Teaching and learning how to design in schools

Angela Anning
1997, Vol. 2, No. 1,

Abstract


A key area of enquiry within a small scale project, based at the University of Leeds, funded by the Design Council (Anning, Jenkins and Whitelaw 1996) was 'What do pupils and their teachers need to know and to be able to do in order to engage in design-based activities?' We worked closely with a group of primary and secondary teachers to try to find some answers. These deceptively straightforward questions taxed all of us. The discussion below does not imply criticism of colleagues' practice. It simply illustrates some of the dilemmas of teaching design in schools.


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