Abstract
Humans, from their primitive existence, believed in finding and transmitting knowledge. Passing down knowledge helps them to survive and expand. This adaptiveness of humans leads to various progressive practices in multiple fields. Designs have been progressive and adaptive with time- from the era of crafting design to designing for functionality, from human-centric design to universal design, from design as a problem-solving way to a tool for a better future. The explorative nature of design is evident in its practices and equally traceable in the transmission of knowledge. The research considers the transmission of knowledge in design by mapping it to Bloom’s taxonomy. Bloom’s Taxonomy is a hierarchical model that classifies educational learning objectives into levels of complexity and specificity. Studying the complexity and specificity of learning objectives in design education papers puts effort into understanding the importance of theory and practices in design. Further, this paper emphasizes the role of theories and practices in shaping design education and research and defines the stages of knowledge accomplishment in design. To map the learner’s learning journey, the context of the component of design fundamentals, “color” is used. Color is the designer’s most fundamental tool at all stages of their design journey. Examples of the activities associated with color, facilitated during the learner’s design journey, are used as cases for evidence and explanations for the effective use of Bloom’s taxonomy in design education.
Presenters
Ragini RanjanaAssistant Professor, Design, National Institute of Fashion Technology, Bihar, India
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
DESIGN EDUCATION, BLOOM'S TAXONOMY, PRESCRIPTIVE THEORIES, COLOR
