- 1. Developing a design curriculum forartisans in the Eastern
CaribbeanLesley-Ann NOELUniversity of the West Indies Trinidad
&
[email protected]%DMI:%Academic%Design%Management%Conference%Design%Management%in%an%Era%of%Disrup;on%London,%24%September%2014%%1
2. 2 3. GrenadaSt. Vincent & theGrenadinesSt.
LuciaDominicaMontserratAntigua & BarbudaSt. Kitts and
NevisAnguillaBritish Virgin Islands3 4. How does onedevelop a
designcurriculum forCaribbean artsand craftsentrepreneurs?4 5.
Methodology Baseline Survey conducted Collective Vision developed
Stakeholder gaps identified Strategic Plan & Action
Plandeveloped with many projectsto be implementedFor curriculum
project Review of Literature conducted Draft Curriculum prepared
basedon identified and observedstakeholder gaps/needs andLiterature
Review Curriculum not yet tested5 6. Some Results of Baseline
Survey98 arts and crafts practitionersinterviewed in 9 territories.
>50% over the age of 35 62% of craftspeople surveyed werewomen
Majority self-taught Exports accounted for less than 10% ofsales
Low levels of technology and ICT usage6 7. Some Results of Baseline
SurveyParticipants vision for the arts and crafts sector in
theEastern Caribbean: To develop authentic craft products unique to
each island To develop island brands To receive greater recognition
by the governments and thepublic of the contribution of the
artisan-entrepreneurs tothe economy.Areas for development
identified in the study under theheadings: capacity building,
market development, institutional strengthening.7 8. Types of
Training requested by participantsTechnical)Training)
Business)Training)
Other)Training)Requested)Technology%Tools%and%Machinery%%Record%Keeping%and%Cash%Management%%Product%Quality%Standards%Product%Design%%
Marke;ng%for%Ar;sans%% Website%Development%Technical%Skills%%
Small%Business%Management%%Market%research%ICT%for%Entrepreneurs%%
Understanding%Business%Finance%%Export%Market%Informa;on%Trend%Analysis%%
Export%Marke;ng%%
WebRbased%Marke;ng%Export%Product%Cos;ng%and%Pricing%%Development%%Business%Planning%%Customer%Service%8
9. The curriculum must:(Artisan Perspective) Improve Artisan
Knowledge onTechnology Tools and Machinery Increase Product Design
Ability Promote Increase in Technical Skills Impart information on
how toconduct Trend Analysis Include Export ProductDevelopment and
Export MarketingMethodologies9 10. The curriculum must:(Artisan
Perspective) Develop authentic craft productsunique to each island
Include Marketing for Artisans Develop Small Business
ManagementAbility Include Record Keeping and CashManagement
Increase competitiveness, increaseincome and create jobs Improve
the quality, design and varietyof craft produced10 11. Sebastian
Fixson & James Read Promote innovation leaders Develop problem
solving ability Develop design responsibility / ethics11The
curriculum must:(Perspectives from the Literature) 12. The
curriculum must:(Perspectives from the Literature)Angharad Thomas
Strengthen the local designcapacityThomas recognizes that
poorproducer groups often do not havedesign capabilities in
theconventional sense and littleknowledge of market demands ofthe
developed world.12 13. The curriculum must:(Perspectives from the
Literature)Alain Findeli Everyone agrees on the necessity
ofincluding art, science and technologyin a design curriculum, but
disagreeson the relative importance of each. there can be no
responsible designwithout a responsible designer andtherefore that
design education shouldbe directed to the development
ofindividualistic ethics13 14. Perspectives from the
LiteratureBirger
SevaldsonBirger)Sevaldsons)recommenda9on)on)skills)required)by)designers)All%%
Composi;on%skills,%synthesizing%skills,%ethics%%Most%%
Crea;vity,%flow,%intui;on,%%sustainability,%design%thinking,%aesthe;c%skills,%%some%media%knowledge,%%skills%in%tools%and%design%media,%%drawing,%sketching,%computer%graphics%%A%majority%%
Social%skills,%empathy,%cultural%knowledge,%%crossRcultural%understanding,%%communica;on%skills,%business%understanding,%%innova;on,%systems%prac;ce%and%understanding,%%product%service%systems,%visual%thinking,%%some%spa;al%understanding,%coRdesigning,%facilita;on%%14
15. Perspectives from the LiteratureBirger
SevaldsonBirger)Sevaldsons)recommenda9on)on)skills)required)by)designers)A%minority%%
Poli;cal%knowledge,%society,%sta;s;cs,%%academic%wri;ng,%management%skills,%%lower%level%mathema;cs,%coping%with%thrownness,%%ar;s;c%skills,%engineering%skills,%marke;ng,%%advanced%understanding%of%space,%%ability%to%redefine%and%open%new%fields%for%design,%%some%basic%systems%theories%%Few%%
High%level%mathema;cs,%%ethnography,%systems%theories,%%informa;on%visualiza;on%skills%%15
16. The curriculum must:(Perspectives from the Literature)Donald
Norman Merge science, technology,art and business Impart knowledge
on: societal issues, techniques for subtlepersuasion, intricacies
of complex,interdependent systems16 17. The curriculum
must:(Perspectives from the Literature)Robin Vande Zande Focus on
innovation andcreativity Promote Flexibility andadaptability
Promote Collaboration Promote Communication Promote Social
Responsibility17 18. 18The curriculum must:(Perspectives from the
Literature)Boore and Porter(Entrepreneurship Education) Integrate
entrepreneurial contentthroughout programme rather than asseparate
modules Develop content under key themes: Reflective and Proficient
Practice Theoretical and Professional Issues Leadership and
Management Communication, Teaching and Learning Research and
Evidence Informed Practice 19. Draft Certificate inDesign
andBusiness Management 19 20. Structure3 semester Certificate in
Design and Business ManagementAim:To promote among the participants
a long-term,sustainable design and business management ability
witha focus of creative and innovative problem solving, thatwill
allow them to attain or surpass their goals of growing their
businesses becoming more competitive, increasing their incomes
creating more employment gaining more recognition from the
government and society20 21. An interdisciplinary and integrated
curriculum whichincludes: elements of design practice and design
research methods; materials and technology knowledge; business
practice; ethics and responsibility elements of the Caribbean and
global context arewoven into each scheduled project.The curriculum
will also provide an alternative entryroute to a degree in Design,
the Visual Arts orBusiness ManagementAnd provide an alternative
route into careers outsideof the arts and crafts21Approach 22.
Delivery Blended delivery format part online, withlimited residency
requirements (e.g. 2weeks in Trinidad) given the
geographicexpansiveness of the target region, and thework schedules
of the artisans.22 23. Theme)Semester%1
Core%Theme:%Design%And%Business%Founda;ons%Content:%Culture,%Emo;on,%Business%Planning,%Introduc;on%to%Marke;ng%Projects:%Simple%group%and%individual%design%projects%with%a%focus%on%problem%framing%and%the%itera;ve%design%process%and%integra;ng%business%development%in%the%process.%Semester%2
Core%Theme:%Export%Product%Development%Content%:Design%Thinking,%Materials%&%Technology%Research,%New%Product%Development%&%Planning,%Semester%3
Core%Theme:%Design%&%Social%Responsibility%Content%:Ethics,%Environmental%Impact,%Designing%for%the%Bo^om%of%the%Pyramid%etc.%Independent%Capstone%Project:%%Manufactured%product%or%Socially%Responsible%Design%Project%(3%months)%23
24. Conclusion This draft curriculum is an attempt todraft a
dynamic curriculum for arts andcrafts practitioners in the
EasternCaribbean that will help them to achievesome of their own
goals, as well asaddress the aims of design education.24 25.
ReferencesFindeli, A. (2001). Rethinking Design Education For The
21st Century: Theoretical, Methodological, And EthicalDiscussion.
Design Issues, 17, 5-17.Noel, L., Charles, A. (2011) Strategic Plan
2010 2015: A Diagnostic Review of the OECS-EDU Clients in the
Artsand Craft Sector. Retrieved from 10 May, 2014,
fromhttps://www.academia.edu/1250600/Strategic_Plan_Arts_Crafts_Sector_Diagnostic_ReviewNorman,
D. (2010, 10 May 2014). Why Design Education Must Change. Core77.
Retrieved 10 May, 2014,
fromhttp://www.core77.com/blog/columns/why_design_education_must_change_17993.aspPorter,
S., & Boore, J. (2010). Education for entrepreneurship in
nursing. Nurse Education Today, 184-191.Read, J. M., & Fixson,
S. K. (2012). Creating Innovation Leaders: Why We Need to Blend
Business and DesignEducation. Design Management Review,
4-12.Sevaldson, B., (2014, 10 May 2014) What Designers Need
PHD-DESIGN ARCHIVES Retrieved 10 May, 2014
fromhttps://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=PHD-DESIGN;c301d0ca.1405Thomas,
A. (2009). Design, Poverty, and Sustainable Development. Design
Issues, 22, 54-65.Zande, R. V. (2011). Design Education Supports
Social Responsibility and the Economy. Arts Education PolicyReview,
26-34.25 26. 26Thank You!
