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Design and technology as revelation and ritual

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conference contribution
posted on 08.05.2006, 13:34 by Robert McCormick, Patricia Murphy, Marian Davidson
This paper reports one of several case studies of Key Stage 3 pupils involved in designing and making. It explores how a teacher structures tasks, and the impact that has on the pupils' experience of the design process. Although the teacher uses the usual steps in the design process (defining a context, and creating a design brief and specification etc.), this is done in a ritualistic way such that pupils are not made aware of it. Further, in order to control the complexity of the task, the teacher reveals constraints on, and features of, the design, which create problems for the pupils. The explanation for such an approach by the teacher is found in the teacher's view of the design process and in his aims for the particular activity. We would like to acknowledge the work of Sara Hennessy in collecting and analysising data for the research reported here.

History

School

  • Design

Research Unit

  • IDATER Archive

Pages

424210 bytes

Citation

MCCORMICK, MURPHY and DAVIDSON, 1994. Design and technology as revelation and ritual. IDATER 1994 Conference, Loughborough: Loughborough University

Publisher

© Loughborough University

Publication date

1994

Notes

This is a conference paper.

Language

en

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