I'd like to pring up a thorny question that never is discuss ed in school
and probably should. All of us are taught a design process(three steps/
five steps/ seven/ maybe more). Nevertheless, the design process is usually
concieved of as a set of sequential stages, one following the othe
from problem statement to the realization of the product. Some more
expansive programs have introduced cyclic descriptions, such as prototyping
and "life cycle" design. But, nevertheless almost all description of
the design process remain linear sequential.
This is actually a "problem solving" perseption of what design is about
so that "design" is seen as a process which yeilds a "solution" to a
"problem". The question which is never asked is "where idid the problem
come from?"
It is understandable that in freshman/underclassmen courses that problems
are dropped from heavan by the instructors, simply because the issues
involved in "problem creation" are rather complex and the whole idea runs
counter to to apparent first principles. Nevertheless, the question
should be addressed before before the students step out into the "cold,
cruel world".
Ok let's get a bit more specific - Almost all problems in design, especially
in architecture, begin with some sort of statement of a need for a building.
What I am suggesting is that the students begiven an environment, ie.
a few blocks of physical space or an economic/social organization, and be
asked "what is wrong?" In otherwords, look at some structure in the world
and identify a need which could be fulfilled through the practice of
whatever design discipline they are engaged in. The process of "problem
discovery/definition/creation" can hone ther research skills and inform
them as to what their skills are good for.
Certainly, the identification of problems is only the beginning of the
beginning. The "needs" which they may have discovered may not be easily
transformed into "economic demand" which is capable of satisfying those
needs, but its a good way for students to begin these discussions. Are
there any of you out there who have included all of the activities that
are involved "pre-conceptual design"?
- Ray Lauzzana
and probably should. All of us are taught a design process(three steps/
five steps/ seven/ maybe more). Nevertheless, the design process is usually
concieved of as a set of sequential stages, one following the othe
from problem statement to the realization of the product. Some more
expansive programs have introduced cyclic descriptions, such as prototyping
and "life cycle" design. But, nevertheless almost all description of
the design process remain linear sequential.
This is actually a "problem solving" perseption of what design is about
so that "design" is seen as a process which yeilds a "solution" to a
"problem". The question which is never asked is "where idid the problem
come from?"
It is understandable that in freshman/underclassmen courses that problems
are dropped from heavan by the instructors, simply because the issues
involved in "problem creation" are rather complex and the whole idea runs
counter to to apparent first principles. Nevertheless, the question
should be addressed before before the students step out into the "cold,
cruel world".
Ok let's get a bit more specific - Almost all problems in design, especially
in architecture, begin with some sort of statement of a need for a building.
What I am suggesting is that the students begiven an environment, ie.
a few blocks of physical space or an economic/social organization, and be
asked "what is wrong?" In otherwords, look at some structure in the world
and identify a need which could be fulfilled through the practice of
whatever design discipline they are engaged in. The process of "problem
discovery/definition/creation" can hone ther research skills and inform
them as to what their skills are good for.
Certainly, the identification of problems is only the beginning of the
beginning. The "needs" which they may have discovered may not be easily
transformed into "economic demand" which is capable of satisfying those
needs, but its a good way for students to begin these discussions. Are
there any of you out there who have included all of the activities that
are involved "pre-conceptual design"?
- Ray Lauzzana