Class Scenarios for Society

  • Presentation


    Curricular unit that has the purpose of introducing a scientific perspective in the observation, understanding and development of project exercises, within the scope of material culture.

  • Code


  • Syllabus


    • Scenarios for Society: an Eco-Design perspective. Green washing vs project strategies in different stages of the Product's Life Cycle. Design precedents.
    • Scenarios for Society: a Bio-Design perspective. Design precedents. Speculative vs commercial design: research vs opportunities.
    • Scenarios for Society: a Mass Customization perspective. Context analysis. Incidence of concrete Mass Customization strategies at different stages of Product¿s Life Cycle.
    • Scenarios for Society: a Social perspective. Precedents in different world economies. Incidence of concrete strategies aimed at Social Sustainability at different stages of Product¿s Life Cycle.
    • Scenarios for Society: consumerism (un)sustainability. Fast Food vs Slow Design. Objectives and strategies for a new consumption model.
    • Scenarios for Society: Nanotechnology ¿ Research vs Speculation. Design precedents analysis: Speculative vs commercial design, research vs opportunities.
    • Scenarios for Society: relationships and differences.
  • Objectives


    1. Understanding different, contrary or complementary social scenarios, within which the designer will act, and which will characterize the heterogeneity of today's society.
    2. Identification of the main themes / trends around which current design orbits. Analysis and differentiation of key concepts, specific to different social scenarios, in order to plan actions relevant to different project scales.
    3. Development 1) of project's critical skills, 2) narratives associated with the design project integrated in a broader discourse, 3) properly communicating the design project using relevant formal and discursive codes, and 4) innovating in project actions, introducing variables from the elements mentioned above without losing their relevance and coherence.
  • Teaching methodologies and assessment

    Teaching methodologies and assessment

    The teaching and assessment methodology is conditioned by the modules of a class, in which one must distinguish phases of presentation of theoretical concepts, presentation of "Case Studies" and analysis and discussion of contents.

    The exposed contents, the exercises, as well as the results obtained, result from methodologies oriented towards mastering the "Creative Cycle" concept, that the processes offer, and which boils down to a cycle of four creative moments, translated into ability to identify relevant texts, the ability to extract and formulate abstractions, the ability to observe and reflect on objective realities through abstractions, and finally the ability to complete the cycle, creating new "objects".

  • References


    • McDonough, W. & Braungart, M. (2002). Cradle to Cradle: Remaking the way we make things. New York, NY: North Point Press.
    • Myers, W. (2012). Bio Design: Nature, science, creativity. London: Thames & Hudson.
    • Architecture for Humanity (2006). Design like you give a damn. New York, NY: Metropolis Books.
    • Koren, L. (2008). Wabi-Sabi. Point Reyes, CA: Imperfect Publishing.
    • Tseng, M.M. & Piller, F.T. (2003). The Customer Centric Enterprise; Advances in Mass Customization and Personalization. Berlin Heidelberg: Springer Verlag.


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