Jignesh Khakhar: On DCC in Bangalore

Image: Jignesh Khakhar at the DCC class presentations on various days in Bangalore.

The Design Concepts and Concerns (DCC) course was conducted for a two week period from September 25 to October 01, 2008 at NID's Bangalore campus. DCC is perhaps one of the longest running courses taught at NID. It is taught by Professor M.P. Ranjan, who conducted the course for 41 students from three disciplines at NID-Bangalore - Information and Interface Design (IID), Design for Retail Experience (DRE) and Design for Digital Experience (DDE).

The theme for this year's course was 'food'. Three groups investigated the theme in the context of three southern states - Karnataka, Andhra Pradesh and Tamil Nadu.

The course introduces students to design, design thinking, design process, design opportunities, to mention a few. Most importantly, in my opinion, it forces students to ask the question: what is design, and what is their role as a designer? These are complex questions and require a lifetime of deliberation. Students are pushed into the 'deep-end of the pool' and forced to swim or stay afloat. Thus begins their journey, or 'design journey', as Professor Ranjan calls it.

There are two significant challenging aspects to this course: One is to represent their ideas. Various metaphors are employed to represent data, and it is often a challenge to map the data to a particular metaphor. This time, a number of metaphors - kite, word, tree, metro map, etc - were employed. Some were more successful, others were not. It is quite a long and challenging journey before a representation becomes a visualization, an act of insight. The other challenge is to work in a large group. This involves 'managing' relationships, time and space. The nature of the course has changed over the years to enable and encourage students to work in collaboration with each other, something they will inevitably have to do in practice.

The final exercise termed 'me board' was an act of introspection. This was perhaps the most challenging exercise, as it required students to 'peer' into themselves. To my mind, this requires a high degree of honesty, akin to 'searching for the truth', and then representing it in some 'form' - an indelible proposition indeed. However, some of the presentations in the form of collages were remarkably interesting and provoked me to question the nature of such representations and their relationship to painting. Perhaps I may find some answers in the future.

Finally, the Design Concepts and Concerns course remains a very intriguing, interesting and enjoyable journey, both as an observer and a participant. Its significance and impact is one students are bound to realise much later in their design education and professional practice.

Posted by: Jignesh Khakhar, NID Bangalore Centre

Modeling and Mapping: Finding Design Opportunities

Design Concepts & Concerns: Modeling and Mapping - Tools for Design Exploration and mapping Design Opportunities
Prof M P Ranjan

Image: The Karnataka group used a choreographed skit to tell their story of design opportunity explorations and shared their thumbnail explorations as well as the chosen scenario, both displayed as placards on their body. The front had the thumbs arranged, as a letter form while on their back was the scenario, which would be explained by their team adjacent member. This group missed categorizing the explored design opportunities using higher categories in their focus on the ideas created by the individual.

Design Opportunities can be felt but not seen since they are a product of the imagination that is triggered by a particular perception or insight and these are nurtured by the designers conviction till it can be manifested in the world through the process of visualization, construction and operation. I am therefore not surprised any more when policy makers and the public alike fail to see value in a particular design offering till it is almost fully realized and placed on the market as a compelling offering and at an attractive price with an appropriate set of features. Design offerings take on a particular form and these can be easily differentiated through both deep and - or superficial transformations and compositions which is a strategy that companies use to make a range of offerings to meet a variety of price points and an equally wide range of feature sets to make for an active market where none exists.

Image: The Tamilnadu group used a metaphor of a number of kites in the sky to map out broad areas of design opportunities in the fields of agriculture, industry, and fisheries and at the infrastructure and systems level of action. The thumbnail maps of the individual design opportunities were categorized and arranged along the string that held the kite in the sky and the developed scenarios came out of their group debates and identification of priorities. However most groups did not know much about agriculture and this was visible in the fewer design opportunities being identified for these sectors of collective ignorance, suggesting scope for additional research before these explorations are done once again.

The format for exploration was created earlier this year when the DCC course was offered to the Foundation class in the previous semester and over the past few months we have given this format to each batch of DCC students at Gandhinagar, Paldi and at Bangalore and the results have been very encouraging indeed. Group and individual explorations can be bridged by making the design exploration journey a shared experience by giving the peer group a place in the process of design opportunity mapping and this reinforces the process of exploration through the strengthening of the expression through a process of peer discourse and sharing that would otherwise have not been encouraged in a design class that may be project driven and one that involves individual exploration. Since the group has a shared agenda to realize the best design opportunities with the focus of a chosen theme along with a given bias, in this case the theme is Food and the bias for each group is the chosen State – Tamilnadu, Karnataka and Andhra Pradesh – the process of articulation and choice making is both individual as well as group driven.

Image: The Andhra Pradesh group used the metaphor of the branching tree with its elaborate sets of deep and capillary roots, each part with a particular name, characteristic and attribute that mapped the real world attributes that the students found in their journey into the field during the previous assignment, The group was particularly successful in their exploration and as a group that were able to show a wide range of application areas and fairly developed scenarios for the particular design opportunities that came out of the group selection processes that they had adopted for their task.

Numerous thumbnail images are created on the format provided and each image is supported by a brief write up that describes the salient features of the design proposal or as we call it the design opportunity. These are discussed and debated within the group as they emerge from the hands and minds of the individual creator of the images and these then may go through a further transformation with the incorporation of the feedback that is so critical for the design journey to get a bearing that is akin to the potential responses in the market place. However the conviction levels of the designer would determine whether or not the suggested changes are carried out in full or in part, if at all. The insights that led the designer to make this particular offering may not be seen or be visible to his colleagues which sets up a platform for discourse and debate and these processes at an important part of the conviction building process in design when it comes to making a decision, in favour or against a particular offering or a part thereof, of that particular offering.

Image: Scenario visualization being shared by some of the students from each group as part of their final presentation of the DCC course at NID Bangalore campus.

Students then select one out of many potential directions that are revealed in their design opportunity mapping and this choice is done in consultation with the team members. Each student then sets out to develop his or her chosen design opportunity and in the process sets out to build a visualization in the form of a scenario that would help articulate the particular offering, its impediments and potentials, the business models that would need to be considered to make it a success in the face of known and anticipated competition as well as a host of other factors that would deal with material, function, aesthetics, economics and other meta level criteria such as current and future legislation and the ethics of the offering in the context of society, culture and the ecology in which it is to be manifested eventually. This complex offering applies to all kinds of design situations and the design student is taken through these in the classroom long before they came face to face with these complexities in the field in which they are required to act.

Prof M P Ranjan

Understanding Food: Anthro-Design Research in DCC

Understanding Food: Anthro-Design Research in the DCC class at Bangalore
Prof M P Ranjan

Image 1: Presentation by the Tamilnadu group in session at the NID Bangalore Centre. The group chose to build a flow chart of their understanding and the presentation uses a “story-board” that was represented like a film strip from the Tamil cinema story as shown in the illustration below. The storyboard was personified by the image of “Annaswamy” their man from Tamilnadu, from childhood to old age, and the food for all seasons brought into sharp focus by the overlapping threads of their story.

The first assignment at NID Bangalore dealt with mapping ones own knowledge about food and each group had a particular bias from which their knowledge was to be mapped and shared with the rest of the class. As describer earlier this thematic bias plays a strong role on how the subject is addressed and it even shapes the perception of the situation and this was quite evident in the various interpretations that were exhibited by the groups, each working with Climate, Region and Culture, as their given bias for investigation and articulation. While I did not specifically tell the students that they were not expected to do elaborate research on their subject of food with the bias assigned to each group, they did not have the time to do such research and all the teams had to fall back on their well of knowledge that resided in their collective memories and from which they drew quite liberally through a process of brainstorming, categorization and articulation to show their models and constructs on the given subject FOOD – with the bias of Climate, Region and Culture.

Image 2: The ‘story board” shown by the Tamilnadu group who used the persona of a young Tamil software engineer to represent their understanding of the chosen theme of “Food from Tamilnadu” shown here as a life time story, a journey from the cradle to a ripe old age, very interesting indeed.

The Second assignment saw the groups fanning out to various places in Bangalore to carry out direct contact research in the mode of “anthro-design” with each group being assigned to a particular region State of South India. The assigned States were that of Tamilnadu, Andhra and Karnataka, each assigned through a draw of lots, which was done on behalf of the group by their student coordinator. The group members then went into a huddle and made a plan for gathering information and this information strategy played out over the next three days with the groups meeting and exploring Food and eating places in Bangalore, each looking at their respective State issues and trying to make sense of the vast field that could be covered by the omnibus assignment with very low definition and broad interpretation. As designers they were to investigate the subject directly from the field in live contact with ‘experts” and ‘stakeholders’ from whom they could get valuable insights about their assigned subject – FOOD from one of the three chosen States of South India.

Image 3: The Karnataka group looked at the business of Food and explored the various dimensions of Karnataka cuisine as well as the typical resources of the State as they had discovered through their engagement with their contacts and eating-places across Bangalore city.

The Udipi café, MTR – “Mavali Tiffin room” and Café Coffee Day success story played strongly on the minds of this group and shaped the story that they had to share with the class through their wall size model and their mega success stories of food and the potential for a revolution from the State of Karnataka to the world at large. Their presentation was located in the basement workshop space of the NID Bangalore Centre and they impressed with their scale and sense of structure that was achieved in their model.

Image 4: The Andhra group was shocked by the stories of poverty and distress that came from many of their contacts across the migrant labour now in Bangalore. Their installation, which is the appropriate term that can best describe the assembly of objects, sarees and posters that the group assembled to tell their story, was colourful and then filled with coloured light and everything turned red….

Making contact with live sources of informants in the field is so important for design students since it is important for them to learn that what they need is not knowledge of the kind found in books as much as getting a feel of the situation and in picking up specific insights that would give them a sense of direction and a glimpse of the way the trends shaped up in their area of investigation. It is here that anthro design as a subject area gets appreciated and some degree of competence is built up in handling such research where book based knowledge would certainly not fill the need. This kind of experience would be useful for design students and through these experiences they would also learn about research strategies to be used in the field and the whole range of processes of making contact, making observations, meetings and interviews as well as processing the rich data from the field in order to glean insights about latent needs and future possibilities are all critical for design education.

Prof M P Ranjan