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Centred on a new design degree program under development for the island state of Tasmania, Australia, we outline the early phase of a curriculum co-design process between two schools spanning art, music, theatre, architecture and design, and the state’s small but vibrant design community. Through applying design thinking, critical issues associated with our present dispersed design offerings are identified via four problem frames – a mismatch between graduates and future practice, limited exchange with our design community, dated conceptions of design, and geographic dislocation. These are explored in relation to emergent design practices and discourse, notable design curricula elsewhere, and some strengths of our current design courses and pedagogies. Through articulating our working positions on graduate and practice futures – especially in relation to sustainability and critical making – we venture strategies for progressing the next phase of course and curriculum design for the Bachelor of Design (Hons) to launch in 2019.

Item Type:	Conference Extract
Keywords:	Design education; design thinking; graduate attributes; co-design; Tasmania
Research Division:	Education
Research Group:	Curriculum and Pedagogy
Research Field:	Creative Arts, Media and Communication Curriculum and Pedagogy
Objective Division:	Education and Training
Objective Group:	Curriculum
Objective Field:	Syllabus and Curriculum Development
UTAS Author:	Fountain, WG (Dr Wendy Fountain)
UTAS Author:	Veness, Z (Dr Zoe Veness)
UTAS Author:	Kratz, SJ (Dr Svenja Kratz)
UTAS Author:	Wise, CJE (Professor Kit Wise)
UTAS Author:	Jones, SL (Ms Sarah Stubbs)
ID Code:	117615
Year Published:	2017
Deposited By:	Office of the School of Creative Arts and Media
Deposited On:	2017-06-21
Last Modified:	2017-06-23
Downloads:	11 View Download Statistics