Contribution to the Definition and Statement of Performative Design: Relevance to Design Teaching

Leonor, Susana and Mateus, Américo (2024) Contribution to the Definition and Statement of Performative Design: Relevance to Design Teaching. In: P/References of Design. Cumulus conference proceedings series, 1 . Cumulus Association, Moholy-Nagy University of Art and Design Budapest, Budapest, pp. 615-630. ISBN 978-952-7549-02-5

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Abstract

In the expanded field of design science, performative practices emerged in the 1960s with the "experiential turn" concept to instrumentalize space and the body, trigger experiments with the public, explore the language of design, and invoke the various concepts that today are scientific instruments in design and elevate design to a multidisciplinary dimension. Performative Design (PD) transcends conventional boundaries by integrating experiential elements into the design process, emphasizing the importance of audience experience, human interaction, and the emotional resonance of a design. PD is a transformative act, where the designer becomes a curator of their methodology as an experience rather than just creating a product. There is a sociological impact that PD introduces into the scientific frontiers of design, especially when combined with other processes, such as participatory design, co-design, critical design, fictional design, and speculative design. This process involves a dynamic interaction between the physical and digital domains, challenging designers to consider the entire lifecycle of a design from conception to fruition. This article proposes a teaching model based on the instrumentalization of design methodology as a medium to establish the interaction between: (a) the mediator - signifier, igniter, and activist; (b) with space - private space, public space, and nonspace, and (c) the Public - audience, participatory and observer. The authors applied this model in a Curricular Unit in the third year of a Communication Design degree in Portugal. In this article, they share the first results of this CU, where the student reflects on the design process as an exploratory means that continues after a functional consequence of a commercial product.

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