Genre as Scaffold: Reframing design pedagogy through genre theory
Wayne Williams
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This paper presents findings from a two-year pilot study that positions Genre Theory as a dynamic pedagogical scaffold in design education. Rather than treating genre as a static category, the study demonstrates how it can bridge students’ intuitive literacy (from music, film and media) with the disciplinary practices of visual communication design. Attendees will gain a practical framework for introducing genre theory into studio courses, strategies for critique and assessment that reframe failure as insight and insights into how genre awareness lowers barriers to engaging with complex concepts such as semiotics, rhetoric and audience positioning. By reframing genre as a flexible, inclusive and process-driven tool, the session equips educators with actionable approaches for cultivating more reflective, critical and experimental designers.
Wayne Williams
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