Smith, Catherine (2021) 'Navigating the bubble': Exploring student experiences of design writing. Journal of Writing in Creative Practice, 14 (1). pp. 43-57. ISSN 1753-5190
Type of Research: | Article |
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Creators: | Smith, Catherine |
Description: | Undergraduate design students at London College of Communication were interviewed about the relationship between their writing practice and their design practice. Gardner’s theory of multiple intelligences (1983) framed the study. This article takes the position that polarizing the relationship between linguistic (textual) and bodily kinaesthetic (visual) forms of intelligence itself becomes a barrier to arts students’ epistemological development. The well-rehearsed art school rhetoric of ‘I’m a visual person not a writer’ can become a self-fulfilling prophecy, disabling the potential to learn through writing. The research explored student perceptions and experiences of design writing, with data surfacing themes of anxiety, identity, artefact, articulation, process and value. Suggestions about how to support students to write about design praxis are presented for consideration. |
Official Website: | https://www.intellectbooks.com/journal-of-writing-in-creative-practice |
Keywords/subjects not otherwise listed: | academic writing, articulation, design praxis, design writing, dissertation alternatives, pedagogy |
Publisher/Broadcaster/Company: | Intellect |
Your affiliations with UAL: | Other Affiliations > The Teaching and Learning Exchange |
Date: | 12 February 2021 |
Digital Object Identifier: | 10.1386/jwcp_00013_1 |
Date Deposited: | 22 Feb 2021 14:19 |
Last Modified: | 12 Feb 2022 01:38 |
Item ID: | 16473 |
URI: | https://ualresearchonline.arts.ac.uk/id/eprint/16473 |
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