A Quote by Brenda Laurel

I fervently believe in research as a necessity for good design, and I teach it that way. — © Brenda Laurel
I fervently believe in research as a necessity for good design, and I teach it that way.
Good design is innovative 2. Good design makes a product useful 3. Good design is aesthetic 4. Good design makes a product understandable 5. Good design is unobtrusive 6. Good design is honest 7. Good design is long-lasting 8. Good design is thorough, down to the last detail 9. Good design is environmentally friendly 10. Good design is as little design as possible
The nature of the hybrid research/design model means that we often can see design efforts as attempts not to concretize the outcomes of research but instead to justify, promote, or initiate them
Design is more than meets the eye. Design is about communicating benefits. Design is not about designers. Design is not an ocean it's a fishbowl. Design is creating something you believe in.
When we teach a child to sing or play the flute, we teach her how to listen. When we teach her to draw, we teach her to see. When we teach a child to dance, we teach him about his body and about space, and when he acts on a stage, he learns about character and motivation. When we teach a child design, we reveal the geometry of the world. When we teach children about the folk and traditional arts and the great masterpieces of the world, we teach them to celebrate their roots and find their own place in history.
Research has been called good business, a necessity, a gamble, a game. It is none of these - it's a state of mind.
A challenging economy is always good for design. It unites necessity and functionality. You are forced to be creative with poor materials.
All places that the eye of heaven visits Are to a wise man ports and happy havens. Teach thy necessity to reason thus; There is no virtue like necessity.
Design is a field of concern, response, and enquiry as often as decision and consequence... it is convenient to group design into three simple categories, though the distinctions are in no way absolute, nor are they always so described: product design (things), environment design (places) and communication design (messages).
I believe fervently in the nature, in truth and imagination, I believe in the blood, in life, words, and motivations.
Rather, the master question from which the mission of education research is derived: What should be taught to whom, and with what pedagogical object in mind? That master question is threefold: what, to whom, and how? Education research, under such a dispensation, becomes an adjunct of educational planning and design. It becomes design research in the sense that it explores possible ways in which educational objectives can be formulated and carried out in the light of cultural objectives and values in the broad.
The hope of good design lies in those designers who believe in what they do and will only do what they believeContrary to hearsay, it is possible to make a living that way.
Teach positively, never abuse kids in the teaching process. I believe it is cowardly to teach in a negative way, to insult players, or challenge their manhood.
Jail doesn't teach anyone to do good, nor Siberia, but a man-yes! A man can teach another man to do good-believe me!
Manhood begins when we have in any way made truce with Necessity; begins even when we have surrendered to Necessity, as the most part only do; but begins joyfully and hopefully only when we have reconciled ourselves to Necessity; and thus, in reality, triumphed over it, and felt that in Necessity we are free.
I fervently believe that, as someone has said before, "When you change the way you look at things, the things you look at change." I want to help change the way young people look at school, and hence, the way they look at their futures.
For me, the idea of a creation is not conceivable without invoking the necessity of design. One cannot be exposed to the law and order of the universe without concluding that there must be design and purpose behind it all.
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