practical response. The outcome is a strategic conceptual model for program leadership and seven teachable principles: questioning assumptions, applying systems thinking, cooperating with others, working for the long term, rethinking resources, shaping the narrative, and mediating complexity. A co-creative dialogue with the academy indicates that while the proposal is relevant and applicable, broader educational changes are needed to meet current challenges and emerging needs.
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