ECTS - Critical Approaches in Design
Critical Approaches in Design (EUT373) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Critical Approaches in Design | EUT373 | 1 | 2 | 0 | 2 | 3 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | Turkish |
|---|---|
| Course Type | N/A |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion. |
| Course Lecturer(s) |
|
| Course Objectives | The course aims to approach the design discipline from the fields of, firstly, philosophy, and secondly, human sciences, with the concern of raising an awareness in regard to the possibilities such theoretical approach brings forth. It also has the purpose of developing the student’s motivation and skills concerning conducting theoretical and philosophical analysis. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Notions that bear significance in industrial design, with the purpose of critically approaching the discipline from the field of philosophy; creativity, representation and values in design; differences between industrial design and artistic design; the status of a design product within a cultural context. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Meeting, explaning the course content and the evaluation scheme; introduction to philosophical thinking | |
| 2 | Definition of design as a problem solving activity – Types of design activities | Bringing in an example/photo of a sculpture bearing an aesthetic value |
| 3 | Function: Relating utility and significance to function | |
| 4 | Space and significance | |
| 5 | Evaluation of design outputs (Function, Spatial Activity, Message-Communication) | Reviewing the visuals/examples discussed |
| 6 | Midterm Exam | |
| 7 | Creativity: Interpreting the notion’s relation with imagination, questioning whether creativity is mysterious, the concept of “novelty” | |
| 8 | Creativity: Scientific approaches to creativity, empirical studies | Bringing in innovative/creative examples from design history |
| 9 | Creativity: Significance of creativity and novelty for the designer and the consumer | Bringing in innovative/creative examples from design history |
| 10 | Design values: Functionality, reliability, usability, proficiency, creativity | |
| 11 | Design values – evaluation of examples | Bringing in examples of design and visual art products to motivate discussions |
| 12 | Changes in context of design practice – Changes in design values | Bringing in examples of design and visual art products to motivate discussions |
| 13 | Innovation (Aesthetic, Functional, Meaning) | |
| 14 | Innovation (Aesthetic, Functional, Meaning) | |
| 15 | Recapping and unifying the discussions and concepts, evaluation of student assignments | Submission of student assignments |
| 16 | Final Exam |
Sources
| Other Sources | 1. Lidwell, W., Holden, K., & Butler, J. (2010). Universal principles of design, revised and updated: 125 ways to enhance usability, influence perception, increase appeal, make better design decisions, and teach through design. Rockport Pub. |
|---|---|
| 2. Paul, E. S., & Kaufman, S. B. (Eds.). (2014). The philosophy of creativity: New essays. OUP USA. | |
| 3. Potter, N. (1980). What is a designer. Reading, UK: Hyphen press. | |
| 4. Weisberg, R. W. (2006). Creativity: Understanding innovation in problem solving, science, invention, and the arts. John Wiley & Sons. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | 15 | 10 |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 1 | 8 |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 2 | 45 |
| Final Exam/Final Jury | 1 | 35 |
| Toplam | 19 | 98 |
| Percentage of Semester Work | 60 |
|---|---|
| Percentage of Final Work | 40 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to define a creative problem in the focus of design, to develop ideas for solution, to think critically and to synthesize the acquired knowledge to create design solutions | X | ||||
| 2 | To have the competence to present the comprehensive and in-depth knowledge gained in the design discipline effectively and confidently in academic platforms | X | ||||
| 3 | To have the ability to manage design projects effectively from the initial idea stage to the implementation | X | ||||
| 4 | To identify the required research in the field of design, to use the appropriate research methods and techniques, and to interpret and incorporate research results into the design process. | X | ||||
| 5 | To have the ability to put theoretical design knowledge into practice and to produce innovative solutions | X | ||||
| 6 | To be able to communicate verbally and in writing in international environments and to follow the design-oriented agenda | X | ||||
| 7 | To be able to take an active role in both individual and team-based projects and to be able to lead and manage these projects | X | ||||
| 8 | To be aware of the socio-cultural, socio-economic and environmental contexts and differences, and to consider the interests of people, society and the environment | X | ||||
| 9 | To have knowledge and understanding of sustainability principles and standards in the field of design | X | ||||
| 10 | To evaluate the knowledge and skills in the field of design with an approach that can produce critical, counter thesis and synthesis | X | ||||
| 11 | To have knowledge and understanding of the necessary intellectual, discursive, scientific, technological, technological, aesthetic, artistic, historical and cultural infrastructure for the field | X | ||||
| 12 | To be aware of the changing contexts and requirements in the field of design and to have the motivation and competence for lifelong learning | X | ||||
| 13 | To have knowledge and understanding of the legal framework and standards, corporate and ethical values related to the field | X | ||||
| 14 | To have the ability to express design ideas in two and three dimensions using written and visual presentation techniques and tools including information technologies and artificial intelligence applications | X | ||||
| 15 | To learn the materials, production technologies and software within the scope of Industrial Design and to use them in the design process | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 12 | 1 | 12 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 2 | 2 | 4 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 2 | 3 | 6 |
| Prepration of Final Exams/Final Jury | 1 | 5 | 5 |
| Total Workload | 75 | ||