The Significance of Material Hands-On Studies and Exploration in Postgraduate Design Education: A Case Study in Fostering Critical Abilities and Disruptive Thinking
Nishant Kamboj

Vishwakarma University, Pune

Abstract

This research paper delves into the crucial role of material hands-on studies and exploration within the context of design education at the postgraduate level. It highlights the significance of such pedagogy, particularly in design schools that attract students from diverse undergraduate backgrounds, including architecture, design, science, and arts.
The primary objective is to inculcate critical abilities for the discerning use of materials, whether through conventional or unconventional perspectives. A key challenge lies in homogenizing a group of students with varying capacities, skills, and appreciation of materials at the program^s inception to ensure a level playing field for their design exploration journey. Furthermore, the paper explores the additional dimension of material exploration serving as an icebreaker, bridging differences in students^ personalities, gender, class, and socioeconomic backgrounds. To optimize this effect, the material-focused course is preferably introduced at the program^s outset, encouraging early interaction and collaboration among students.
Beyond fostering camaraderie, the course also provides a valuable platform to introduce students to disruptive thinking in materials, allowing them to navigate binaries and explore the personality and form of materials. The research shares insights from the author^s experience conducting the course ^Material Culture^ at the postgraduate entry level for students from diverse backgrounds. It outlines the processes adopted, specific tasks with material appreciation objectives, and the resulting final outcomes. The nature of individual outcomes is discussed, highlighting the diverse achievements of students hailing from fields such as engineering, architecture, science, and arts. Moreover, it examines how students perceive their growth throughout the tasks and projects, shedding light on the role of their respective backgrounds in shaping their perspectives.
Finally, the paper addresses the significance of individual outcomes in educating peers about the potential of materials and the appreciation of diverse design solutions. By promoting a culture of mutual learning, students gain a deeper appreciation for the outcomes achieved by their batch mates, aligning with the values and principles of peer learning in the field of industrial design.
The research underscores the intentional design of tasks aimed at sensitizing students to the visual and tactile properties of various materials, fostering an attitude of disruptive and unconventional thinking- as well as instill a sense of joyful exploration and discovery, cultivating an appreciation for the outcomes of material exploration.

Keywords: Material Hands-On Studies, Design Education, Postgraduate Level, Material Exploration, Disruptive Thinking

Topic: Creative Design