Abstract
The term “story” is widely used in the field of design; however, its definitions vary, and a comprehensive understanding has yet to be established. This study investigates how the concept of “story” is employed in the curriculum of Japanese higher education to provide an organized framework for its roles and associated design disciplines. A total of 224 syllabi containing the keywords “story” or “narrative,” collected from 37 Japanese universities with design-related faculties, departments, or courses were analyzed. Each syllabus was examined based on the descriptions found in their overviews, objectives, and schedules, and the roles of the keywords, as well as the classifications of design disciplines, were identified. The analysis revealed four key roles for “story”: (1) Component, representing an element of the content itself; (2) Foundation, providing background information for design works; (3) Experience, defining the relationship between design works and users; and (4) Process, outlining the sequence of design activities. The roles of Component and Foundation were predominantly observed in content design disciplines such as film and manga, whereas Experience and Process were more common in fields like product and service design, urban and architectural design, and business. These findings suggest the potential for “story” to be applied across disciplines, enabling innovative design concepts that transcend traditional frameworks and adapt to evolving societal and technological contexts.
Presenters
Shunta TomimatsuAssistant Professor, Faculty of Design, Kyushu University, Fukuoka, Japan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Story, Narrative, Design education, Higher education, Syllabus
