Integrated Design Studies at Bishop Wordworth's School: New approaches in curriculum and resources
Abstract
Identify your problem, analyse it, formulate your design brief, realise your design and evaluate it; or if you will, state your aim, carry out the necessary investigations, propose your solutions, optimise, implement your design and test.
Whether you next change the environment, improve your solution if necessary or pose further problems for investigation, might indeed necessitate its own problem identification for those proposing to change their teaching techniques. Call it the Design Process if you will or the Process of Technology, or if you like Caldwell Cook type terminology, simply 'problem solving'.
One thing agreed upon by all of the contributors to the continuing debate in Design Education. is that the last five years have seen an impetus in the change of approach to teaching methods in that part of Education which I naturally regard as being one of the essential parts of a full educational curriculum. Careful, or I shall add the word 'development' and perhaps start a whole new train of debate - or would it now be a dialogue (meaningful of course)? I hardly dare mention a title for the area of which I speak, or something akin to the chorus of a Greek tragedy will begin with asserting 'It is Crafts', 'That is Art', 'It is Technology', 'This is Applied Science' ... and a thunderous echo, 'It is Design' ... Voice of educationalist offstage, 'Excuse me, but have you read Bloom's Taxonomy ... ?:
