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Learning outcomes |
To find the main lines of theoretical and critical thinking that marked the paths of Design framing them in the various contexts, historical, social, economic and cultural.
To convey the idea of the need to define the parameters in which the designer's activity is based, to the extent that this need allows students to become aware of the discipline and activity of design.
Allow students to know the evolution of design and understand its implications in the social, economic and cultural fields. Transmit knowledge and theoretical tools of history and design theory, which allow to develop the critical and analytical spirit, confronting students with the realization of description sheets, analysis and contextualization of design objects. To raise in the students the reflection on the current trends of design, assuming our cultural reality, integrated in the program of exposed content that lead them to the understanding of design.
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Main Bibliography |
- Dunne, A. (2005). Hertzian tales: electronic products, aesthetic experience, and critical design. Cambridge, Massachusetts: The MIT Press.
- Dunne, A. & Raby, F. (2013). Speculative Everything: design, fiction, and social dreaming. Cambridge, Massachusetts: The MIT Press.
- Flusser, V. (2007). O mundo codificado: Por uma filosofia do design e da comunicação. São Paulo, Brasil: Cosac Naify.
- Graphic Design History, A Critical Guide, 2nd Edition, Drucker J. & McVarish E., 2012
- Heskett, J. (2005). Design: A very short introduction. Oxford, United Kingdom: Oxford University Press.
- How, A. (2003). Critical Theory. New York, U.S.A.: Palgrave MacMillan.
- Malpass, M. (2017). Critical Design in Context: History, Theory and Practice. New York, U.S.A.: Bloomsbury Academic.
- Mitrovic, I. & Šuran O. (2015). Introduction to Speculative Design Practice. Zagreb, Croatia:
HDD & DVK UMAS.
- Rawsthorn, A. (2014). Hello World: Where Design Meets Life. New York, U.S.A.: The Overlook
Press.
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