Looking, Experimenting, Creating, Telling – Testing a Pedagogical Model for Design Learning

Abstract

This article presents the findings of an international workshop series focusing on traditional costume construction and surface embellishment techniques and designs. The findings of our Creative Europe TRACtion (Traditional Costume Innovation) project were used to inspire students and adult learners in the Republic of Ireland, Finland and Malta to develop creative, sustainable and innovative responses to traditional textile artefacts. The Finnish Association of Design Learning (SuoMu) Design Learning Model was applied to support the development of creative thinking in the workshops. Teaching strategies developed by textile educators and craftspeople in each context complemented the SuoMu Design Learning Model and supported interactions between workshop ideas, materials and participants. The workshops aimed to stimulate design, creative thinking, sustainable and innovative responses, and an appreciation of our textile heritage in each context. Feedback from workshop participants was evaluated in addition to workshop outputs using a thematic analysis approach to analyse workshop feedback and a visual research approach to support our identification of creative thinking indicators, including fluidity, flexibility, elaboration, and uniqueness. The SuoMu model helped guide the design process and develop creative thinking skills. The visual thinking and brainstorming strategies resulted in a bounty of ideas. Group, practical and experimental learning supported the ideation process. The workshops generated an abundance of fluent and flexible responses and ideas, and many unique and innovative ideas were embellished further. Visual literacy skills and textile cultural empathy were developed during workshops. Additionally, the ecological and sustainable use of materials was achieved.