Date of Graduation

5-2024

Document Type

Thesis

Degree Name

Master of Fine Arts in Art (MFA)

Degree Level

Graduate

Department

Art

Advisor/Mentor

Ryan Slone

Committee Member

David Chioffi

Second Committee Member

Bree McMahon

Keywords

Creative Inquiry; Cybernetics; Design Futures; Hive Mind; Speculative Design; Storytelling; Feedback; Framework; Multi-sensory Learning; Speculative Design Learning Framework; Collaboration; Collective Intelligence

Abstract

According to the 2020 Cigna US Loneliness Index Survey, 73% of Gen Z (born between 1997 and 2012) report feeling alone sometimes or always. Consequently, People who experience social isolation risk early death. Gen Z as a cohort is hyperconnected in the virtual world but socially disconnected, often relying on social apps and the internet as a creative outlet (Bakhtiari). Research shows that young adults frequently utilize these apps as a site for inspiration and brainstorming rather than searching for creative motivation in the outside world. Speculative design helps explore new perspectives and gives designers tools to support imagination and postulate possible futures (Vinnova). This research investigates speculative cybernetic concepts to expand creative inquiry and foster collaborative design futuring among Gen Z designers through multisensory learning practices. Through a speculative design learning framework, instructors may achieve learning goals using classroom activities incorporating design futuring, cybernetic experimentation, and speculative storytelling. By adopting cybernetic learning principles to modify projects and curricula, designers and educators have the potential to cultivate creative connection and collaboration while engaging participants in investigations concerned with complex problems.

Comments

Complete thesis uploaded as supplementary file.

Additional Files
Miles J_Supplementary 1_16 July 2024.pdf (98573 kB)
Complete Thesis
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