Veneranda Carrino, Aureliano Capri
Report: Drawing methodology to decode a complexity
The article reports on a case study of a didactic experience within a five-day event-based educational event, organised by an Italian academic design institution, which involved a public institution specialised in the protection and valorisation of the tangible and intangible heritage of graphic arts as an educational and project stakeholder. The research carried out concerned the definition of relational scenarios for the fruition of digital cultural heritage and the exploration of new pedagogical approaches based on the education of seeing. In agreement with the constructivist approach to research and didactics in design (Koskinen et al., 2012), the practice-based experience followed a field logic traceable in the organisation of on-site visits and in-depth meetings aimed at facilitating the understanding of the topic in the target students, with a showroom approach to stimulate the definition of scenarios through high-fidelity rapid prototyping techniques. The adoption of representation tools based on topological, geometric and generative models contributed to the articulation of a working brief, which subsequently flowed into a site-specific intervention. Conceptual diagrams such as synoptic frameworks and system maps supported the learning and collaborative experience, stimulating systemic thinking, fostering the analysis of relationships and nodes in the system and contributing to the definition of project intervention scenarios.
Keywords: Digital Cultural Heritage, Public Engagement, Relational and systemic design education