Representación, lenguajes gráficos y proyectación: lo que se juega en la enseñanza del diseño.

Abstract

This paer is the product of reflections brought about during the Course “Didactics of the design Agenda: reflections on teaching practices and their design tools” edition 2012 of the FADU-UNL.” intended for teachers of Architecture and Urban Planning degrees’ and of the Bachelor’s Degree in Visual Com- munication Design at this faculty, its main objective was to critically review the practices and theories that sustain the teaching of the design disciplines. We abandon the presentation of our general guidelines so as to illustrate the methods, used by the teachers partaking in afore mentioned Course, thatcontribute to the teaching of design in the specific context of the FADU. Hereby we shall draw some tentative conclusions. It should be noted that the central point of the Course consisted in establishing that: the teaching of the design disciplines is organized by the intersection of project, graphic languages and representations (Figura 1). The relevance of this permitted a wide sweep at the spectrum of problems. Among them: the difficulty students have in adopting languages and representations as central tools of design. What can be derived from this point is that, in spite of the content and structure of curriculum, it is necessary to emphasize the value that semiotic languages and representations possess in order to ensure better understanding and conveyance.