Browsing by Author "Laamanen, Tarja-Kaarina"

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    Applying DATEMATS Methods and Tools to Experimental Wood-Based Materials: Materiality in an Ideation Process
    (Springer Cham, 2023-05-21) Laamanen, Tarja-Kaarina; Kääriäinen, Pirjo; Department of Design; Ferraro, Venere; Kääriäinen, Pirjo; Morer-Camo, Paz; Pasold, Anke; Fashion/Textile Futures
    This chapter provides an overview of the DATEMATS Experimental wood-based materials workshop and student projects, and a more detailed description of one team's ideation process. The workshop was held at the Chemarts facilities of Aalto University, Finland, in January 2022. A total of 19 students from four different universities and from the fields of design and engineering participated in a five-day workshop creating innovative applications for interior panels made of cellulose waste. The company challenge was given by Honext from Spain.
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    Boxning som konst
    (2022) Räsänen, Eva; Laamanen, Tarja-Kaarina; muo; Taiteiden ja suunnittelun korkeakoulu; School of Arts, Design and Architecture; Mäkelä, Maarit
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    Collaborative strategies in education and research
    (2020) Kääriäinen, Pirjo; Rueda Mejía, Sara Lucía; Laamanen, Tarja-Kaarina; Department of Design; Department of Media; Ferraro, Venere; Pasold, Anke; Fashion/Textile Futures
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    Exploring bio-based materials in an interdisciplinary learning environment: Outlining the design inquiry cycle
    (Design Research Society, 2022-06-25) Laamanen, Tarja-Kaarina; Kääriäinen, Pirjo; Department of Design; Fashion/Textile Futures
    This article focuses on a higher education learning environment that combines expertise in design and chemical engineering in the field of bio-based materials and in a framework of inquiry-based learning (IBL). During two summer schools, students framed their own small material projects in which they practised constraining the design task from a new perspective, with pedagogical support. In this study, we qualitatively analysed design students’ inquiry processes from their project reports. Based on this, we outlined a general five-phase inquiry process that followed three aims of the pedagogical framework. In the results section, we explain the process phases, using illustrative examples from the student’ reports and concretely highlighting the nature of learning. We conclude that our illustration of the general phases of inquiry provides an analytical tool for conceptualising the learning process and further developing and studying this context.
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    The hands-on approach to Wood-based Materials
    (2020) Kääriäinen, Pirjo; Rueda Mejía, Sara Lucía; Laamanen, Tarja-Kaarina; Department of Design; Department of Media; Ferraro, Venere; Pasold, Anke; Fashion/Textile Futures
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    Material Connections in Craft Making: The case of felting
    (2020-08) Aktas, Bilge; Mäkelä, Maarit; Laamanen, Tarja-Kaarina; Department of Design; Empirica
    This study examined a creative practice, namely felting, to explore the daily practices and encounters of felt makers. The study aimed at understanding the material connections of felt-making that are not limited to the making process. To examine how practices of felt makers emerge in connection to materials, we employed the material engagement theory as our perspective. The data was collected through interviews with eight felt makers and participant observation at two studios in Turkey. The analysis revealed how felt makers think between things, people, space and time and develop their practices accordingly. These findings illuminated a holistic and insightful understanding of the material’s role in shaping the practice and field. A more holistic and insightful approach can also propose being open to constantly renewing creative practices and recognising how its material connections affect other things and people.
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    Material-led creative processes in the context of design education
    (Intellect, 2023-06-06) Laamanen, Tarja-Kaarina; Mäkelä, Maarit; Seitamaa-Hakkarainen, Pirita; Department of Design; Empirica; University of Helsinki
    This article discusses research from the Design Experimentation and Exploration (DEE) course in the higher education context. The DEE course was designed to support MA design students’ understanding of their creativity in an explorative course. The data were drawn from the students’ weekly and final reflections, as well as from the notes by one of the researchers. We were interested in how material-led processes developed through repeated material explorations and experimentation during the DEE course. We found that, in this context, the material process was related to identity building, overcoming challenges in idea development, and conceptual inquiry. The results highlight how materials and making can intertwine with personal goals. They thus provide an example for educators in other contexts to support students in bravely following uncertain processes, letting go, and experimenting freely.