Playing with packaging. A collaborative design experience between university and company

3rd International Forum of Design as a Process
Politecno di Torino | Torino, Italia | November, 2011

Playing with Packaging
A Collaborative Design Experience between
University and Company

GUIDALI, Laura; FRANZATO, Carlo; SCALETSKY, Celso
PPG Design UNISINOS | Porto Alegre, BRASIL

ABSTRACT
The education of design has been studied by several researchers.

Donald Schön, in the 1980s investigated teaching in architectural design
disciplines and managed to advance in the processes of
teaching / learning, proposing the theory of reflection-in-action.
Keywords:
However, Universities in general are often displaced from social reality for Innovation,
its strong academic tradition. Collaborative Design,
University & Company
This study starts by the vision of the design driven innovation to reach a
reflexion about how the relationship between University and Companies
might play a important role in this process.

To do so, we present a collaborative process between the UNISINOS
Design School and Litocromart, a packaging graphic industry.

DESIGN DRIVEN INNOVATION AND ITS PROCESS
Design represents a new way to innovate inside companies.

To do so, it is necessary reconsider its position: design must move for
operational levels – related to new product development – to strategic
levels, related to management of companies.

Operational Strategic
Tactical level
level level


DESIGN DRIVEN INNOVATION AND ITS PROCESS
This innovation process seeks to reconsider the general performance of
companies in the market and society.

The purpose of this process, usually, is the definition of new scenarios of
competitive performance for companies.

The ultimate goal is to identify a workable innovation path, allowing a
coherent organization development in the future.


BUT HOW COULD THIS WORK IN A UNIVERSITY?


BINO, PLAYING WITH PACKAGING
Litocromart sought Unisinos in 2009 to develop
a totally new business, witch would take the
company form a B2B business model to a B2C.

The company was interested in develop a brand
called “BINO” to sell paper toys, witch would be
manufactured within the company’s plant.

In order to develop this project, Unisinos has
been involving students from undergraduate and
graduate courses.
Unisinos Design School, Porto Alegre - BRAZIL
The project branched out into 4 cycles:
undergraduate, internship, graduate,
extracurricular workshop.

1st CICLE - UNDERGRADUATE
In the second semester of 2009, Litocromart was the client in the “2nd
Design Class” discipline. The discipline used the methodology proposed
by Celaschi and Deserti (2007)

The goal was to explore the paper toys theme, build some portfolio for
the company and develop a brand for this new business.

The students were arranged in 6 groups of 3 individuals and developed
independently the stages of the design process.

The students focused in different target groups and different contexts of
use, building very diverse and original scenarios.


“For Build” _ office + play
Aimeé Schneider, Juliana Coracini & Luísa Brocco


“Playing gift” _ card + packaged + present
Douglas Daitx, Fábio Willers & Bruna Luz


“Touch” _ game + story + visual impairments
Natasha Kulczynski, Isabela Boessio & Letícia Rodrigues


“No Doubt Dice” _ restaurants + game
Rodrigo Hartmann, Rafael Jungbluth & Cláudio Alba


“My Iberê” _ museum + souvenir
Nathalia Rückert Martins, Izabel Christina Silva Prola & Maria Celina Canário


“Blumen Lamps” _ nature + decoration
Frances Danckwardt, Laura Goldstein & Paula Loher


1st CICLE - UNDERGRADUATE
As results there were concepts of lamps, toys for children with visual
impairments, office objects, souvenirs and games, which shows the
range of possible answers in the universe of the researched topic.

This set of original concepts offered Litocromart a comprehensive range
of possibilities for development, and several ways to innovate their
business.


2nd CICLE – UNDERGRADUATE INTERNSHIP
In order to enhance the collaboration between EDU and Litocromart it
was decided to create an artifact that showed the results so far.

This artifact was initially presented in the form of a book, but it should be
produced within the plant of the company (which does not have binding
process). It should also, somehow, show their technology and
manufacturing processes.

This activity was realized by a student on her last year on a internship
that developed a toy-book, which summarized the results of the previous
step.

This idea of developing a toy-book came about spontaneously, given the
nature of the subject treated in the “2nd Design Class” discipline.


toy-book
Laura Guidali


3rd CICLE – GRADUATE GRAPHIC DESIGN
The third cycle sought to develop a graphic identity for the brand "Bino".

To that end, it was conducted a three-day workshop with the class of
Graphic Design from EDU, where new ideas were generated in search
of a way for the brand Bino, but also for their applications.

The results were quite satisfactory and currently the teachers are doing
an evaluation of these results along with the company, for its
implementation.


g1 _ brand
Cristina, Francis, Mariana, Sabrina


g1 _ brand variations


g1 _ package & bag


g1 _ poster & sale point


g2 _ brand
Fabiana Medeiros, Bianca Gomes, Júlia Correa, Vanessa Trentin


g3 _ brand
Daniel Moura, Denny Chang, Luis Fernando


g3 _ bags
Daniel Moura, Denny Chang, Luis Fernando


g4 _ brand
Branda Weppo, Fabiana Dias, Gabriela Zambenedetti, Maria Helena de Carvalho


g4 _ package & poster


g4 _ bags & exhibitor


g4 _ brand awerness


4th CICLE – EXTENSION WORKSHOP
At the time of submission of this article, this activity has not yet been
executed.

It consists of a workshop for University extension that will bring together
undergraduate and graduate students towards the development of paper
toys for Bino.

This workshop will take place once every week over the first three
months of the 2012 school year. The main characteristic it will be the
development of participants skills through the exchange among the
workshop moderators and students, but also among the
students themselves.


CLOSING REMARKS
The subdivision into four projectual cycles allows a full investigation of
the experience according to the methodology of action research.

The results of each cycle offered the experiential basis for the reasoning
that gave rise to the next cycle. Thus, it was possible to construct a
model that triangulates research, education and market.

For a company to collaborate with students, it means to receive fresh and
often unpredictable ideas. It is the company, helped by teachers, who
should know how interpret these ideas.

On the other hand, work with a real company, which operates
continuously in the market, means for students to enrich their own
academic background, with a direct connection to the professional world.


CLOSING REMARKS
We realized that the insertion of a company in the educational context
can be very productive for both sides. It is clear that the collaboration
between Universities and Business carried out through educational
activities differ from consultancy project aimed at professionals,
consultancies and academic-oriented applied research.

Through projectual activities, which must first attend the training
purpose, these collaborations aimed at stimulating topics interesting,
comprehensive and far-reaching, seeking to go beyond the ephemeral
and the logic of profit.


REFERENCES
BORBA, G; REYES, P; GALISAI, R. Research in Strategic Design: a teaching experience.
In: Anais do Congresso Changing the Change, Turim: ICSID, 2008.

CELASCHI, F; DESERTI, A; Design e Innovazione. Milano, Carocci, 2007

LIBERALI, G; Escola de Design Unisinos. In: Design em Ação: A vida e os projetos dos
alunos do bacharelado em design. Editora Unisinos, Porto Alegre, 2008

SCALETSKY, C; LUZZARDI, H; A graduação UNISINOS e o Programa de Aprendizagem 2.
In: Bino, brincando com a embalagem: seis propostas para o desenvolvimento de uma
nova marca de brinquedos em papel. Editora Unisinos, Porto Alegre, 2011

DE MORAES, D; Metaprojeto. São Paulo, Blücher, 2010

FRANZATO, C. O Processo de Inovação Dirigida pelo Design: um Modelo Teórico.
REDIGE, 2(1): pp. 50-62. 2011

KOLB, D. Experiential learning. New York, Prentice-Hall, 1984

Playing with packaging. A collaborative design experience between university and company

Recomendados

Recomendados

Mais conteúdo relacionado

Mais de Redes de Projeto

Mais de Redes de Projeto (10)

Último

Último (20)

Playing with packaging. A collaborative design experience between university and company