Design associations and the media have a responsibility to the community to promote good aesthetic and innovative universal housing design solutions. This could be encouraged through awards and publications that focus on excellence in universal design. Housing designers have a responsibility to both the present and future users, and need to be encouraged to integrate universal design features into the design of the home.
The designers of our future built environment must possess intellectual tools which will allow them to be disciplined, flexible and analytical thinkers, able to address and resolve new and complex problems. In response, an experimental and collaborative design studio was designed to inspire and build on students' knowledge and their creative thinking abilities through a series of explorative exercises and modelling. The learning experience of students undertaking this studio was enabled and guided by a collaboration of teachers experienced in both teaching and creative practice. A series of guest creative practitioners joined the studio's intensive 10‐week hands‐on workshop sessions within which students undertook set exercises. These creative research workshops then served to inform subsequent design development of the students' work through planning and documentation over a period of 4 weeks. Strategic teaching is central to the creative development process. The driving educational belief, as idea and practice, is that by bringing ideas to life in design, by working with full‐scale three‐dimensionality, students are able to cement their commitment to ‘working the process’, towards becoming excellent designers. This ambitious strategy enables students to work on the many different aspects of the design problem towards meeting their design outcome at the highest level of resolution and intent. Through a combination of pragmatic tasks – writing and developing design briefs – and visual tasks – evidence gathering and analysis of design through photographic, modelling and diagramming exercises – students were encouraged to think outside and beyond the ‘normal’ realm of design practice.
This paper is the first in a series. The series will compare development in Interior Design/Interior Architecture in two commonwealth countries- Australia and Canada. These countries are of a similar population, size, language, mother country and age in terms of western development. The countries therefore share, in terms of design development, some of the same opportunities and barriers.Little documented research exists concerning the recent developments in Interior Architecture in Australia and Canada. Thus this paper was written to provide an anecdotal overview of the profession in the two countries over the period described. It is acknowledged that this is by no means an exhaustive piece of research of this period, but rather an overview and starting point for more in- depth research. This paper is the second in a series of comparative studies between education and practice in Interior Design/Interior Architecture between Canada and Australia. This paper discusses the similarities in the educational structure at universities within Australia and between Australia and Canada causing concern as we find ourselves in a global competitive market place. It is paramount that interior design education directs industry, and not be dictated by short-term industry demands. For this to occur, national educational bodies need to examine their existing programs in respect to one another, develop a distinctive approach in what they teach, and develop better communications with industry in order to ensure the sharing of valuable knowledge gained through project work. This paper is written to provide an anecdotal overview of the professional education in these two countries over the past twenty years.
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