Design as a catalyst for learning

168 Pages·1997·9.8 MB·English

by  Davis, Meredith (Meredith J.)

Design as a Catalyst Learning
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igages a variety
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in daily lit" MEREDITH DAVIS • PETER HAWLEY • BERNARD MCMULLAN • GERTRUDE SPILKA

Design as a Catalystfor Learning
MEREDITH DAVIS • PETER HAWLEY • BERNARD MCMULLAN • GERTRUDE SPILKA
AssociationforSupervisionandCurriculumDevelopment
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LibraryofCongressCataloging-in-PublicationData
Designasacatalystforlearning/MeredithDavis... [etal.].
p. cm.
PapersbasedonresearchconductedbytheOMGCenterfor
CollaborativeLearning.
Includesbibliographicalreferences(p.).
ISBN0-87120-284-0(pb)
1.Creativethinking—Studyandteaching—UnitedStates. 2. Design—Study
andteaching—UnitedStates. 3.Problem-solving—Studyandteaching-
UnitedStates. 4.Activelearning—UnitedStates. 5.Curriculumplanning—
UnitedStates. 6.Educationalchange—UnitedStates. I. Davis,Meredith
(MeredithJ.)
LB1062.D475 1997
370.15'2-dc21 97-43361
CIP
01 00 99 98 97 5 4 3 2 1
Table of Contents
Foreword
Acknowledgments
Introduction
Chapter 1 Learning Through Design
Chapter 2 Lifelong Learning.
Chapter 3 A Strategyfor Excellent
Teaching
Chapter 4 Design in the Curriculum
Chapter 5 Opportunities and
Challenges for Schools
Chapter 6 Conclusions and
Recommendations
Appendix A Design Education in the
Context of Education Reform
Appendix B Sources of Information
and Assistance
Appendix C Schools Cited in this Study
Bibliography
Aboutthe Authors
Aboutthe NEA
AboutASCD
The Design as a Catalystfor Learning project was funded through a
cooperative agreement (DCA 93-08) from the National Endowmentfor
the Arts, a federal agency. The initial project research was conducted
by Gertrude J. Spilka, principal researcher, Bernard McMullen, and Lisa
Nutter ofthe OMG Centerfor Collaborative Learning in Philadelphia, Pa.

Foreword
this book speaks directly to educators, problems they may encounterat work
but I believe it holds insights that and in the community. Above all, we
will be ofinterest to parents and want them to be happy and engaged
business leadersas well. In his 1997 State in life, to know how to keep learning,
ofAmerican Education address, U.S. enjoying, and contributing.
Secretary ofEducation Richard W. Goal Three ofour National
Riley reminded us that as we approach Education Goals, endorsed by the
the 21st century, "nothing should be nation's governors and both parties in
more important to us as a nation than Congress, summarizes these desires well.
the actions we take now to help our After stating that all children should
young people prepare for the future."1 As graduate from high school with a firm
a mother, I know what all parents want understanding ofcore subjects including
for their children: to give them every math, science, social studies andthearts
opportunity to reach their full potential. it continues ". . . and every school in
We want our children to know how to America will ensure that all students
work well with other people. We want learn to use their minds well, so that
them to feel competent in solving the they may be prepared for responsible
—
particularly with people from different and civic leaders gave testimony to the
cultural backgrounds. Such workers also value ofthe arts in developing the kinds
know how to access, evaluate, interpret, ofwell-rounded, hard-working, innov-
and communicate information in a ative performers they are seeking.
variety ofmedia. They have the curiosity They know that, in any art form, the
citizenship, further learning, and pro- and creativity to pose questions and to artist is concerned with both process
ductive employment in our Nation's innovate. They can grasp the dynamic and end product. Design, the subject of
modern economy."2 relationships among parts that consti- this book, is a good example. Whether
The world into which students now tute larger systems. They know how to the objective is aproduct, a building, a
graduate is changing rapidly as global allocate human and material resources city plan, or a graphic communication,
competition increases and information to get things done on time and to high when children are engaged in theprocess
technology transforms the way work is standards ofquality. ofdesigning, they are learning to
conducted. Where once the "three R's" We need these skills in all spheres of identify needs, frame problems, work
were sufficient for most young people our society: in government, business, collaboratively, explore and appreciate
to gain entry into the workforce, today and the nonprofit sector. The quality of the contexts within which a solution
they are only the foundation for a set everyday life in ourcommunities as well must work, weigh alternatives, and
ofhigher-level thinking and perfor- as the nation's economic vitality depend communicate their ideas verbally,
mance skills sought by employers. The upon people's ability to view problems graphically, and in three dimensions.
"knowledge worker" now in demand is from many perspectives, to construct Design is also about making and
a person who works well in a team, creative approaches to solving them, doing as away ofknowing, ofreally
and to evaluate those solutions with a understanding the abstract concepts
critical eye. Such skills lie at the heart taught in schools. It's about putting
ofengaged, responsible citizenship. ideas to work in situations that allow
They are also fundamental to the inno- children to test themselves and the value
vations that stimulate entrepreneurship oflearning in everyday life. Engaging
and job growth. in periodic self-assessment and critiques
How then do we develop these skills ofwork in progress, students come to
in our children? What kind ofschools understand that performance testing to
can nurture them? I am convinced high standards and continual improve-
and an increasing number ofbusiness ment are fundamental to the process, in
—
and civic leaders are too that education lifelong learning no less than in design.
in the arts is an essential component. Dance, theatre, music, and thevisual
This was illustrated last year in a spe- arts share many ofthese characteristics
cial education supplement published by and should be part ofany comprehen-
Business Week magazine.3 There, business sive educational program. Design is in
VI
G o a
a unique position, however, because powerful bridge, both literally and fig-
the very "stuff' ofdesign is all around uratively You'll see children building
children: in the classroom, the neighbor- and testing bridges as a means oflearn-
hood, and even in the virtual worlds ing math, science, and social studies.
available on the Internet. As the teachers You'll see how design helps teachers
you will meet in this book reveal, the bridge different subjects and connect
very fact that the products ofdesign are classroom learning with the larger
so ubiquitous and so tangible makes community. Ultimately, whatever the
design itselfan easy hook to capture type ofdesign and its curricular context,
students' attention, a natural path on you'll see that the creative, problem-
which to set them exploring how the solving process ofdesign helps both
world works and how they can make a teachers and students achieve theirgoals.
difference in it. In closing, I want to thank all those
These teachers also will tell you who made this bookpossible both within
that design helps students integrate and beyond the Arts Endowment and
knowledge from other disciplines and to thank ASCD in particular for recog-
motivates them to attend school. Given nizing the potential ofdesign to help
that truancy costs the United States teachers all across the curriculum. If
some S228 billion a year and corpora- what you see excites you, as I am sure
tions spend an additional S30 billion it will, consider how to integrate these
annually on the remedial education of methods into your community's schools,
theiremployees, anypedagogical method into teacher-training programs, and
that invigorates students' learning and into school-business partnerships.
keeps them coming back for more is You will find design a potent catalyst
worth aclose look by educators, parents, for excellence.
Middle school students design
and business leaders alike.
the ideal city ofthe future for
As President Clinton has stated on
the annual National Engineers
numerous occasions, education is our
Week Future City Competition.
most important bridge to the 21st
Here, the winners show their
century. It's one we all have a role in Jane Alexander
computer-designed city to
building. In this book you will see that Chairman
President Clinton.
design in education itselfconstitutes a National Endowment for the Arts
1 Riley,RichardW.(February18,1997).FourthAnnualStateofAmericanEducationAddress.Washington,D.C:U.S.DepartmentofEducation,p.2.
2 Goals2000:EducateAmericaAct.0994).PublicLaw103-227,signedintolawMarch31.1994.
3 BusinessVai.(October28.1996)."EducatingfortheWorkplaceThroughtheArts"
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