Abstract
Designs do not occur in a vacuum. They are nourished by a breeding ground composed of various substances, phenomena and traces, which function as raw material for concept generation and ultimately for design. This paper examines the composition and function of this ‘culture medium’ in the context of design education through reporting two content-wise connected studies: a series of in-depth interviews with experienced design tutors, and an ethnographically oriented study with design students. Combining and comparing information gathered in both studies reveals some interesting insights about what ‘culture media’ are valued by tutors and students.
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