Please use this identifier to cite or link to this item:
|Scopus||Web of Science®||Altmetric|
|Title:||Fusing horizons - a grammatical design approach for the arts and humanities: Using rules contingency and hermeneutics in design education|
|Citation:||Arts and Humanities in Higher Education: an international journal of theory, research and practice, 2007; 6(3):309-327|
|Publisher:||Sage Publications Ltd.|
|Abstract:||This article argues that grammatical thinking within a framework of phenomenological hermeneutics assists designing and may properly be used as a fundamental teaching approach for an interdisciplinary art and design studio. Furthermore, it argues that the theme of grammatical design awareness could be considered as a generic issue across all disciplines in the Arts and Humanities. It calls for a more explicit teaching of grammar, both in terms of understanding and application, and provides a case study to indicate how this might be achieved. It highlights the value of both schematic and formal systems when using notions of rules, grammar and contingency to assist and augment traditional pedagogical approaches used in design education. It recognizes the value of grammatical visual thinking and argues that an interdisciplinary `grammatical design studio' may provide a valuable foundation for the development of design thinking processes that offer transparency, consistency, creativity and reflectivity.|
|Description:||© 2007 SAGE Publications Copyright © 2007 by SAGE Publications|
|Appears in Collections:||Architecture publications|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.