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Title
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Embrace the change : framing demonstrators as an alternative to the mass production norm in industrial design education
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Author
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Abstract
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| It is believed that industrial design was born in a big industrial bang as a tool sharpened for mass production. As an alternative to craft, industrial design practices were aimed at utter generalization and efficiency tominimize the price of a single piece. But over time, technological progress and changes inmindset made this approach obsolete. Despite the growing awareness that there is a need for a new design mode, only alternatives can be found in bespoke professional equipment and prototyping areas. Meanwhile, an emerging topic called 'demonstrators' appears in the field of design. This paper explores this area through several examples and argues that demonstrators can be framed as a design mode that design education should refer to, due to their advantages overmass production. Demonstrators grasp the current technological state and represent it as a single-piece object, not only enhancing the manifestation of new ideas and bringing stakeholders together but also enhancing portfolio for industry. Four inherent characteristics of demonstrators are presented, namely: 1) they convey a message; 2) they are designed for exposure; 3) they snapshot the present, and 4) they are finished products. Together they establish a fluid definition of the notion of demonstrator and set directions for further research. The first steps towards an analysis of the possible solution space of demonstrators highlight three defining axes: form, context, and time. |
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Language
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English
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Source (book)
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With Design: Reinventing Design Modes, 9th Congress of the International Association of Societies of Design Research (IASDR 2021), DEC 05-09, 2021, Hong Kong
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Publication
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Singapore
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Springer-verlag singapore pte ltd
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2022
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ISBN
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978-981-19-4474-1
978-981-19-4471-0
[Print]
978-981-19-4472-7
[Online]
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DOI
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10.1007/978-981-19-4472-7_40
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Volume/pages
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(2022)
, p. 601-613
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ISI
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001021668000040
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Full text (Publisher's DOI)
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Full text (open access)
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