Loughborough University Library: Open Journals
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Design is for Everyone
No full textThe title of Nigel Cross's article, 'Design Education for Laypeople', is a striking expression of the paradox of design in general education. For it suggests (as an un wan ted 0ffshoot of professionalism perhaps), that design activity is not self-evidently, or not often, the business of everyone. Now, that can be a bothersome aspect of professional design practice. Yet we, as practitioners working in general education, are concerned with all pupils. Nevertheless, away from professional design practice, the paradox con tinues to raise questions: questions to do with the relations between specialist teaching and everyday experience, and the possible unwitting distortions that may be introduced by specialist professional education. General education should hardly possess a category, 'lay people': the acceptance of such a distinction would surely tend to be consequential upon specialist teaching 'forgetting' its general educational context. On this view, perhaps design education developments are to do with 'giving back' design activity to everyone, from whom it has been separated by professionalism
Playtable for Bed-Bound Children
Get PDFDuring the October of 1977 we received a circular from the Birmingham Technology Forum inviting us to submit a project for a Technology Conference and Project day. They submitted a list of suggested projects, the first of which immediately took my eye. It was a play table for bed-bound children. The problem was set by Mrs. Kay Johnson who works at the Birmingham Accident Hospital with pre-school children
Editorial: Developing the CDT Curriculum
Get PDFFor twenty years, contributors to Studies in Design Education, Craft and Technology have shed light on the evolution of CDT education. In the journal's early days, inidividual innovators, working energetically but often in isolation, developed embryonic courses and teaching strategies which were milestones in the development of the CDT curriculum. Many of these strands were drawn together in the two major initiatives - Project Technology and the Design &Craft Project - referred to in the editorial of the last issue. These projects coincided with a major shift in emphasis in teacher training, and in the practical education given to children in some schools. To reflect these changes, the subjec,t title of CDT was adopted in 1977
More Axopictures from Axoplans
Get PDFWhen infants are given coloured shapes to play with they begin to study physical geometry. The toys have various defects of materials and workmanship. Some students play with imaginary perfect toys which have no defects. That is pure geometry. In schools, Physical Geometry is dealt with in the Art and Craft Departments. Pure Geometry is the province of the Mathematics Department. The two kinds of geometry are not allowed to mix. Engineers and some other applied scientists and technologists often combine pure and physical geometry and thereby create great inventions and magnificent works. They have to be careful that they do not also create confusion in their own and other people's imaginations
Linking Colleges of Education and Colleges of Art
Get PDFColleges of Education and Colleges of Art, are they friends or relations? The only answer to the question must be that they are relations, but relations who seldom see each other and hardly ever write. To further underline the seeming lack of interest by art colleges in education I can quote from personal experience. In my last post I was on the staff of a college of art with its own large department of education. This teacher training department was isolated several miles from the other departments of the college. There was virtually no contact between this department and the Dip AD departments of the parent college and I doubt if most Dip AD students or staff even knew of its existence. On the face of it Art Colleges and Art Departments of Colleges of Education seem to have a number of things in common. Why is it then that there is so little contact between them? Looking at it purely from the art college point of view there are two basic reasons. First, most art colleges do not regard themselves as having anything to do with training teachers and they often regard students who are interested in teaching as failures. Second, art colleges have been so preoccupied with their own problems in the last ten years that they have become cut off from developments in related educational establishments. In fact art colleges themselves have become divided into Diploma and non Diploma Colleges and more recently Polytechnic and non Polytechnic Diploma Colleges. Any contacts between these various divisions is generally slight
Debvelopments in Teacher Education for Design and Technology: An Integrated Approach
No full textIn an article published in this journal in 19871 the value of the Two Year REd. for educating potential COT teachers was discussed. The discussion ranged across the limitations imposed by the shortened time span together with the problems of the disparate backgrounds of the students. It also appraised the value of the maturity of outlook they bring to their studies. The course under discussion was one of the first in the country to be validated by the CNAA and has now been revalidated after its first three cohorts have graduated. This course however is only one part of the expansion of provision for Design and Technology education which is taking place within the Polytechnic.This article looks at the way Sunderland Polytechnic has responded to the shortage of COT specialists th rough the development of an integrated approach to both initial (see figure I) and in-service training and what this has meant in terms of accommodation and resource provision generally
Holism and the Challenge of Teachers' Judgement
Get PDFIn 2003 I wrote a DATA editorial entitled “The whole is greater (and more important) than the parts”. I was referring there to a holistic sense of the D&T curriculum, but the same is true – I believe – when thinking about
approaches to assessment
Reviews
Get PDFThe following publications have been reviewed by the mentioned authors;Planning Primary Design and Technology - reviewed by Melanie FasciatoThe Food Story - reviewed by Ali FarrellMechanisms Projects - reviewed by Ian WilfordElectronic Building Blocks - reviewed by Ian WilfordProducts and Packages: A Partnership Investigated - reviewed by Ali FarrellWorking with Materials - Wood Metal Plastic - reviewed by David FosterEngineers in School - reviewed by Richard Foulge
Computerised Simulation of a Nutritional Food Label - is it CAD?
Get PDFThis paper describes the use and application of a computer program that simulates the production of a nutritional food label. Aspects of Key Stage 4 requirements are met by using this simulation, which also links to the teaching of nutrition to students as well as the modification and reformulation of existing products. The question is posed as to whether this is CAD within the food industry and in food technology education
A Sandwich Snack for Mr Grinling: A design and technology project
Get PDFThe following design and technology project was carried out in the autumn term of 200 I with a Year 2 and 3 class in a small rural primary school. There were 25 children in the class. The project was carried out on a Thursday and Friday afternoon for four weeks