dynamics-aktion III Pedagogical dynamics proposal, useful for design studio teaching and beyond

Abstract

This paper analyses and evaluates a series of pedagogical dynamics used in the Interior Projects Design Studio.

These dynamics are inspiring, to such an extent that they can be transferred to any discipline. However, this article includes a specific theoretical support: a discussion and a comparative contrast with different models of the pedagogical method of the project Design Studio.

Each dynamic is artistically designed, almost like an action; to create a ‘learning event’ that teaches design through experience. This means that the content of this paper is not so much conceptual, but above all experiential. In fact, this dynamics appeal, from affectation and sensitivity, to deep unconscious layers that remain active in the reality of the classroom. Thus, this method creates situations that operate in the background of the feeling that is affected during the learning process. For this reason, these dynamics, already in their very conception, are 'designed actions' or 'design in action', constituting what we could call 'educational performances' within the classroom (hooks, 2021:32). In this way, applying purely artistic and creative tools to the 'teaching of creativity', we practice what could be considered the 'design pedagogy of design'.