About this paper:
Appears in: ICERI2014 Proceedings
Publication year: 2014
Pages: 1590-1595
ISBN: 978-84-617-2484-0
ISSN: 2340-1095
Conference name: 7th International Conference of Education, Research and Innovation
Dates: 17-19 November, 2014
Location: Seville, Spain
The work presented herein follows an ongoing research that aims to analyze methodological practices to be applied in Design Education. A "reflection about methodological strategies in Design Education and the function of drawing in Design" represents the beginning of this study. Then, we developed an "interdisciplinary pedagogical experience" with the Graphic Design 1st grade students from our institution (IPCA). In the current academic year, 2013/2014, we continue to evolve this project, introducing changes in the initial proposal. Major alterations focused on the aspects that could be strengthened in terms of interdisciplinarity. In this article, the authors describe those changes and discuss the outcomes of the novel proposal.

As we have already reported, this investigation follows a reflection about working methods to be adopted in Design Education. This is in accordance with other previously published works that purpose the enlargement of Design into new knowledge fields such as "Experience" or "Services Design", changing not only the role of the graphic designer, but also the skills required to be a professional designer (Alain Findelli, 2001), (Brian Lawson, 2006), (Ciampa-Brewer, 2010).
Furthermore, concepts such as "cooperation" or "multidisciplinary" design, amongst others, have been frequently debated as design teaching strategies (Heller and Talarico, 2011, pp. 82-85). These educational approaches also have an impact on our research. The analysis of all these authors’ contributions together with a reflection on our teaching practice allowed us to propose an improved interdisciplinary intervention.

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Interdisciplinary practices, Design Education, Drawing Education.