Common Module - AY25.26 CTS B

My artistic vision statement from Week 10 was: I want to create my own design brand that explores the emotional journeys necessary for living life and how they can impact people. After receiving feedback from my classmates, I realized my vision, while clear, was somewhat broad. So, I revised it to "Design with empathy and intention, and aim to encourage reflection on how emotional connections are crucial to people's mental well-being and their relationships with society." This revised version better aligns with the principles of reflective and critical thinking explored in CTS B.

For the theme of social engagement from Week 3, I drew upon my own research, which explored how creative practice intersects with social issues. According to Improving Social Connection Through a Communities of Practice–Inspired Cognitive Work Analysis Approach.” Human Factors, vol. 56, no. 2, 2014, contemporary artists and designers do more than produce visually appealing work; they function as social actors who influence public awareness and dialogue. By addressing issues such as inequality, identity, the environment, and community involvement, creators can provoke reflection and contribute to social change. Through this perspective, I came to understand that social engagement in design isn't simply about "helping" a community, but rather about participating in a larger conversation that challenges systems and exposes hidden realities. 

Through this understanding, I realized that social engagement isn't limited to activism or community-oriented projects, but also encompasses ways of engaging with cultural history and identity. This idea became even clearer in weeks 4 and 5 as I explored design practices rooted in tradition and lineage. I realized that reflecting on tradition isn't about passively preserving the past, but rather an active and socially engaged process that reconnects contemporary audiences to cultural memories and values.

For the tradition/lineages activities in weeks 4 and 5, I selected examples of Japanese kintsugi suisen techniques (“The Geo-cultural Conditions of Kintsugi.”) and traditional Korean ink wash patterns reinterpreted in contemporary graphic design (“Fashion Cultural Product Design as Applied with Ink Painting: 수묵화를 모티프로 한 패션문화상품 디자인 연구.” Korean Journal of Human Ecology,). What fascinated me about these examples was how they embody emotional and cultural narratives while evolving into new forms. They demonstrated that tradition is not static; rather, it is a constant dialogue between past and present. The case studies from weeks 4 and 5 broadened my understanding of social engagement in design. They demonstrated that engaging with tradition itself is an act of cultural communication. It perpetuates tradition, sparks reflection, and connects the past and the present.

Throughout the CTS B course, we learned how to consistently record our thoughts, questions, and research findings through journaling strategies. This reflective practice helped me connect my personal vision to the module's themes of critical thinking, social awareness, and contextual thinking. By writing regularly, I was able to see how my design interests, particularly those centered around empathy, narrative, and nuanced social commentary, formed patterns. I believe that the most important thing is to incorporate emotion into design.

In conclusion, revisiting my artistic vision helped me understand how it aligned with the practices I learned in class. I hope to apply this insight to my own creative work.

Word count: 503 words

References Link:

Keulemans, Guy. “The Geo-cultural Conditions of Kintsugi.” The Journal of Modern Craft, vol. 9, no. 1, 2016, pp. 15–34. DOI:10.1080/17496772.2016.

Kim, Sun-Young. “Fashion Cultural Product Design as Applied with Ink Painting: 수묵화를 모티프로 한 패션문화상품 디자인 연구.” Korean Journal of Human Ecology, vol. 27, no. 2, 2018, pp. 165–177. DOI:10.5934/kjhe.2018.27.2.165.

Our group manifesto for critical thinking skills B encapsulates the essential attitudes and processes we believe are essential for developing as reflective and intentional designers. Each statement was shaped through discussion, critique, and shared experiences across the module, leading us to articulate five guiding principles: “We question before we create,” “Reflection is the foot of every idea,” “To see clearly, we must think critically,” “Awareness shapes our design,” and “We reflect, we refine, we reveal.” Together, these statements summarize the cyclical relationship between observation, reflection, critical evaluation, and creative production that CTS B emphasizes.

The first statement, “We question before we create,” emphasizes that analysis comes before design. Throughout CTS B, we learned to investigate sources, challenge assumptions, and understand contexts deeply before generating ideas, aligning with the module’s goal of critical understanding in analysis and creative practice.

The second and fifth statements, “Reflection is the foot of every idea” and “We reflect, we refine, we reveal,” highlight that reflection is an ongoing process, not just a final step. Through peer reviews and visual analysis, I learned that ideas become clearer through continuous reflection and refinement .This directly influenced my approach in Studio, where I revisited early sketches repeatedly after receiving critique, recognizing that creative clarity is something built, not found.

The principle “To see clearly, we must think critically” reflects how CTS B trained us to move beyond surface-level interpretations. For example, during Materiality, we were asked to analyse how textures communicate meaning—an exercise that relied on critical observation developed in CTS B. Connecting the modules helped me understand that critical thinking is not an isolated skill but a foundation present in all aspects of design.

Lastly, “Awareness shapes our design” speaks to our responsibility as designers to understand social, cultural, and environmental contexts. In Design Skills, researching user needs and precedents showed me how designers must remain aware of impact and intention.

Although I agree with the group manifesto as a collective representation of our shared learning, I also developed a personal alternative manifesto that reflects my own understanding of CTS B more directly: “Think with intention, design with responsibility.” These elements had the greatest impact on my learning, especially in reflecting on the design workflow and documenting the process consistently across multiple modules. Intentional thinking became especially important for me during Studio 3 and Design Skills, where I needed to justify decisions and articulate why certain choices mattered.

Overall, CTS B was meaningful because it taught me how to think long and hard, observe deeply, and articulate design decisions clearly through critical reflection.

These skills now influence how I approach research, idea generation, and material exploration across all my modules. Of all the subjects, Studio 3, where various skills and techniques are crucial, was particularly helpful.

Word count: 458 words

References Link:

Cross, Nigel. “Designerly Ways of Knowing.” Design Studies, vol. 3, no. 4, 1982, pp. 221–227.

Kolb, David A. Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall, 1984.

Critical self-reflection is the practice of examining how I think, make decisions, and respond to challenges. It involves not just reviewing the results, but also questioning my assumptions, acknowledging contradictions, and understanding why I behave the way I do. By doing this, I become more aware of my strengths and weaknesses, which helps me grow intentionally rather than unconsciously.

One key concept that shapes my reflection process is self-awareness, which Daniel Goleman positions as a core component of Emotional Intelligence (Emotional Intelligence: Why It Can Matter More Than IQ, 1996). While IQ deals with logic and problem-solving, Goleman argues that emotional intelligence—especially the ability to recognize and regulate one’s own emotions—plays a more crucial role in personal success. This idea is meaningful to me because I notice that my ability to reflect honestly often depends on whether I can manage the discomfort that comes with confronting my own mistakes.

Emotional Intelligence – Why it can matter more than iQ (Daniel Goleman, 1996)

A recent class activity helped me understand this connection more clearly. Our task was to select a logo from outside the school, redesign it, and present the process using the Discover, Develop, Deliver, and Define framework. During group discussions, I realized how emotionally influenced my decisions were such as feeling defensive when my peers critiqued my ideas or overly confident when they agreed. By recognizing these emotional reactions, I could adjust my thinking and contribute more constructively to the group.

Through this activity, I learned that critical self-reflection isn’t only something I do alone; it happens in collaborative settings as well. The structured framework forced me to evaluate not just the final design but the thought process behind each decision. This made the presentation clearer and helped me see how emotional awareness supports more thoughtful problem-solving.

Word count: 282 words

References Link:

In contemporary society, the role of artists and designers extends beyond producing visually appealing work. Creative practice often intersects with social issues, which positions designers as social actors who contribute to public awareness and dialogue. By addressing issues such as inequality, identity, environment, or community involvement, creators can promote awareness, dialogue, and change (Euerby, Adam, and Catherine M. Burns).

Being a social actor means influencing or contributing to social formation. Artists and designers accomplish this by visualizing overlooked viewpoints, challenging prevailing narratives, and providing artworks with alternative voices.

We produced a one-minute short film (https://drive.google.com/file/d/14p0ajlIC4YOoy9WxHdPzEm8_g2VevHNM/view?usp=drive_link)

Our one-minute film about school bullying demonstrated this idea in practice. As a group, we developed the narrative, script, and emotional tone together, which required us to build a shared understanding of the issue. This process emphasized the importance of context and collaboration, especially when creative work aims to address real-world social issues. Through discussions and storyboarding, we practiced "collaboration, dialogue, consideration, and community," enabling us to construct films not simply as school assignments but as collective responses.

The film portrays a student who experiences social exclusion and online ridicule, eventually isolating herself due to emotional distress. Ending with the message “Please stop bullying,” we aimed to evoke empathy and prompt viewers to reflect. Even in its short format, the film showed how visual storytelling can express emotional realities that facts alone cannot.

This project strengthened my understanding that designers can meaningfully contribute to society by engaging with human experiences and creating work that inspires awareness and dialogue.

Word count: 262 words

References Link:

Identity is a concept at the heart of human experience, shaping the way we understand ourselves and others perceive us. When we visualize our identity through art, media, or personal expression, we can essentially interpret the complex and multi-layered aspects of the self in a form that we can see, share, and reflect on (Fearon, James D). 

The question “Who defines identity?” helped me recognize the tension between internal and external definitions. Personal identity is shaped by our memories, values, and experiences, while social identity is influenced by the roles and labels assigned by society. For instance, a person may see themselves as an artist, yet others may primarily view them as a student or worker. CTS B taught me that identity is never entirely self–determined nor completely controlled by others; it emerges through continuous negotiation between self-perception and social expectations.

Identity also evolves over time. Through new environments and relationships, we constantly reinterpret who we are. In my own case, I view myself as a free and independent person, someone who dislikes restriction and tries not to be overwhelmed by stress. Yet this creates tension when navigating social belonging. I value independence, but I also recognize that we all function within communities.

This personal identity heavily influences my artistic identity. Outwardly, I appear bright and confident, but internally I often struggle with worry and periods of emotional heaviness. As a result, my artworks tend to hold duality—visually bright on the surface, yet quietly melancholic underneath. CTS B helped me understand that this contrast is not accidental but a reflection of how my internal and external identities coexist.

Works of art often act as an extension of the self, reflecting an individual's experiences, values, and emotions. The artist's identity, shaped by culture, growth background, beliefs, and social context, inevitably affects the subjects, styles, and messages they express (Kozinets, Robert, Ulrike Gretzel, and Anja Dinhopl).

Word count: 301 words

References Link:

Fearon, James D. “What Is Identity (As We Now Use the Word)?” Stanford University, Oct. 2013

I learned a lot of new perspectives every week through the WOII module.

Phenomenology

Aesthetics

Semiotics

Cultural Materialism

Poststructuralism

Postmodernism

​These six perspectives are the concepts I have explored over the 13 weeks of this module. Each offers a unique theoretical framework that deeply intertwines with design practice and interpretation.​

The International Council of Design (ICoD) emphasizes that design focuses on the interaction between individuals and the man-made environment, taking into account aesthetic, functional, contextual, cultural, and societal considerations .​

However, I believe that defining art with a single word is challenging. 

As time progresses and more people engage with art, various philosophies, perspectives, and theories emerge. These developments contribute significantly to the evolving world of art. While there may not be definitive answers in art, the multitude of theories will undoubtedly be invaluable in shaping the future of artistic expression much like the theories I have studied over the past 13 weeks.

Design integrates multiple theoretical frameworks to enhance its practice and interpretation. 

Phenomenology emphasizes user experience, guiding designers to create products that resonate with real-life interactions. 

Aesthetics focuses on beauty and taste, leading to visually pleasing and emotionally engaging designs. 

Semiotics involves the use of signs and symbols, enabling effective communication of messages through visual elements. 

Cultural Materialism examines how material conditions influence culture, prompting designers to consider economic, technological, and environmental factors for culturally relevant and sustainable creations. 

Poststructuralism challenges fixed meanings, encouraging designs that allow multiple interpretations and foster inclusive experiences.

​Through studying these six perspectives, I have come to realize that I am still a novice in the world of art. Previously, I created artworks merely by following instructions, without deeply considering my intentions or the interactions with the audience. This reflection has made me aware of my previous ignorance.​

These theories have enabled me to view art more philosophically. I now aim to challenge stereotypes, resonate with experiences, contemplate interactions with the audience, and effectively convey messages and meanings through my works. I am committed to progressing in these areas, striving to create art that is thoughtful, engaging, and meaningful.

Word count: 347 words

References Link:

​Poststructuralism, a philosophical movement that emerged in the mid-20th century, challenges the idea of fixed meanings and structures in texts and cultural practices. 

This perspective encourages designers to consider the fluidity of meaning and the role of the observer in interpreting design (Discourse Analyzer). 

By embracing poststructuralist principles, designers can create works that are more inclusive and responsive to diverse audiences (Kheder Paintings).

I strongly agree with this sentiment, as it allows for clear understanding and communication with audiences through the adoption of poststructuralist principles.

In this activity, we did an activity in groups where we randomly combined photos and texts. Each person had a different meaning and the way they understood the photos was very different. Through this, we realized that each person has different thoughts and ideas. This was a very interesting study.

To break stereotypes, one sometimes has to be very spontaneous. I felt this a lot in the Craft Workshop module, especially in the Silkscreen Printing Project and the Experimental Layouts Project.

​In the silkscreen printing project, I initially felt uncertain about diving into the process without extensive practice. However, this approach led to the creation of a unique and special poster. Similarly, in the Experimental Layouts project, although there was a predefined structure, I discovered that improvising by cutting and pasting elements spontaneously within that framework often resulted in unexpectedly strong ideas.

Through these experiences, I was able to gain a deeper understanding of poststructuralism. In design, this means viewing creations not as closed entities with singular meanings, but as open-ended sign systems that allow for multiple interpretations (Melahat Küçükarslan). By breaking away from fixed conventions, we can generate more open, unique, and distinctive ideas.

Word count: 274 words

References Link:

"Theoretical Foundations of Post-structuralism in Discourse Analysis." Discourse Analyzer, 8 Apr. 2024,

Emiroğlu, Melahat Küçükarslan. "Design Semiotics and Post-Structuralism." Academia.edu,

​Cultural Materialism, a theory developed by anthropologist Marvin Harris, posits that material conditions—such as technology, environment, and economic factors—are fundamental in shaping culture and societal structures (Easy Sociology,). 

In design, this perspective emphasizes that cultural expressions are deeply rooted in material realities. 

Designers, therefore, must consider the tangible aspects of culture—like available resources, production methods, and economic contexts—to create meaningful and relevant designs. 

By acknowledging how material conditions influence cultural practices and ideologies, designers can craft products and visuals that resonate authentically with specific communities (Axies Digital).

In this activity, we designed a poster based on a zombie apocalypse world. In that fantasy world, it was difficult to use the Internet, so we drew it by hand using a pencil, and in a world where radio was more common than cell phones or TVs, we used radio frequencies. Through this design, we were able to complete a unique design that gave off a very strong impression that we could not easily come across.

The artist I studied in the studio module, "Jan van Toorn", was an artist who studied graphic design, but his design posters included many hand-drawn elements. Accordingly, through this activity, all designs produced recently are digitalized, but I think it is possible to create more unique and special styles of designs by creating letters by hand or drawing elements directly.

Thus, through Cultural Materialism, artists need to understand what they are designing, who it is for, and how to approach the audience through market research. Cultural Materialism also leads designers to create functional and culturally significant works (Academia.edu).

Word count: 256 words

References Link:

https://easysociology.com/sociology-of-culture/cultural-materialism-understanding-the-interplay-between-culture-and-material-conditions/.

"Cultural Materialism: Understanding the Interplay between Culture and Material Conditions." Easy Sociology,

"The Influence of Cultural Differences on Design." Axies Digital,

Week 5 - AY24.25 World of Ideas & Imagination

In this week's activity, we applied a design analysis framework to examine the design elements of various objects. This framework involves evaluating aspects like aesthetics, functionality, usability, materials, and context, drawing on concepts such as semiotics and phenomenology.​

Our group brought in objects categorized into three themes: "anime," "makeup," and "handmade." The materials included crochet, air-dry clay, wood, acrylic beads, and stainless steel. We classified these objects based on shared characteristics, functions, and usage contexts, enhancing our understanding of their design elements.​

Sharing personal stories about these objects added depth to our analysis. For instance, I recounted finding a four-leaf clover in Korea, where such items are cherished for their association with good luck. Due to their rarity, handmade versions are popular, and I purchased one, hoping it would bring happiness.​

Using a design framework allows you to approach the overall art design in a more systematic way. The framework provides a planning process and structure (Fayette Support).

For example, in the photography module we learned, we often used the design framework without even realizing it. The process of categorizing and explaining all the photos we took according to the theme is also one of the ways to use the design framework.

Engaging with the design framework proved challenging, as it required a systematic approach beyond mere definition. However, with support from my teammates, I gradually grasped the methodology, gaining valuable insights into design analysis.

Word count: 238 words

References Link:

“Art and Design Analysis.” https://aithor.com/essay-examples/art-and-design-analysis.

https://ieeexplore.ieee.org/document/491486

"Design and analysis framework for linear permanent-magnet machines" IEEE Xplore, IEEE, https://ieeexplore.ieee.org/document/491486.

"The Understanding by Design® framework" Fayette Support, 2023, https://fayettesupport.wordpress.com/wp-content/uploads/2023/12/ubd-ascd-1.pdf.

Field Trip

Week 6 - AY24.25 World of Ideas & Imagination

​In Week 6, we expanded our design analysis skills through a field trip to Kampong Gelam, applying the framework to real-world design elements observed in local stores and streets. Our task was to document at least one design work related to our previous object themes and identify three additional designs under a new theme.​

I chose to revisit the "handmade" theme from last week. Handmade items are crafted manually, often using traditional techniques, making each piece unique and labor-intensive. In Kampong Gelam, I noticed small, portable blankets that exemplified this craftsmanship, sharing similarities in materials and production processes with my earlier object.​

For the new theme, I selected "Identity." This involved analyzing how design elements in Kampong Gelam reflect cultural and personal identities. Identifying and documenting these designs within the framework was challenging, requiring careful observation and thoughtful analysis. However, the process was rewarding, offering deeper insights into the connection between design and cultural expression.​

This experience underscored the value of engaging directly with our environment to enhance understanding and draw inspiration from tangible examples of design in everyday contexts.

In our Studio 2 module, graphic design plays a crucial role in expressing and conveying individual or collective identity through visual elements.

Finding the identity of graphic design elements in my studio 2 module will be very helpful for my final project. I can analyze and apply the identity of the artist I have chosen, Jan van Toorn.

Therefore, graphic design transcends mere visual representation, contributing to the formation and reinforcement of a specific culture or society's identity (University of Southern California).

Word count: 261 words

References Link:

"Towards an Information Systems Design Research Framework: A Critical Realist Perspective" University of Southern California, 2023, https://mari.usc.edu/wesrac/wired/bldg-7_file/6B_1.pdf.

Week 4 - AY24.25 World of Ideas & Imagination

We explored semiotics—the study of signs and symbols and their role in creating meaning—by analyzing a poster advocating for the protection of abandoned dogs. This exercise highlighted how semiotic analysis can deepen our understanding of visual communication in design and advertising.​

During our formal analysis, we focused on the poster's elements and principles. The central image featured an abandoned dog positioned behind tear-off strips resembling jail bars, symbolizing confinement and abandonment. The use of a cold gray background contrasted with the warm tones of the dog, emphasizing its isolation. Balance was achieved through the symmetrical placement of the dog and bars, while rhythm was conveyed by the repetitive vertical lines.​

Our contextual analysis considered the societal implications of the poster. It appeared to criticize animal abuse and abandonment, while also appealing to those who could help, such as potential adopters or animal welfare advocates. This dual message underscores the power of design to address social issues and inspire action.​

This activity reinforced the importance of semiotics in design. By understanding how visual elements function as signs, designers can craft messages that resonate on both emotional and intellectual levels. Such analysis is crucial for creating impactful designs that effectively communicate intended messages.

Semiotics, the study of signs and symbols, plays a crucial role in digital design by shaping how messages are visually communicated. In my digital skills module, I had used lots of semiotics. Digital environments, designers use colors, icons, typography, and layout as semiotic tools to convey meaning quickly and effectively.

​Semiotics is crucial in design as it enables creators to use signs and symbols to convey complex meanings effectively. By understanding how audiences interpret visual elements, designers can craft messages that resonate deeply and are culturally relevant (Bartleby). ​

Word count: 292 words

References Link:

"Semiotics in Art History." Bartleby, https://www.bartleby.com/essay/Semiotics-in-Art-History-P3BPVJA8CK8W.

Week 1 - AY24.25 World of Ideas & Imagination

Phenomenology in art is a philosophical approach that focuses on how art is experienced rather than on the form or meaning of the art. Art is not simply something to be seen or analyzed intellectually, but rather something to be felt through the body and senses. 

Phenomenology shifts the focus from “What does this art mean?” to “What is it like to experience this art?”

Phenomenology reminds us that experience is central to understanding reality.

This week's study will explore the concept of 'shadow' or 'time'. It could be anything. It could be a painting, a photograph, an object, anything was allowed.

Many students took photographs or drew paints. So I tried to draw and briefly describe my work in words.

The picture above is the one I made. To explain this, I divided the concept of 'time' into three words. "Past", "Present", and "Future". For me, time can be expressed in these three words. We live in the present, and in order for this present to exist, we need the past and the future.

The past can be expressed as "forgettable", and the future can be expressed as "unpredictable". However, the present that we live in can only be expressed as "present".

The present time is our present.

Phenomenology in art and design reminds us that experience is the core of creativity. The more we experience, the more ideas we can have in our heads. This can also give meaning to the ideas we think about and live by.

In graphic design, phenomenology encourages designers to consider how people perceive, feel, and interact with design elements in real time. This theory can be applied to almost all of my modules. In photography, it helps me understand how images are felt by viewers, and in my studio project, it allows me to explore the interaction between the artist and myself.

While studying this week, I realized how much phenomenology and time can influence my studies. The term phenomenology was a very unfamiliar word to me, but after studying this, I was able to find a little bit of what it means.

Word count: 351 words

References Link:

Morley, James. "It's Always About the Epoché." Les Collectifs du Cirp, vol. 1, 2010, pp. 232-232.

Week 12: Connect CTS A to your learning and professional journey

In this week's CTS activity, I took some time to think deeply about the future I want to pursue. Since we needed to start with the big picture, I created a mind map with my group members. In the mind map below, we explained what kinds of collaborative projects we would like to do with other departments, how we want to approach the final project, and how CTS will help us in this process.

The department that I was most interested in was the “Animation” department. The reason is that I want to work at a game company in the future, and I think the most important part of a game is animation graphics.

So I decided to learn more about the Animation department. First of all, the Animation department is not just about drawing pictures as an illustrator, but also about understanding the motion in the picture and covering various subjects such as character design and animation software. This is an absolutely necessary element for game production, which I have always dreamed of!

That is why I want to learn coding in my second year, using the skills and creativity I learned in this module, and collaborate with the Animation department to create a simple game. Below is a picture of the board game I created.

The reason I made this game is that I wanted to help people with mental illness to heal their illness a little bit by playing this game.

Also, this game is a game that can be played on board games and mobile phones and computer applications. You can see the three types together.

It took me a long time to choose the final project. The reason is that I thought a lot about what I wanted to do between “branding” and “UI/UX design.” In the end, I decided on “UI/UX design.” The reason is also related to my collaborative project.

To do UI, graphic design elements are essential, but to complete UX, you also need to learn coding such as Java programs. That’s why I have to learn both to complete an application. These are very interesting and exciting elements.

I want to create an application that helps people with this UI/UX design. If I gave people joy in the collaborative project, I want to create a problem solving application where people from all over the world can share their stories by listening to their stories.

The community I would most like to work with is “schools.” Schools are a very broad term, but the reason I can’t pick just one school is because the way I want to help is through educational design.

In this cutting-edge era, there are not many schools that study from books anymore. As a result, many schools have become places where students download PDF files or presentations on computers, iPads, etc.

So I would like to distribute important educational resources, events, and visually appealing design elements such as posters, infographics, and mind maps to schools. I think this will help attract more participants and raise awareness for the schools.

In the future, I want to be a UI/UX designer or a game developer. The common point between these two is that you have to be very good at using computers. When using computers and graphic elements like this, I think “Fact & Reliable Sources” are really important. When using designs and making things like this, copyright is really important. It is very difficult to create your own creations without using others’ work, but Fact & Reliable Sources give people who create art a sense of caution.

Also, UI/UX designers and game developers have to create for a very long time. These are long-term tasks. In this area, I think the “Growth Mindset” that we learned at CTS is really important. The belief that you can develop your abilities, intelligence, and skills over time through effort, learning, and perseverance and succeed is an essential element for designers. This is where Growth Mindset can be of great help.

Word count: 672 words

References Link:

"What Is Animation? Definition and Types." StudioBinder, www.studiobinder.com/blog/what-is-animation-definition/

"Animation: The Art of Motion." Japan House Los Angeles, www.japanhousela.com/articles/animation-the-art-of-motion/

"The Fundamentals of Game Design." ELVTR, 7 Sept. 2023, elvtr.com/blog/the-fundamentals-of-game-design

"What is Game Design? A Guide." Kara Game Design, 14 Oct. 2023, www.karagamedesign.com/post/what-is-game-design-guide

"UI vs. UX Design: What’s the Difference?" Coursera, 22 Mar. 2023, www.coursera.org/articles/ui-vs-ux-design

Week 11: Connect CTS A to all your other modules

All the modules I am learning are generally very related to the CTS I am currently working on. As I mentioned in my comments from week 10, I think CTS is essential for all the design communication I am learning and the society I will be moving towards.

There is a reason for thinking this way. The activity for week 11 was to discuss with group members and connect the CTS topics we have learned so far to other modules I am learning. It was a time to create a mind map like the attached photo below to see which subjects are related to which CTS topics and which are not.

According to the attached photo above, our group thought that the topic “What is Critical Thinking?” that we learned in the first week was related to Studio, Craft and Photography. In “Collaborative Skills”, Digital Skills, Craft and Photography are related, "Emotional Intelligence” had Craft, Studio and Photography, in “Assertion & Conflict Resolution”, Craft, Digital Skills and Studio are related, “Growth Mindset” had Studio, Digital Skills and Craft, in “Fact, Reliable source” modules had same as “Growth Mindset”. Lastly, in “Digital Media” modules Studio, Craft and Photography are related.

Of course, I agree with this group project, but I also have my own thoughts. Since I was not able to participate in this group project, I read and analyzed the group’s mind map and created my own mind map.

The attached photo above is another mind map of connections I made. The topics and modules that are the same in my personal opinion and the group opinion are “What is Critical Thinking?”, “Growth Mindset” and “Fact, Reliable source”. This is a bit different from the detailed opinions that came out of our group, but the modules that I thought were essential were the same. For example, I think the Studio module has the strongest correlation with the topic “What is Critical Thinking?” because in the studio module, there is a lot of individual work and we need to receive feedback. We need to accept the feedback as a critical and logical thought and move forward.

However, the modules related to the topics “Collaborative Skills”, “Assertion & Conflict Resolution”, “Digital Media” and “Emotional Intelligence” were different from what I expected. Our group chose Digital Skills, Craft and Photography as the modules related to “Collaborative Skills”, but my opinion was a little different. Photography and Craft are the same, but I chose Studio instead of Digital Skills. The reason is that the most important thing in Collaborative Skills is to work well with others and achieve a common goal. It is most important to help each other. From my perspective, Digital Skills is a completely individualistic task. However, in the Studio module, I get feedback from the lecturer, show my work to the group and class, and sometimes get help from them. That is why I thought Studio was a strong connection point in Collaborative Skills.

In this way, I compared the group's opinions with mine and looked for differences. Since each person has a unique way of thinking and holds different opinions, I believe that while some parts of our opinions may overlap, there are naturally also differences. While writing this article, making my own mind map, and comparing it with the group's mind map, I learned the advantages of group activities once again. Listening to many people's opinions on one question seemed to enhance my perspectives and thoughts, help me understand new things, and broaden my mind.

Word count: 585 words

References Link:

"Analysis of Comparative Opinions." Liu, Bing, Cambridge University Press, www.cambridge.org/core/books/abs/sentiment-analysis/analysis-of-comparative-opinions/41847020750044E0B2D35C200DC435D8

"Comparing and Contrasting." Berkeley Student Learning Center, University of California, Berkeley, slc.berkeley.edu/writing-worksheets-and-other-writing-resources/comparing-and-contrasting

Week 10: Critical Thinking Skills

This module feels like the most challenging one among all the modules I'm currently taking. The reason is that this module is generally about learning the future I will be going forward. It is also a class that makes me think about my personality again. I have to connect everything I learn in design communication to CTS, which seems to help me systematically analyse and understand everything, work well with my team, and learn about the society I’m stepping into. 

In order to think about what CTS is, I learned about visual metaphors in class. We built up “Emotional Intelligence,” “Collaboration Skills,” “Assertion Conflict,” “Fact & Reliable Sources,” “Growth Mindset,” and “Digital Media” in sequence from the bottom up. In order to reach CTS, we started with “Emotional Intelligence,” which we considered the most fundamental skill, and built up one by one to complete CTS.

I think each of these areas plays a key role in developing balanced critical thinking skills. Basically, the visual metaphor we created is completely consistent with my opinion. Emotional Intelligence,” which I think plays the most fundamental role. Is the ability to recognize, understand, and manage your own emotions and those of others. That’s why I see it as the basic area in CTS. "Collaboration Skills" means listening to team members, sharing ideas, and respecting each other. I find it closely related to "Assertion Conflict," where you need to assert your own opinions and also be able to critique those of your teammates. “Fact & Reliable Sources” is an area where you need to be able to distinguish between opinions and facts. Also discern between reliable and reliable sources of information. Finally, “Growth Mindset” is the belief that you can develop your abilities and intelligence through effort and learning. As the saying goes, effort never betrays.

While taking CTS classes, I think the most memorable activity for me was “Spirit of a NEW GENERATION!” in Week 9. The activity involved forming groups and explaining the spirit of young generation designers based on 4 clusters. Each of us shared at least 60 photos and videos to express who I am. Our group used four clusters that Identity, Perspective, Creativity, and Future. Through this activity, I had time to learn more about not only my spirit and identity but also those of my group members. I got to know what their identities are, what they consider most important, and what kind of wonderful dreams they have for the future. It was an incredibly interesting activity that let me understand others’ perspectives, not just my own designer mindset.

Through these activities, I discovered many great advantages of working in a group. Previously, I had a very independent personality. Thus I didn’t prefer group work. However, because of this I was only thinking of my own perspective and opinions, and I realised once again how closed I was. I realised that working in a group was more enjoyable than I thought, and how interesting it was to hear other people's lives and opinions. I realised that things that I could never think of alone were possible when working in a group. I wanted to continue working in a group and talk to more people in the world and work with them. The activities in CTS helped me reflect on my life and continue my journey of finding my identity.

Word count: 558 words

References Link:

University of Greenwich. "Critical Thinking." University of Greenwich, 24 April. 2023, https://www.gre.ac.uk/articles/ils/critical-thinking.

"Developing Emotional Intelligence" Lucas Filice and W. James Weese, 19 March. 2024, https://www.mdpi.com/2673-8392/4/1/37.

"Collaboration Is a Key Skill. So Why Aren't We Teaching It?" MIT Sloan Management Review, 23 June. 2022, https://sloanreview.mit.edu/article/collaboration-is-a-key-skill-so-why-arent-we-teaching-it/.

Week 3 - Emotional Intelligence

Q1. We talked about “Self-management”, “Self-awareness”, “Empathy” and “Relationship management”. Which aspect do you think you are strongest at, and which is something you should try to improve? Discuss with reference to today’s activities, and even your Studio collaborations.

A1. In class today, I drew a picture of myself and thought deeply about what my strengths and weaknesses were. To briefly explain the four competencies, self-management is the ability to effectively regulate emotions, behaviors, and time. Self-awareness is the ability to clearly understand emotions, thoughts, and behaviors. Empathy is the ability to understand and care for the emotions and needs of others. Relationship management is the ability to maintain positive and constructive relationships with others.

I think my greatest strength is "self-management." I think I am good at regulating my emotions and distributing my actions and time to use my tasks as efficiently as possible. The reason why this competency is my greatest strength is that unless something special happens, I try to live my life regularly as written in my life planner. I try to live a regular life, such as studying my major for at least 3 hours a day and eating at least 2 meals a day.

My greatest weakness is empathy. I try to empathize with people as much as possible, but I have never been other people, so it is difficult for me to understand them in my head. However, to overcome this, I try to listen to others as much as possible and try to accept their thoughts and opinions. I have often heard from my friends and people that I lack empathy. That's why I've been trying to make the most of this by listening to people's stories, empathizing with them, and working together to find solutions.

Word count: 254 words

References Link:

"Emotional Intelligence Background." Ohio State University Extension, Ohio 4-H, www.ohio4h.org/sites/ohio4h/files/imce/Emotional%20Intelligence%20Background.pdf.

Week 2 - Collaborative Skills

Q1. Describe your strengths and weaknesses as a collaborator. What did you do well, and what are some areas to improve? Discuss with reference to today’s activities.

A1. This was my first group assignment in this module. This group assignment was like a time to learn how much I can connect with people, how much I can talk to them, and what kind of results can be produced through the exchange of ideas. I tried to generate as many of my ideas as possible and shared them with the group members. My group members actively accepted my ideas, and we were able to produce results easily. However, my biggest weakness was that I only shared my ideas and did not accept the ideas of other members. I found this weakness and tried to fix it. From then on, I tried to ask other members for their thoughts and opinions. So that I can hear, share, and communicate with them. Since our team only had 3 people, we could not come up with many ideas, but after everyone came up with one idea, we were able to easily create the monument. What you can learn from this process is that collaborative learning allows students to develop a variety of skills and competencies, such as communication skills, critical thinking skills, and problem-solving skills.

Q2. If you had more time and an unlimited budget, how would you design the monument differently? Include pictures of the group work, and your personal re-design.

A2. The first thing I wanted to do was make the paper frame out of a stronger material like plastic or wood. Paper was too weak, so I could not express the texture I wanted to express. We also wanted to express a "solar city", so we wanted to try expressing the solar panels with glass. While making this monument, I learned that my ideas and others' ideas can be combined to continuously create bigger and more beautiful ideas, and we made this monument by working hard on the tasks given to us without leaving anyone out during the given time.

Word count: 293 words

References Link:

Hackett, Simone. "Collaborative Learning: Let’s Not Reinvent the Wheel." European Association for International Education (EAIE), 23 Jan. 2024, www.eaie.org/resource/collaborative-learning.html.

https://research.acer.edu.au/cgi/viewcontent.cgi?params=/context/ar_misc/article/1043/&path_info=General_Capabilities_Collaboration_skill_development_framework.pdf

Week 1 - What is Critical Thinking?

Q1. Describe your understanding of critical thinking that you had before the class, and reflect on what you may have learned.

A1. In today’s class I had a lot of discussion about what critical thinking is. Based on many news reports and papers, I tried to think about what critical thinking is from my perspective as much as possible. The definition of critical thinking that I learned is questioning what you read, listen, speak, and write. After that, I learned that critical thinking is the thinking that analyses, interprets, evaluates, and judges what we actually think about.

Q2. What have you learned about Mindfulness? How might you integrate this into your learning environment?

A2. Mindfulness is a type of meditation. It seems to me like it clears my mind before my special ideas come out of my head, clearing my mind so that I can sustain my life.

Q3. Describe an eventful moment you have experienced in this class.

A3. First of all, my first week of class for the “Critical Thinking Skill A” and “Studio 1” modules were all new to me. Every moment of hearing the briefing about what I would learn in this class, what my schedule would be like, and greeting all the people, it felt like the beginning of a new page in my life. The most memorable part was walking around the school, meeting new people, and taking pictures of the new things I learned. This allowed me to visit places I had not been to at school, and also gave me the opportunity to meet new people for the first time. Learning about design principles through various circle stickers was also interesting. The end of tuning is purity, and in my opinion, all art starts from the basics.

Word count: 244 words

References Link:

"Critical Thinking." Eoghan Ryan, 4 Sept. 2023, www.scribbr.com/working-with-sources/critical-thinking/.