Marie Gentry
University of Arkansas
In a program that requires one semester of interior design history, the plethora of information presents a challenge. Another challenge is that the course is taken during the first semester when design vocabulary and technical skills are limited. The rationale for introducing history early in the program is to encourage development of a historical repertoire that can be applied to subsequent studio projects.
Given course constraints, the most expedient method to assess understanding of content is through exams. Traditional testing can effectively measure knowledge. However, CIDA Standard 8 requires that students be able to apply historical precedents to inform design solutions. Because testing cannot appropriately assess compliance with this standard, two performance-based assignments were developed as an assessment tool and learning activity. Their purpose was to demonstrate students’ understanding of how historical precedents can inform the design of contemporary furniture. Additionally, assignment two provided students with an opportunity “to develop innovative and creative thinking and solve a simple (to complex) design problem,” as communicated in CIDA, Standard 4.
Not only are creative problem-solving skills integral to the development of innovative, effective design solutions, these skills are valued by employers across disciplines (Employers seek workers, 2010; Griffin & Kaleba, 2006; Shalley, C.E., Zhou, J. & Oldham, G., 2004; Workforce readiness, 2008). According to a report of 400+ employers, nearly three-fourths of respondents predict creativity and innovation will increase in importance for future graduates (Workforce readiness, 2008). By recruiting graduates with creative problem-solving skills, employers will have the benefit of employees who can produce “novel, potentially useful ideas about organizational products, practices, services or procedures” (Shalley, et al., 2004, p. 1). This poster will present strategies used to develop creative problem-solving skills necessary for success in school and professional practice.
Strategy
For Project One, students interpreted contemporary furniture in relation to historical stylistic influences. The intent was to increase understanding of how the historical repertoire may be a springboard for new ideas. Each student found one contemporary furniture product (not historic reproduction) that exhibited features derived from historic styles. See examples in Appendix.
For Project Two, students developed a seating unit that combined 3 styles into a single unified and original design. Requirements included a description of the design concept, design derivation, and rationale for the stylistic features used for the seating design. Also included were annotated images of 3 styles from which the design was derived, a rendered drawing of the seating unit, and a scaled model. See examples in Appendix.
To encourage an open dialogue about these exercises in particular and performance-based strategies in general, the poster will present student examples of projects, a summary of outcomes, and recommendations for future activities.
Outcomes
Student responses indicated the exercises were enjoyable and constructive, increasing their appreciation and knowledge of historical styles . Based on evaluation of the assignments, the outcomes, although variable in terms of presentation quality, reflected understanding of historical concepts and ability to apply historical references in innovative and relevant, rather than superficial, ways to furniture design.
References (APA)
Employers seek workers proficient in the 4 Cs. (2010). Staffing Management, 6, 6-6. http://0earch.proquest.com.library.uark.edu/ docview/916910250? accountid=8361
Griffin, A. & Kaleba, K. (2006). Young workers lack critical skills. T + D, 60(12), 19-19. http://0-search.proquest.com.library.uark.edu/docview/ 227016685? accountid=8361
Shalley, C., Zhou, J., & Oldham, G. R. (2004). The effects of personal and contextual characteristics on creativity: Where should we go from here? Journal of Management. 30(6), 933-958.
Workforce readiness and the new essential skills. (2008). Workplace Visions, 2, 1-8. http://www.shrm.org/research/articles/articles/documents/08-0175wv_final.pdf
