Thematic Readings

THEMATIC READINGS: DESIGNING IN A COMPLEX WORLD

Team-based formal presentation, and concept map

All students will read the introduction text to John Thackara’s In the Bubble: Designing in a Complex World (2005). Then, each assigned team will be responsible for one of Thackara’s thematic chapters. See below. Each team will identify pertinent issues from their assigned chapter, and then discuss collectively with the whole class through a formal presentation. Give examples (logical connections, associations, specific concepts, etc.) as appropriate, but use the chapter as a conceptual constraint — stay on topic. In this way the class will cover all of Thackara’s themes collectively.

At end of presentation of the below nine chapters. Each student will “round out / summarize” their individual understanding of the text thesis by reading the final chapter – FLOW, on their own.

Download the book here:

In the Bubble, Thackara, 2005 (pdf)

Note: These themes as intended broad conceptual lens, help build a personal repertoire of systems level design thinking, that should / could inform future studio project proposing / framing – making. In other words, for example, ask yourself: what are the design implications / opportunities related to speed, mobility, locality, and so on – that you now understand deeper? How might these lens assist you in “problem seeking”?

Thackera’s text (book chapters) progresses by articulating a series of values of sustainable and engaging futures. He states: “We need to think, connect, act, and start processes with sensitivity. We need to foster new relationships outside of our usual stomping grounds. We have to learn new ways to collaborate and do projects. We have to enhance the ability of all citizens to engage in meaningful dialogue about their environment and context, and foster new relationships between the people who make things and the people who use them”.

The nine themes are listed here, short-term team assignment – faculty assigned.

Lightness…Trevor B, Megan B, Kayla W

Speed…Kenzie B, Ashley D, Alona W.

Mobility…Eden F, Nicole F, Anastasia R

Locality…Stephanie H, Julia P, Jasmine L

Situation…Jevon H, Marcie L, Anina. V

Conviality …Logan L, Arianna D, Niki Miller

Learning…Madeline D, Abigail H, Connor L, Sydney C.

Literacy…Nick H., Allison U., Samah H.

Smartness…Matthew R, Jack R, Christian B., Sarah S.

 

Presentation Goals. Your presentation should not simply recap the chapter. You should demonstrate how your theme elucidates the world of design experiences. That is, make the case for applicability. This means finding examples, which you show through imagery, that connect the theme to everyday reality. Imagine the ‘big picture’ – zoom out. For example, also consider the following intersecting spheres as possible topical areas of influence that you might explore: sustainability, health and well-being, education, technology, and others that you perceive. But! Don’t lose track of Thackara’s general thesis in all of this — it gives you direction, it is the direction (refer again to the above quote, and know the introduction well). Presentation details.

Understand that part of your charge here is to make Thackara’s themes useful. That is on you. As a designer you need to make things work from vague beginnings.

8-17_Processing & Collecting (Step 1): Read introduction and thematic chapter assigned – first half of class of actual class-time, after syllabus, etc. Mine the chapter for issues that you find particularly relevant to systems design in our complex world. Discuss the theme as a group. Seek examples that demonstrate the theme’s relevance and divide labor on collection. Do not stop at lazy Google searches; you must follow threads and go as deep as you can in the allotted time.  Build your own resource pool, including notes & quotes and images & links, from which you will build a presentation. Alternatively, “following threads” could also mean to “trace” – look at how a thing or example has been circulated (where), transformed (changed), and its consequentiality (how it impacted something, to what end?). Collecting & Organizing (Step 2): Reconnect as a team – second half of class, review everything that has been collected, and share any individual insights. Do this by or while conducting a mapping exercise with sticky notes (read Affinity Diagramming and roughly use this method; you can also think of concept mapping; we mention affinity diagramming because it is “bottom up,” not “top down”). Leave your informal map up for your peers to review; there will be time for this in class aided by cursory team introductions. Photograph your map. Throughout this step permit yourself not just to generally collect your thoughts, but to plan the actual presentation — your immediate goal. Draft a rough two-paragraph summary of your theme and work; this will be edited immediately before and following your presentation.

8-22_Presenting & Summarizing (Step 3): Each team finalizes preparation (slide-making, etc.) by 3:00 pm, and then gives a eight to ten-minute presentation as aided by projecting images and bullet points / text of the important “take-away” ideas – based on the text provided. However, as this is a 2005 text, its also expected that you make original connections and synthesis, relating the text themes to today.  For each presentation the audience is responsible for discussion following the presentation, to pick up on points made, make connections to other themes, and offer additional applications of the theme. Complete your two-paragraph summary and print out on tabloid paper (big text) to post in the studio space. List on the file, your group member names and the chapter topic. Also print out your earlier affinity diagram or concept map photograph. Presentation details.

8-24_Summarizing & Mapping (Step 4) –  Each team creates a more formal and more extensive diagram with their theme at the center and other thematic content (from other teams’ explorations) folded in as relevant – by 3:00pm. This is intended as an ultimate summary of your theme, no longer in isolation but now in the context of other thematic content – 2 to 3 other chapters, as something to which you and others can return during later work in the semester. Thus, it should be useful. This will replace your affinity diagram photograph as a final synthesis. These need not be formally ornate but as a graphic designer you should never do anything ugly. As useful, the mapping is also legible to other readers, designed for the classroom setting. Final map: at least 24 ╳ 36

Schedule at-a-glance

8_17_Reading assigned, Processing & Collecting (Step 1)… +… Discussion group, Collecting & Organizing (Step 2)

8_22_Group Presentation, Presenting & Summarizing (Step 3)

8_24_Map Review, Summarizing & Mapping (Step 4)  /

 

…….

(8_24) After 3pm, discussion of charette – step 1 and step 2  homework over weekend.

design charette discussion@ 3pm – with new group/ teams.