부산대학교 도서관

We devised a Soma Design curriculum with accompanying teaching approaches for a seven-week course at a technical university. In our analysis of students' design concepts and process accounts, we found that they had opened an unusually rich and aesthetically engaging design space. But we also noted how they sometimes struggled with processes such as: "staying in the undecided" long enough to engage deeply with somaesthetic design imaginings; finding, refining and repeatedly returning to an aesthetic quality through the different phases of their design work; liberating them-selves from pre-existing practices or objects in order to find entirely novel design possibilities; shifting from a more rationalistic design process, mainly based on argumenta-tion, into a felt engagement were imaginations are acted out - not talked about; and lacking a technical toolkit for somaesthetically experiencing interactive sociodigital materials. Based on these insights, we provide a set of recommendations for how to teach Soma Design, and we have created an accompanying Soma Design toolkit that will support exploration and design.