Teaching

Teaching staff in Design Studies at the University of Warwick have a robust background in pedagogy, with experience across all 9 levels of education. We are dedicated to learner-centred education, and employ creative approaches focused on providing a democratised and inclusive curricula.

Our teaching recognises that every student has their own unique potential and we foster this in an environment that integrates multiple subjects, connecting learning to real-world scenarios. This methodology aims to help students navigate global challenges and promote effective collaboration across cultural divides.

You can learn more about our staff, and their approach to teaching here.

How will I be taught?

Teaching at the University of Warwick, especially on Design Studies, may differ from what you are used to. We have provided some useful information here to help you understand more about how day-to-day learning might look as a student.

Practice-led

As a design course we are a practice-led degree. This means that students will be knowing by doing and doing will be their knowing. Therefore, lectures, seminars and workshops will be hands-on. So, whilst you do not need to be an excellent artist or engineer to be a student in Design Studies, you do need to be prepared to 'make things' as part of your learning process. The technical and making skills you may cover include:

CAD (Computer-Aided Design): Utilising software tools like AutoCAD, SolidWorks, or Rhino to create detailed digital models of designs.
3D Printing and Rapid Prototyping: Using technologies to quickly create physical models and iterate on designs.
Fabrication and Manufacturing: Understanding and applying various manufacturing processes such as CNC machining, laser cutting, and traditional handcrafting techniques.
Material Manipulation: Exploring and manipulating different materials to understand their properties and potentials in design, including:

Woodworking: Techniques such as carving, joining, and bending wood.
Metalworking: Processes like welding, forging, and casting metals.
Textiles: Techniques such as weaving, knitting, and dyeing fabrics.
Plastics and Composites: Methods of shaping and forming plastics, including vacuum forming and injection molding.
Ceramics: Working with clay through methods like hand-building, wheel throwing, and glazing.

Studio Learning

Learning is studio centred and students will be taught in a studio environment. A studio environment in learning is a dynamic and interactive space where students engage in hands-on, project-based activities. Unlike traditional classroom settings, studio environments emphasise collaboration, creativity, and practical application of knowledge. Key features of a studio environment include:

Collaborative Workspaces: Students often work in groups, sharing ideas and providing feedback to one another, fostering a sense of community and teamwork.
Flexible Layouts: The physical space is designed to be adaptable, with movable furniture and open areas that accommodate various activities and group sizes.
Access to Tools and Materials: Studios are equipped with resources such as computers, art supplies, prototyping tools, and other materials relevant to the discipline, allowing students to create and experiment.
Mentorship and Guidance: Instructors act as facilitators or mentors rather than traditional lecturers, offering guidance, support, and expertise as students work on their projects.
Emphasis on Process: The learning process focuses on exploration, iteration, and refinement. Students are encouraged to take risks, make mistakes, and to learn from them.
Critiques and Feedback: Regular critiques and feedback sessions are integral, where students present their work and receive constructive criticism from peers and instructors.

Collaboration

As we believe that design is essentially a social endeavour, we want learning to be communal. This means that students will learn how to navigate growth, and evaluate themselves within the context of others in the student community. It also makes the relationship between teacher and student different to what students have been used to traditionally. As every member of staff has their own practice, our teaching is an interactive partnership that fosters creativity, innovation, and personal growth. This relationship is characterised by:

Co-Creation: Teachers and students often work together on projects, exhibitions, or research, blending their perspectives and expertise to produce original and meaningful work. This collaboration can lead to innovative outcomes and new artistic insights.
Open Dialogue: A continuous exchange of ideas is encouraged, with teachers and students engaging in discussions about techniques, concepts, and artistic visions. This open communication fosters a deeper understanding of art and its various interpretations.
Critique and Reflection: Regular critique sessions allow students to present their work and receive constructive feedback from both teachers and peers. This collaborative critique process helps students refine their work and develop a critical eye.
Flexible Roles: Teachers and students often switch roles, with teachers sometimes participating as artists in projects and students taking on leadership or teaching roles. This flexibility enhances mutual respect and learning.
Shared Learning Goals: Both teachers and students contribute to setting learning objectives and outcomes; ensuring that the educational experience is relevant and tailored to individual interests and career aspirations.
Supportive Environment: A collaborative art school environment is supportive; encouraging experimentation and risk-taking. Teachers provide a safe space for students to push their creative boundaries and explore new ideas.

Varied Assessment

To assess student learning we make sure that there is a broad range of assessment types. We don't do exams at all. Mostly, our assessments focus on the culmination of knowledge in different forms such as portfolios, systems maps, research papers, policy briefings, pictures, posters, presentations and essays. We also make sure that all modules have a CRIT (Critical) assessment. This refers to an evaluation process where a piece of work, such as a project, performance, or piece of writing, is critically examined. This type of assessment focuses on identifying strengths, weaknesses, and areas for improvement.