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01 Introduction

  • 27 de February de 2020

  • New Visions, New Leaders
  • "Masters of Design and Innovation 2015"
  • Number 08 - 27 de February de 2020
creatividad
  • creatividad

Conceived as research laboratories, the Masters of Design and Innovation have created an environment that promotes divergent thinking and the analysis of current design from a range of different approaches: concept and art, business strategy, production and communication.

The projects completed during each of the masters are also the result of the interaction and collaboration between the students and the Program Leaders, tutors and professionals.

Through a fruitful interdisciplinary and intercultural debate we have generated a space in which to establish possible future scenarios, turn them into business opportunities, create new products and develop an effective and original concept of communication aimed at new markets and audiences

1 Riccardo Marzullo

At the IED Madrid students experience a constant reinterpretation of design. We believe that their language, way of thinking, constructing and communicating is a tool for social, cultural and economic transformation which in turn allows them to become into agents of change.

Design makes it possible to create spaces for interaction of knowledge and language which drive the building of new ways of life which respond to the demands of a more global and non-conformist society. In order to achieve this goal, one must not lose track of the professional of the future, since, as a school, we are required to alter the pillars of current education foundations with new formulas in which design is turned into the necessary bridge that unites concept and reality.

This new dimension of the discipline entails a step away from the traditional aesthetical interpretation, searching to produce functionality. The Masters of Design and Innovation platform, from an eminently practical setting, allows us to draw nearer to this reality in a more natural way: students discover new points of view through their research, their encounters with professionals and trips to key areas, cities and spaces, where design and innovation come together openly in the day-to-day life of other cultures and points of view.

It is vital that students take advantage of this opportunity in order to discover the design process, and to integrate it as another tool, while enjoying a coexistence and collaborative work model which will accompany them in their professional future.

2 Dario Assante

We all know that the training experience of a graduate student usually has different stages: enthusiasm for meeting people and new things, effort to put into practice what has been learned, a mixture of frustration and satisfaction, relief and happiness at the achievement of objectives… And it is only when the course has finished that we value what we have learned, understand the why and wherefore of what we have studied. This occurs when knowledge settles, is deposited and ordered in the mental library that we all have.

To accelerate the process of self-awareness and so that each student feels his/her skills advance during the course, and not just after it has finished, in this edition of the Masters of Design and Innovation we have introduced four units (modules) that divide and structure the teaching in training stages.

Understand and master the transformation tools that design provides for each area, develop creative and research strategies, strengthen concepts and ideas, analyse ways of life and behaviour to propose new solutions and scenarios, evaluate prototypes and proposals, implement by means of the production and materialization of projects, communicate and position proposals in the market: these are some of the subjects that organize the content of the masters, deliveries and aims.

At each stage there has been an academic reference to lead and accompany the students in the achievement of results, through the support of a specialised teaching team for each module. In this way, a clear learning environment has been defined in which the skills to be developed are easily reached.

The division into units has enabled us to create a tangible thermometer of the personal development of the students, which has helped everybody to find themselves and understand the education process. Thus, the assimilation of content has been accelerated during the course, allowing each student to profit more from the time invested in improving his/her skills.

Most certainly, perceptions and experiences have penetrated more deeply and for this reason they will continue to emerge gradually, often unconsciously; we hope that along with memories, what has been learned is associated with something that helps us to be better people and better professionals.

3 Francisco Jarauta

Zygmunt Bauman, in one of his recent essays, We, the Global Bystanders, spoke about a unique syndrome which could characterise the cultural behaviour of many of us. The swift and deep transformations that have taken place over the last few decades, the uncertainty of change, the intensity of events, have turned us into “global bystanders”. We watch swift events and situations taking place which must be thought about in terms of articulation in order to understand their direction and consequences.

In this horizon we can draw a strongly articulated planet revolving around the flows of communication and information, a Smart Planet which drives and enables a new cartography to be travelled by future explores. It is a system of maps which defines the journey of new relationships between information and knowledge, articulating the times and spaces of a virtual world.

All of these processes and changes have transformed lifestyles, with the emergence of a series of New Lifestyles which, as Paul Virilio points out, draw the line for the homologation of cultural forms, social relationships, forms of work organisation and ultimately, a new era. It is a question of building a map of ideas and projects that reveals the future and helps us interpret it.

Any reflection regarding the matter of the project and its formative processes must be examined in light of these scenarios, which define the future of current societies.

New Visions, New Leaders - Number 08 - Masters of Design and Innovation 2015 - 27 de February de 2020

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