Authors: Jason K. McDonald; Esther Michela
Addresses: Brigham Young University, 150-E MCKB, Provo, UT 84602, USA ' University of Tennessee, 535 Bailey Education Complex, 1122 Volunteer Blvd., Knoxville, TN 37996, USA
Abstract: In this article we consider critiques within the design studio as how students press forward into possible forms of the self that are opened up through studio participation. We contrast this with a view of critiques as primarily being a pedagogical or socialising technique under the control of instructors and other critics. We carried out our inquiry using interviews with six studio students, studying how they depict critiques and how they depict themselves when being critiqued. Students' depictions of critiques included their being: a) signal in the noise; b) windows into their critics' character; c) a type of text to be interpreted. Their depictions of themselves included being: a) clear-sighted; b) street-smart; c) creative. We conclude by discussing what these depictions might mean about how instructors/critics can frame critiques in ways that facilitate students using them to take up possibilities that are opened up through studio participation.
Keywords: design critique; design education; design studio; qualitative research; philosophy of design.
Journal of Design Research, 2020 Vol.18 No.1/2, pp.57 - 79
Received: 02 Aug 2019
Accepted: 07 Dec 2019
Published online: 16 Dec 2020 *