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DESIGN FUTURES
Lecture Response
Lecture Response
LECTURER - DION TUCKWELL
Future Design - Convoluted space.
Design makes futures.. as designers we create futures.
create experiences, tangible outcomes.
envisions and realises potential - human interaction
Transition Design - Cameron Tonkinwise
ideas - ecosystems - economies
take hold of change before change occurs.
switching from one to another.
designing interventions - waiting and observing - reframing the futures
Design Fiction - tangible and evocative prototypes from possible neat futures - to emphasise the inevitable consequences of decisions
visualise research, trends - in grounded way.
full context of future - as if we are living it.
curiosity - predict the future.
Industrial Designer - sony - nokia - google - previous work.
currently at x - the moonshot factory - help the future and visibility.
repetitive - seeming inevitable reality
fantasy - no evolution or transition - complicated - hyperdynamic
actionable steps
build a mindset - future mundane
grounding yourself
A) FUTURE FILLED WITH BACKGROUND TALENT
B) FUTURE IS ACCRETIVE
explore new context - design fictions - diegetic prototypes
make many, not one futures - plural
create an integrated practice always and everywhere
SWINE
Wave. Particle. Duplex.
Design is speculative - futures
manifest possibilities
overcome challenges
Not a straight line - many possibilities
cone - present - probable, plausible, possible?
challenge assumptions. force controversy
Reading 1: Making as Growth
Reading 1: Making as Growth
Making as Growth: Narratives in Materials and Process (2017)
Ian Lambert, Chris Speed
INITIAL NOTES
Creative practitioners are in-built researchers
"doing and thinking"
"thinking and making" - "symbiotic relationship - John Dunnigan
MAKING IS BOTH
HYLOMORPHIC - making as a task
MORPHOGENETIC - doing
Artifacts - places, processes - paths,
PUTTING THEORY TO ACTUALISATION
In order to design creative outcomes, we should research themes and concepts that relate. In completing tasks and "doing" them one is able to create more refined and considered work.
Reading 2: Play as Radical Practice
Reading 2: Play as Radical Practice
Play as Radical Practice (Unknown)
Louisa Penfold
INITIAL NOTES
Children often assist in research - due to their curiosity
"‘we play because we are human, and we need to understand what makes us human, not in an evolutionary or cognitive way but in a humanistic way. Play is the force that pulls us together.’
Process of standardisation - what is the norm? is there a norm?
Very complex process - inclusivity, inclusion, justice
Spaces... where? home? nursery? suburb? age?
"children’s everyday lives are being colonised, even poisoned, by adult agendas"
Order vs. Chaos - uncertainty - stereotypes
PUTTING THEORY TO ACTUALISATION
All in all, children are often our best source of research, due to their curious and growing minds. We should embrace difference between children, rather than standardise the process as each person is individual and can enrich the design process and outcome.
IN STUDIO DOCUMENTATION
Design Research Kits - Initial Creation
As part of my Activation project, I was focused on experiences, and how we are humans should understand and embrace different cultures around the world. As someone who has recently experienced travel, I was interested in other experiences, and where people felt a sense of home, safety and belonging.
In connecting to 'Play as Radical Play', those who receive a Design Research Kit will be able to participate openly, using the resources and worksheets provided to respond creatively, in a travel-inspired kit. The kit includes an On-Boarding Pass, Participant Passport, World Map Exploration, Most Memorable Moment Postcard, Multi-Lingual Quiz and Physical Photo Collection. At this stage, these have not been tested or filled out as yet.
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