Theses and dissertations (Arts and Design)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/8

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An exploration of the applicability of graphic facilitation for ideation in tertiary institutions in South Africa : an action research study of second-year graphic design students at Durban University of Technology
(2023-03-01) Chiwandamira, Tendai Rogers; Carey, Piers Christian; Chitanana, Lockias
This study investigated how graphic facilitation could be applied in a tertiary graphic design setting to help students improve their ideation process. Graphic facilitation is a technique used to rapidly develop and capture innovative ideas or solve problems amongst groups in a workshop. The study aimed to develop and recommend a more successful ideation process that could be adopted by second-year graphic design students in order to reduce cases of plagiarism. The study drew on a theoretical framework that combined the Social Constructivism theory (Zone of Proximal Development, scaffolding), the Emmert and Donaghy communication model, Petty’s model of creativity and the associative theory of creativity. A qualitative action research methodology was employed within an interpretive paradigm. Data was gathered by means of semi-structured interviews and observation of graphic design students and lecturing staff at a graphic design department in a South African tertiary institution. The results of each cycle informed the following cycle. The initial cycle examined previous applications of graphic facilitation, with a pilot study simultaneously conducted on how students are currently ideating their projects, and pre-testing of the interview questions. Cycle 2 consisted of a graphic facilitation workshop informed by the findings of the initial cycle; and cycle 3 was an iteration of cycle 2, but refined based on the findings of that cycle. The inconclusive results highlight students' lack of comprehension of graphic design terminology, and hence non-development of critical thinking. Despite the research constraints imposed by the COVID-19 pandemic in 2020, some students improved their ideation process by enhancing their critical thinking. This suggests that graphic facilitation could be adopted to enable students to be less prone to plagiarism.
A practise-based action research self-study : "how do I improve my practice as a bridal-gown designer in a highly-competitive market?"
(2016) Walters, Casey Jeannne; Scott, Lee; Roome, John William
In my practise-based action research self-study I have developed ways in which to improve my practice as a bridal-gown designer in a highly-competitive and import-driven bridal-gown market. My earnest intent was to improve my practice using action research methods whilst simultaneously developing a solution through critical reflection and practice-based approaches as an economically-sustainable designer of bespoke, cost-effective, competitively-priced bridal gowns. I realised the potential for professional influence and positive economic growth through entrepreneurial thinking, not only for me but for others; it was this which cemented a sense of values in me as an action researcher. I have displayed a healthy marriage between equally important views of practice as theory and the theory as practice. I explored relevant literature that would validate my practice and aid in answering my critical questions, which became evident as validation chapters in my study. Carrying out internships with three bridal gown designers opened my eyes to the real world of business, a sense of theory as practice, where I could see, first-hand, the effects the import industry had on local designers and what they were doing to survive. The conceptualisation of foundational bridal blocks was a solution to save time in my own creative process so that I could produce cost-effective bridal gowns at a competitive price, in a sustainable manner. Once I had explored and created my own interpretation of the foundation block concept that transformed into a small collection of bridal gowns, I used the foundation blocks as a starting point to design bridal gowns for ‘real’ bridal clients. My study is personal in nature; by way of using self-study methods and also the personal ‘one-on-one’ connection I have with my ‘real’ bridal clients. I extended this ‘personal factor’ by holding a public exhibition to which I invited my friends, family, the public and my peers to view and give critical feedback on my work as a bridal gown designer.
Through the Google lens : development of lecturing practice in photography
(2015-08-25) Du Plessis, Liza Kim; Timm, Delysia Norelle; Carey, Piers
This dissertation is a self-study that involves inquiring into my mentoring practice to change and improve my situation and find a sense of belonging. The centre of the inquiry into 'self' lies in the search and claiming of an identity that consolidates the development of my artistic, mentoring and research practices during my 'first time' employment experience, as a junior lecturer in a Photography program, 2009-2011. I reflect on three years of lecturing experience in a tertiary education setting at the Durban University of Technology, in which doing a Masters was obligatory. I entered this position, with little experience in research and lecturing or photographic expertise. During this study, I made myself known as osmosisliza, the name of the ‘cyborg’ who journeys in cyberspace. I claim to be a ‘photographer horticulturalist’, a mentor concerned with cultivating collective online spaces, to create movement to connect in cyberspace for social learning purposes. I ask “Who is osmosisliza?”. My class motto is “what you think, know and believe helps us all to be more”, a personal belief for building knowledge through exchange and collaboration with others. I employed a variety of free Web 2.0 applications, like Gmail, Blogger, Buzz, Picasa Web Albums, Google Bookmarks and YouTube to create online spaces in which I could position my living educational theory. I called this place the Google Lens (GL). The Google Lens formed the mechanism to cultivate communities of practice for social learning, to develop confidence, motivation and engagement. The Google Lens was also the repository for qualitative and quantitative data. Mostly I analyse verbal and visual text, writings, photographs and video exchanges between learners and myself archived in the Google Lens to address my research question and sub-question. Through the lens of Google I did action research to improve my practice, and analyse my development as a newcomer to academia. I investigate how successful I was in using the Google Lens to achieve my mentoring goals. I also made photographs during the process of this inquiry to visually address abstract identity dilemmas, concerns and thoughts in my place of work, to engage my ‘I’ in my ‘eye’ as photographer. I exhibit these in cyberspace. I call these electronic postcards. Electronic postcards are blog posts in a weblog called osmosisLIZA. I made 98 blog posts and sent 98 electronic postcards in this dissertation. An electronic postcard consists of a photograph, an illustration, labels and a text heading. In this document the electronic postcards run alongside the writings for this self-study, functioning as text and message of the experiences of a developing academic as well as evidence of the developmental questions I was continuously asking to improve my practice.