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The copyright of a submitted article is only transferred to the publishers if and when the article is accepted for publication. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrostatic, mechanical, photocopying, recording or otherwise without the prior written permission of the publishers.
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Learner perceptions in design critiques: impact on creative development
Abstract
This paper is an exploratory study on the use of criticism as pedagogical tool in Communication Design studio to support creative development. The quantitative research method was used to explore the role of the teacher in design critiques and how learners perceive criticism, critiques
and teacher interaction on their skill and knowledge acquisition. The study was conducted bearing in mind the social factors in the design studio. The study is also limited to the perceptions of Communication Design students at the Kwame Nkrumah University of Science and Technology.
The subjects for the study comprised undergraduate students of the Department of Communication Design. A structured questionnaire was administered using purposive sampling method to select 140 students. The results revealed that studio critique was a valued activity and that participation
in critique was shaped by some social factors such as rapport and perceptions of shared critiques among participants especially in large-numbered classes.
and teacher interaction on their skill and knowledge acquisition. The study was conducted bearing in mind the social factors in the design studio. The study is also limited to the perceptions of Communication Design students at the Kwame Nkrumah University of Science and Technology.
The subjects for the study comprised undergraduate students of the Department of Communication Design. A structured questionnaire was administered using purposive sampling method to select 140 students. The results revealed that studio critique was a valued activity and that participation
in critique was shaped by some social factors such as rapport and perceptions of shared critiques among participants especially in large-numbered classes.
