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dc.contributor.authorO'Sullivan, Glen
dc.date.accessioned2020-04-29T09:23:50Z
dc.date.available2020-04-29T09:23:50Z
dc.date.copyright2019
dc.date.issued2019
dc.identifier.citationO’Sullivan, G. (2019). Talk the talk, walk the walk. Challenging the perception of the value of verbal tools within design education Environments. The Design Journal, 22:sup1, 2153-2154, DOI: 10.1080/14606925.2019.1595450en_US
dc.identifier.issn1756-3062
dc.identifier.urihttp://research.thea.ie/handle/20.500.12065/3142
dc.description.abstractThe scholars enrolling in design schools today are a whole new ‘breed’ of student fixated with a desire for achievement. Yet, success is not so easily attainable without great effort, application and exploiting all of the resources available to us. The current students’ eagerness to reach victorious targets can cause them to pack their design toolboxes with kindred instruments – namely visual tools. While these types of tools are highly valuable to the student, verbal tools remain imperative to design thinking, communication, professionalism and industry. Consequently, an inadequate perception of the value of verbal tools and this thirst for expeditious success can be somewhat detrimental to the development of a callow designer’s skillset. Students must be encouraged to talk the talk, write the words, and keep talking while they walk the walk. Therefore, in order to fully nourish and catalyse a design student’s capability, designers-in-training must be equitably exposed to – and make full use of – all of the tools available to them.en_US
dc.formatPDFen_US
dc.language.isoenen_US
dc.publisherThe Design Journalen_US
dc.relation.ispartofRunning with Scissors, 13th International Conference of the EAD, University of Dundee, 10-12 April 2019en_US
dc.rightsAttribution-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/*
dc.subjectdesign pedagogyen_US
dc.subjectverbal toolsen_US
dc.subjectdesign studiesen_US
dc.subjectdesign practiceen_US
dc.subjectdesign historyen_US
dc.titleTalk the talk, walk the walk. Challenging the perception of the value of verbal tools within design education environmentsen_US
dc.typeArticleen_US
dc.description.peerreviewyesen_US
dc.identifier.urlhttps://doi.org/10.1080/14606925.2019.1595450en_US
dc.rights.accessinfo:eu-repo/semantics/openAccessen_US
dc.subject.departmentDepartment of Design and Visual Artsen_US


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Attribution-NoDerivatives 4.0 International
Except where otherwise noted, this item's license is described as Attribution-NoDerivatives 4.0 International