2-D AND 3-D DESIGN AT A UNIVERSITY OF TECHNOLOGY: A RETROSPECTIVE OUTCOME

Abstract

Older views of curriculum and instruction are being replaced with an expanded vision of the place of visual arts in human experience. The current transformation of art education is not merely a broadening of curriculum content, but a response to the immediacy and mass distribution of imagery changes in teaching strategies that become inevitable. This study focuses on the 2-D and 3-D Design module forming part of the new Diploma in Design and Studio Art as accredited in 2014 at a South African university of technology. This study furthermore examines the balance between prescriptive and intensive skills (technique) building versus dialogue and experimentation (conceptualization) in the 2-D and 3-D Design module. Views were obtained through questionnaires, structured interviews and participant observation. The sample groups represent first-year 2-D and 3-D design students and Design and Studio Art lecturers. An analysis of these impressions and experiences indicates some common values between the groups. Themes emerge such as factual, conceptual, procedural and meta-cognitive informational factors. The students were generally very positive as regards their lecturer and theory subject and were able to connect key elements to their practical work. Some preferred working in groups, while others enjoyed working independently. The students generally felt that lecturer encouragement was crucial in generating ideas and initially found the technique somewhat challenging. Time management also proved to be a factor. The modelling strategy was found the best way to demonstrate to the students what was expected of them. The students needed consistent motivation and it became apparent that the majority required a step-by-step learning experience. Lecturer instruction on first-year level thus remains an integral part of learning. In conclusion this study illustrates that there is an overall balance between prescriptive and intensive skills (technique) building versus dialogue and experimentation (conceptualization) in the 2-D and 3-D Design module.