Invigorating industrial design materials and manufacturing education

Malzeme ve küçük üretimin endüstri ürünleri tasarımcıları için yaşamsal önemde olduğunu söylemek gerekir, çünkü malzemenin işlenmesi yoluyla sanal ürünler fiziksel gerçekliğe kavuşurlar. Tarihsel açıdan bakıldığında malzeme ve üretim eğitiminin mühendislik yaklaşımlarının egemenliğinde olduğu görülür; ne yazık ki bu yaklaşımlar da endüstri tasarımcılarının insan-merkezli kaygılarına uzak, aşırı teknoloji-odaklı bakışlara sahiptir. Örneğin ürün işlevi-randımanı temeline seslenen malzeme seçimi ortamı kurumsallaşmıştır; oysa ürün ifadesi-kişilik temelli bir malzeme seçiminin oldukça ilkel kaldığı gözlemlenebilir. Yakınlarda ortaya çıkan bir grup yeni araştırma endüstri amaçlı ürün üretimindeki malzeme seçimine insancıl bakışın ne olabileceğini sorguluyor. Bu araştırmalardaki ortak nokta, ürün farklılaşması, markalaşma ve diğer ticari zorunluklar gibi geniş bir beklenti yelpazesi içinde ve en az onlar kadar önemseyerek, malzemeyi kullanıcının ürünle olan estetik, anlamsal ve duygusal düzlemlerdeki deneyimini etkileyecek, biçimleyecek yolları tasarımcılar için arayıp ortaya çıkarmak. Bu yeni grup araştırmaya endüstriyel tasarım malzeme ve üretim eğitimine yeniden bakma eğilimi eşlik ediyor. Bu makale, günümüz ve geleceğin endüstriyel pratikleriyle daha rahat paralellikler krmay amaçlayan bir öğretimsel değişim örneğini sunmakta. Araştırma bulguları yayın taraması, tasarımcılarla yapılan söyleşi belgeleri ve ODTÜ Endüstri Ürunleri Bölümü’nde yapılan malzeme ve üretim eğitimini geliştirme-değerlendirme çalışmasına dayanmakta. Endüstriyel tasarım malzeme ve üretimi eğitimini canlandırmak üzere dört ele alış öneriliyor: a.Eğitim konuları yelpazesini ve karar verme bağlamlarını mesleki pratikler açısından yeniden ele gözden geçirmek; b. malzeme deneyimi üzerine, malzemenin özellikle duyumsal ve dokunulamaz-ölçülemez nitelikleri konusunda görüş geliştirmek, malzeme özelliklerini öğretirken teknik ve teknik-olmayan dilleri aynı anda kucaklamak; c. malzeme ve ürün örneklerini eğitim kaynakları olarak kullanmak ve özellikle ‘yaparak öğrenmek’ stratejilerindne yararlanmak; d. sistematik malzeme seçimi yöntemlerini malzemenin ‘yararcı’ ve ‘ifadeci’ kullanımı için kalıcı hale getirmeye çalışmak.

Endüstriyel tasarım malzeme ve üretimi eğitimini canlandırmak

Materials and manufacturing are vitally important subjects for industrial designers, being the means by which virtual products are turned to physical reality. Historically materials and manufacturing education has been dominated by engineering approaches, which often are too technical and poorly suited to the human-centred concerns of industrial designers. For example, materials selection for product function/performance is well established, but selection for product expression/personality is underdeveloped. Recently a body of new research has emerged taking a humanistic perspective to the selection of materials for industrially manufactured products. The common point is to articulate ways in which designers can use materials to affect people’s experiences of products on aesthetic, meaning and emotional levels, within a wider context of product differentiation, branding, and other commercial imperatives. Accompanying this new body of research is a need to examine implications for industrial design materials and manufacturing education. This article presents a case for pedagogical change, to achieve better alignment with current and future practices of industry. Research data were derived from literature reviews, analysis of interview data with designers, and a case study to develop and evaluate materials and manufacturing training on the undergraduate industrial design programme at Middle East Technical University, Turkey. Four educational initiatives are proposed to invigorate industrial design materials and manufacturing education: (i) echo professional practices regarding the range of subjects taught and the contexts for decision-making; (ii) develop understanding of materials experience, focusing especially on sensorial and intangible qualities of materials and embracing technical and non-technical languages to teach material properties; (iii) use material and product samples as teaching resources and consider adopting ‘learning through making’ strategies; and (iv) instil systematic material selection methods for both utilitarian and expressive uses of materials

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