Design Innovation in Textile - Literature review Example

Design refers to the creation or development of a convention or plan for purposes of constructing an object, e.g. engineering drawings, circuit diagrams, architectural blue prints, sewing patterns, etc. This concept of design has various connotations, in different disciplines,. For example, the direct construction of a substance can also be referred to as design. This is in the field of engineering, pottery, graphic design. Atkinson (2010) explains that an individual responsible for designing is always called a designer. It is a concept, or term that is used to describe people working professionally in the various fields of design. The sequence of activities of coming up with a design is referred to as the design process. The process of design normally necessitates a consideration of functional, aesthetic, socio-political and economic dimensions of the object that is being designed. This process involves considerable thought, research, modeling, re-design, and interactive adjustment. It is possible to design a variety of objects, and these objects include skyscrapers, business processes, clothing, corporate identities, graphical user, etc. The design process of a substance is a linear sequence of various events that has a starting point, and an ending point. On various occasions, a designer has to go back one or two stages, if new information is introduced. In other circumstances, the designer may overlook one or two steps, based on the type of product that an individual designs. Chao and Ishii (2007) explains that design is a problem solving activity, and it requires a precise definition of the problem, from the beginning of the design. The design process is mostly concerned with the decisions of choice, state, sensitivity, and it also relies on the value judgments. Mckenna (2007) explains that the design process can be influenced by technology, idea, market, and demands. The design process has the following steps, Identification of the need. Developing the brief. Scheduling tasks. Analyzing the brief. Conducting research. Developing specification. Generating ideas. Choosing a solution. Evaluation of the solution. It is the duty and role of the designer to carry out a research for purposes of finding out what it is that the customers need. Chao and Ishii (2007) explains that before coming up with a new product, the product under consideration must have the capability of satisfying the needs of the customers. It is the responsibility of designers to identify these needs, and design their products in a manner that satisfies this need. Take for example Apples, the design of their electronic gadgets are always slim, and sleek. This is for purposes of ensuring that they are able to conserve the environment, as well as they reflect class. It is important to understand that we are living in an era where environmental conservation is an issue, and customers would like to see that companies in which they are associating with is responsible for conserving the environment. After the identification of the need, it is the duty of the designer to develop a brief. Chao and Ishii (2007) explains that a brief is a short statement of the intention of the designer. It explains what the designer is intending to do. In developing a brief, the designer has to make the statement to be simple, and it should not be more than two lines. A brief should not contain an example, or a solution. In developing a brief, Mckenna (2007) explains that it should not limit a variety of possible design ideas. This may be done through an addition of restricting statements like, “The product should be made of leather”. It is such kind of statements that should be avoided when developing a brief. Studd (2002) maintains that in the stages of the design, the designer will have to refer back to the brief in order to check on whether the product that is being designed actually reflects the brief. The following is an example of a brief, Designing and making a television rack. The next stage after developing a brief is coming up with a schedule of tasks. Under this stage, it is the duty of the designer to develop and come up with various tasks that would ensure that the product under consideration comes into completion. Under this stage, the designer will have to identify the materials needed, the cost of producing the design, existing and related products, the time needed for completing the design, and the quantities of the product to be produced. This stage also involves breaking down the tasks into sections, and identifying how to accomplish the tasks under consideration. On this basis, the scheduling of tasks identifies the various procedures and sections that the designer has to follow, the time required to finish these sections, and the cost that the designer is expected to incur while developing the design. The next stage involves analyzing the brief. Under this section, the designer will look at the brief, after which he or she will identify a list of research questions needed to be answered. Studd (2002) explains that it is strongly advisable for the designer to analyze the brief, before going directly to the research. This is because skipping this step, and going to the research will lead to a waste of time, and chances are high that the researcher will ask irrelevant and wrong questions. Based on this fact, Mckenna (2007) maintains that the main function of the researcher is to develop a relevant research question. However, this stage does not entail coming up with a solution to the needs of the customer. This is one of the most important stages of the design process, and mainly because it enables a designer to identify the features of their brief. Furthermore, it helps in the expansion of relevant areas of the brief, helping the designer to come up and develop a meaningful design. The following are the most important factors to consider while analyzing the design brief, function, existing products, user profile, aesthetics, time limit, human factors, similar products, situation profile, etc. During this stage, it is also important for the designer to write and record any new ideas that they have. The next process after analysis of the brief is the carrying out of the research. This stage involves identifying and looking out for new facts and information concerning the product that has to be developed. The researcher will have to research on all areas that are identified during the process of brief analysis, and this process is normally carried out through three major processes. Collection, sorting, and thereafter using the information collected to develop the design. It is during this process that the researcher will come up with possible solutions regarding the needs of the customer or client. The designer will have to record these solutions developed for purposes of using them during the initial design stage. However, it is important to denote that these solutions developed may not suit the specification of the design; hence the designer may not use them during the actual design of the product. Mckenna (2007) explains that at this stage of the design process, chances are high that the designer may spend a lot of time in research, at the expense of other stages. To avoid this situation, the researcher needs to work as per his time schedule, developed under the third stage, scheduling of tasks. The next stage in this process is developing the specification of the design object. The specification is a list that describes the problems that the designer seeks to solve. It clearly identifies the objectives of the designer, and the limiting factors of the design. This stage therefore has an impact on the final product that has to be developed. At this stage, all the necessary research materials are pulled together, in a list that contains requirements and features for the final product. Shah (2000) maintains that the specification stage only identifies the requirements that need a solution, and not on how to solve the problem under consideration. For example, when coming with a specification, the designer may identify the purpose of the product, the features of the product, the dimensions of the product, the material to be used, and the benefit of the product under consideration, etc. The second last step is generation of ideas. Under this stage, the designer will develop a range of ideas aimed at satisfying the specifications identified. Micklethwaite (2005) maintains that during this stage, the designer will have to explain how the ideas generated meet the specification identified, highlighting the most promising features of the design. The next stage is choosing the solution, and this involves making a choice on the idea that best satisfies the requirements of the design. It is this idea that the designer will use for purposes of developing the design. It is important to denote that the solution must only emanate from the ideas generated after the specification stage. The last stage involves reviewing and evaluating the solution for purposes of checking whether it meets the standards and the needs of the client or customer. In conclusion, the designers normally follow the laid down design process when coming up with their designs. Through this process, the designers gain the capability of effectively developing a design that carter for their needs of the customers, and within a set time limit. It is important to denote that the most challenging part during this stage is the research stage. This is because it involves a lot of work, and the designer has to carry out an interview, as well as the internet research for purposes of gathering the information that can help in coming up with a design that satisfies the needs of the clients. When he get it wrong at the research stage, chances are high that the design will be a flop. UK Education in Design: Design and Technology is a course that is currently being taught as a foundation subject with the British National Curriculum. This subject is compulsory at the key stages of 1, 2 and 3. The programs offered under this study include 24 schemes of study, and schools are supposed to use them at their discretion. Primary Curriculum The intention of the primary curriculum is to make student gain some understanding or knowledge on the following, Components and materials. Control systems and mechanisms. Quality Structures Health and safety. Fallman (2008) explains that the intention of the primary curriculum is to enable students have the capability of developing designing skills. Furthermore, the courses taught in the primary curriculum enables students to develop practical skills, and this includes skills that give them the capability of working with the components of materials. Other skills that this curriculum aims to develop amongst children include scientific and mathematical skills. Under scientific skills, children would acquire the capability of fair testing and predicting events. In imparting mathematical skills, this curriculum aims at teaching children on how to measure appropriate numbers to decimal places. Ellis (2014) maintains that this curriculum also aims at imparting skills in art and information technology to students. For example, this curriculum trains children on how to make things happen by using control systems. It also imparts finishing skills on children, and this is in regard to art. Secondary Curriculum: In the year 2008, the government introduced a revised curriculum on design and technology aimed at teaching students of the seventh year. The following are the changes which were introduced in this new curriculum, Reducing the prescription contained in the subject of the contents. Giving teachers the ability to design their schemes of work, for purposes of reflecting the local needs and interests of their schools. Creating additional time for students to have an in depth study of various important areas in the field of design and technology. There are four major components of the secondary curriculum and the first two are compulsory for secondary students. Students must also choose between food technology and textiles during the study. These four components of the curriculum of design and technology are, Resistant materials Control and systems Food technology Textiles At this level, Clarkson and Coleman (2013) maintain that the design and technology course is a two year course, and students must also produce a piece of their original design, as a course work. The student must manufacture this product, in a school workshop, and he or she must also produce a folder that outlines the problem that is being solved by the design under consideration. This folder produced by the student must also include a specification based on analysis and research which contributed in modeling the idea of the designed product. Furthermore, Agouridas (2007) maintains that as ideas are developed in a solution that is workable, students are supposed to evaluate them. This practical course also requires students to identify the industrial practices that they would have to follow, in case the product has to be produced commercially, and in large quantities. On completing this course, the supervisor of the student will award a mark based on the complexity and creativity of the final product. This course work normally contains 40% of the total marks of the course. On the other hand, the classroom studies of the design normally consist of 60% of the total marks of the course. Students are therefore required to pass the course work, and the classroom studies of design and technology. At the University level, various universities are offering courses in art and design. One of the most notable higher learning institutions that offer degrees and postgraduate qualifications in art is the Royal College of Art, normally abbreviated as RCA. This is a British public university that only specializes in teaching art and design. The university is located in London, the capital city of United Kingdom (Lee, Cho and Choi, 2003). This is the only institution in the world that only specializes in teaching master’s and doctoral degree in the field of art and design. The college came into existence in the year 1837, as a Government School of Art and Design. This institution is considered to be amongst the most prestigious schools in the world that offer degree courses in art and design. Other universities in the United Kingdom also offer degree course in art and design. These institutions include, University of Oxford, Leeds, Liverpool, Manchester, etc. Knippers (2013) maintains that the study of technology and design is a practical, rigorous and inspiring process. By using imagination and creativity, pupils are able to make and design products that have the capability of solving relevant and real problems within various contexts. This is while considering their own values, needs and wants, as well as that of others. Studying this course helps students in acquiring knowledge that is related to disciplines such as engineering, mathematics, art, computing. Students are able to acquire skills on how to take risks, hence becoming innovative, resourceful, and capable of critically understanding the impact of designs in the wider world, and on their daily lives. On this basis, an education on design and technology makes a great contribution in developing a developing creativity, wealth, and the well being of the country. On this basis, the design education system in the United Kingdom aims at developing a technical, creative and practical expertise that is required to perform daily tasks in a confident manner. Furthermore, by offering studies and courses in design, the United Kingdom aims at building and applying a repertoire of understanding, knowledge and skills for purposes of designing and making high quality products for different users. The design courses also aim at equipping students with skills that can enable them to critique, evaluate and test the ideas and products of other people or designers. Bibliography: Agouridas, V. (2007). Enhancing Design Research in the Context of Design Education. Journal of Mechanical Design, 129(7), 717. Atkinson, P. (2010). Back to Basics: Questioning the Process of design. The Design Journal, 13(1), 5-7. Chao, L. P., & Ishii, K. (2007). Design Process Error Proofing: Failure Modes and Effects Analysis of the Design Process. Journal of Mechanical Design, 129(5), 491. Clarkson, P. J., & Coleman, R. (2013). History of Inclusive Design in the UK. Applied Ergonomics, 78, 647- 660. Ellis, C. (2014). Process and Principles in Urban Design. Journal of Urban Design, 19(1), 47-48. Fallman, D. (2008). The Interaction Design Research Triangle of Design Practice, Design Studies, and Design Exploration. Design Issues, 24(3), 4-18. Knippers, J. (2013). From Model Thinking to Process Design. Architectural Design, 83(2), 74-81. Lee, Y., Cho, J., & Choi, B. (2003). Design and implementation of an Intelligent Tutoring System for Mobile English Learning. The KIPS Transactions:PartA, 10A(5), 539-550. Mckenna, A. F. (2007). An Investigation of Adaptive Expertise and Transfer of Design Process Knowledge. Journal of Mechanical Design, 129(7), 730. Micklethwaite, P. (2005). Discussing Art and Design Education: Themes from Interviews with UK Design Stakeholders. International Journal of Art & Design Education, 24(1), 84-92. Shah, N. (2000). Special Topic Issue –– Process Design. Chemical Engineering Research and Design, 78(6), 807. Studd, R. (2002). The Textile Design Process. The Design Journal, 5(1), 35-49. Read More