NiTRO Creative Matters

Perspectives on creative arts in higher education

Design

By Samantha Donnelly — "Architecture is really about well-being. On the one hand it's about shelter, but it's also about pleasure." Zaha Hadid (Iraqi-British Architect)

In 2016 I wrote an article for NiTRO titled “Styling Australia’s New Visual Design Identity”, which sought to explore how to incorporate the amazing features of Indigenous iconography into design without denigrating or disrespecting the original owners and creators.

In late 2019, a panel of design educators came together at the ACUADS conference to launch the Communication Design Educators Network and discuss what we saw then as big questions: Is tradition serving or stunting us? And, are the most valuable skills future design practitioners need today being taught?

Rapid change in the field of design has become a defining challenge in our role as educators. Graduates from design programs are expected to be simultaneously conceptual, material and entrepreneurial thinkers with the ability to work across disciplines.

Since the emergence of design as a profession across the post-war Northern Hemisphere in the 1950s, the role of design in fuelling economic growth has become more pronounced across the globe. There are significant nuances between nations, communities and companies’ interpretations and use of design to tackle the problems

Communication Design has expanded significantly as a practice since I graduated from Art School … it has transformed into a discipline encompassing its earlier aspects of publishing, print design, branding and packaging and extended through to experiential graphic design, interaction and interface design, user-experience, service and systems design.

Dominated by engineering constraints, the potential for human centered design to inform the design of extreme, isolated environments such as submarines, Antarctica and even off world habitation has been limited. Driven by economic pressures and profession cultures fields such as ship building rarely include human factors in their design.

The pandemic has presented design education with as many opportunities as it has challenges. With literally a day or two to prepare, most Australian tertiary education providers were hurled into a world of online learning at a scale way beyond what they ever really imagined or prepared for.

Current and future challenges around food security, climate change, migration, health, politics, and the environment, require positive, creative and ethical responses. COVID-19 has added layers of complexity to these global challenges given its precarious and diffuse nature. As the virus continues to cause disruption and harm, it serves to

“We are moving to an integrated learning model.” These exciting words have permeated discussions in the Higher Education (HE) sector most of 2020 and 2021. The incredible work of transforming teaching to accommodate COVID restrictions has disrupted many traditional teaching methods and forced educators to envisage new ways of