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The locating of emotion within a creative, learning and product orientated design and technology experience: person, process, product

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Abstract

Within this paper, a conceptualised triadic schema is hypothesised for locating emotion within a creative, learning and product orientated Design and Technology experience. The research is based upon an extensive literature review that has been synthesised and juxtaposed with the broad aspirational aims of the subject. The schema, based upon abductive reasoning and grounded theory, ultimately conceptualises the overarching theme of emotion within a creative, learning and product orientated Design and Technology experience within the Primary and Secondary stages of England’s education system. The triadic schema offers an additional opportunity in meta-theorising how the broad aspirational aims of the subject, as outlined in the English national curriculum statement of importance for Design and Technology, can be achieved through recognising the powerful overarching concept of emotion within three emerging domains: Person, Process and Product. The central tenet of this paper is the recognition of emotion within a triadic schema for meta-theorising the place of emotion within a creative, learning and product orientated Design and Technology experience.

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Authors and Affiliations

  1. School of Education, University of Manchester, Oxford Road, Manchester, M13 9PL, UK

    David Spendlove

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  1. David Spendlove
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Correspondence to David Spendlove.

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David Spendlove was previously a senior teacher in secondary education before moving into Higher Education and is now the subject leader for Design and Technology at the University of Manchester. He co-edits both Design and Technology Education: An international Journal and the DATA international research conference proceedings. He is a director of the Design and Technology Association and his research interests are broadly based around learning, pedagogy, creativity, emotion and gender.

Appendix 1

Appendix 1

Mapping emotional components of the Design and Technology (QCA, 1999) statement of importance.

E1 = Person (Creativity/uncertainty/risks) E2 = Process (Learning/motivation/contexts) E3 = Product (Product/user/interface).

The statement for Design and Technology reads: a

Design and technology prepares pupils to participate in tomorrow’s rapidly changing technologies

E1, E2, E3

They learn to think and intervene creatively to improve quality of life

E1, E2, E3

The subject calls for pupils to become autonomous and creative problem solvers, as individuals and members of a team

E1, E2

They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems

E2, E3

They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects

E2, E3

Through design and technology, all pupils can become discriminating and informed users of products, and become innovators

E1, E3

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Spendlove, D. The locating of emotion within a creative, learning and product orientated design and technology experience: person, process, product. Int J Technol Des Educ 18, 45–57 (2008). https://doi.org/10.1007/s10798-006-9012-2

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