ABSTRACT
Design education appears to be built on a notion of the designer who is ultimately to emerge: the creative professional practitioner. This is the key result or objective of the design educational process. Higher education, museums and professional organizations each have a place in providing or contributing to design education. Each of these sectors has an established educational role and although their precise aims, philosophies and approaches to education might diverge, people can locate design educational activities quite clearly in each of them. For practice-based design and design education the process of material making can be profoundly important: it can be seen as an integral part of practice, a crucial learning activity and a trigger for creativity and the imagination. The chapter offers the descriptions of the distinctive qualities or identities of two design courses: Craft-based and 3D design. It considers the images of designers, using quotations from design publications and research interview transcripts side by side.
