Korean University Students’ Perceptions of Design Critique -Based on Focus Group Interviews-

Korean University Students’ Perceptions of Design Critique -Based on Focus Group Interviews-

Design critique is a central part of design studio education. Though there is a growing amount of research on students’ perspective on critiques, there is a lack of research on students’ perceptions of design critique in Korean design education. This study conducted focus group interviews with design students in K university in Gyeongbuk province in order to increase understanding on this topic. As a result of these interviews, we found three themes: students’ emotions, communication modalities, and tendencies based on feedback sources. The students of this study are highly conscious of their peers’ emotions and respectful towards instructor feedback. Likewise, they also have trouble separating their feelings from criticism of their designs. Even though students may lack confidence giving verbal feedback, some students are aware and make use of non-verbal communication. Furthermore, students prefer a group critique more than a large class critique in terms of communication. Also, students are more likely to reexamine peer feedback about their design decision. Yet, they embrace the instructor’s suggestions without hesitation.

Design critique is a central part of design studio education. Though there is a growing amount of research on students’ perspective on critiques, there is a lack of research on students’ perceptions of design critique in Korean design education. This study conducted focus group interviews with design students in K university in Gyeongbuk province in order to increase understanding on this topic. As a result of these interviews, we found three themes: students’ emotions, communication modalities, and tendencies based on feedback sources. The students of this study are highly conscious of their peers’ emotions and respectful towards instructor feedback. Likewise, they also have trouble separating their feelings from criticism of their designs. Even though students may lack confidence giving verbal feedback, some students are aware and make use of non-verbal communication. Furthermore, students prefer a group critique more than a large class critique in terms of communication. Also, students are more likely to reexamine peer feedback about their design decision. Yet, they embrace the instructor’s suggestions without hesitation.