第七季PLAYSHOP小學期課程《跨界設計》開啟

校園裝置

Campus equipment

活動現場

Event site

6月22日，第七季“PLAYSHOP / YOUNG to young”小學期課程《跨界設計》在中國美術學院良渚校區正式拉開帷幕。

作為中國美術學院設計學科的重要教學品牌，PLAYSHOP始終致力于探索面向未來的設計教育路徑。在2019年至2024年前六季的積淀中，PLAYSHOP已形成以跨學科協同、國際聯合授課與實踐導向為核心的教學格局，匯聚了豐富的成果與國際資源。

本季課程為期三周，面向視覺傳播學院、時尚設計學院、工業設計學院及創新設計學院的本科三年級學生，由教務處與設計學科辦公室統籌組織，四學院共同實施。中外教師聯合組成課程研發小組，圍繞主題開展協同備課與授課，在多元文化與復合知識背景中展開教學實踐。

On June 22, 2026, the seventh season of the "PLAYSHOP / YOUNG to young" short-term course titled "Cross-disciplinary Design" officially kicked off at the Liangzhu Campus of China Academy of Art.

As an important teaching brand in the design discipline of China Academy of Art, PLAYSHOP has always been committed to exploring design education paths oriented towards the future. Based on the accumulation from the first six seasons spanning from 2019 to 2024, PLAYSHOP has established a teaching paradigm centered on interdisciplinary collaboration, international joint teaching, and practice orientation, amassing a wealth of achievements and international resources.

This season's course, lasting for three weeks, is targeted at third-year undergraduate students from the School of Visual Communication, School of Fashion Design, School of Industrial Design, and School of Innovation Design. It is coordinated and organized by the Academic Affairs Office and the Design Discipline Office, and implemented jointly by the four schools. The teaching organization has been further enhanced, with a curriculum development team jointly formed by Chinese and foreign teachers. They collaborate on lesson preparation and teaching around specific themes, engaging in teaching practices within a multicultural and composite knowledge framework.

陳正達 中國美術學院教授、博士生導師

Chen Zhengda - Professor and Doctoral Supervisor, China Academy of Art

從一個詞開始，向未知的世界展開

Beginning with a Single Word, Unfolding Toward an Unknown World

陳正達表示，從“Workshop”到“Playshop”，是中國美術學院八年來對著慣性的設計教育，主動擺出的一個破局又堅定的姿態。2019年第一屆國際聯合設計課程在創新設計學院的教室里埋下第一顆種子的時候，沒有人想到它會從一個學院的小小實驗，生長成今天視覺傳播學院、時尚設計學院、工業設計學院、創新設計學院四院聯手托舉的創造場。八年來，課堂的邊界一步步伸向了世界的各個角落，腳下的這間教室，就是一張攤開在良渚大地上的、活的世界地圖。

今年所有的課程錨定在同一個詞上：PROMPT｜提示詞。我們正活在一個被提示詞徹底馴化的時代，所以我們要做一件公然“反技術潮流”的事：不用提示詞去加速生成，要用提示詞，去延遲答案。

在這里，提示詞是一封邀請函——邀請你重新踩進真實的經驗里，重新用指尖觸摸每一塊材料的紋理，重新一頭扎進熱氣騰騰的現實生活里。從一個詞出發，在文本、造物、影像三個維度里狠狠扎進去。讓設計重新回到你的眼睛里、你的手掌里、你一筆一刀慢慢打磨的勞作里。

這也是為什么今年把“跨界”兩個字，擦得比任何時候都亮。從一個學院的小學期，走到四個學院聯手托舉的大學期；從單一的設計語言，走到視覺、時尚、產品、科技完全打通的共同游戲場。我們傳承是“共同經歷、共同涉險、共同游戲”的滾燙的教學初心；我們不斷拓寬的邊界，本質上是在給想象力，多留出一萬種碰撞的可能——邊界越寬，撞見意外的驚喜的概率就越大，撞見那個從來沒認識過的自己的概率，也就越大。

希望各位同學在接下來的三周帶著一個詞出發，勇敢地往那個未知的世界里走。不要急著找答案，多為一個細節停留一小時，多繞一段看起來完全沒用的遠路，多對著理所當然的常識問一句“為什么不能是別的樣子”。

Chen Zhengda stated that from “Workshop” to “Playshop” — this is a stance, at once rebellious and resolute, that the China Academy of Art has deliberately taken over eight years against the inertia of design education. When the first International Joint Design Course planted its first seed in a classroom of the School of Design and Innovation in 2019, no one imagined it would grow from one school's small experiment into the field of creation that today is held up jointly by four schools — the School of Communication and Design, the School of Fashion Design, the School of Industrial Design, and the School of Design and Innovation. Over these eight years we have let the boundaries of the classroom reach, step by step, into every corner of the world. The very classroom beneath our feet today is itself a living map of the world, spread open upon the land of Liangzhu.

This year we anchor all of our courses to a single word: PROMPT | 提示詞.

We are living in an age thoroughly domesticated by prompts. We are going to do something that openly “runs against the technological tide”: rather than using the prompt to accelerate generation, we will use the prompt to delay the answer.

Here, the prompt is no longer a cold command that orders machines to mass-produce images; it is an invitation placed in your hands — an invitation to step back into real experience, to touch the texture of every material with your fingertips again, to plunge once more headlong into the steaming, vivid stuff of real life. Setting out from a single word, dig in fiercely across three dimensions — text, making, and image — so that language is no longer a shortcut toward generation, but becomes the first seed of your action.

This is also why, this year, we have polished the two words “trans-boundary” brighter than ever. From one school's summer term to a grand term held up jointly by four schools; from a single design language to a shared playground where vision, fashion, product, and technology are fully connected. What we carry forward is the burning original spirit of “experiencing together, venturing together, playing together”; the boundaries we keep widening are, in essence, leaving ten thousand more possibilities of collision for your imagination — the wider the boundary, the greater your chance of stumbling upon an unexpected delight, and the greater your chance of stumbling upon a self you have never known before.

May you, in these three weeks, find joy in getting lost and joy in creating, and become once again a complete, living creator.

胡曉琛 中國美術學院教授、創新設計學院計算藝術研究所所長

Hu Xiaochen - Professor, China Academy of Art; Director, Computational Art Research Institute, School of Design and Innovation

從工作坊到玩吧——一場永遠年輕的對話

From Workshop to Playshop: A Dialogue Forever Young

從工作坊到玩吧——一場永遠年輕的對話

From Workshop to Playshop: A Dialogue Forever Young

胡曉琛回憶，每年六月，當站在這里開啟暑期學期時，她總會想起2019年的那個夏天。那一年，象山藝術公社的十六個“蜂巢”空間被改造為教室，“Workshop”變成了“Playshop”，把工作坊變成了“玩吧”。一詞之差，背后卻是視角的徹底翻轉：最好的教育是把“實驗室”變成“游樂場”，最好的學習方式就是“玩”。“玩”所特有的主動性與動手實踐，恰恰是今天在歷史與文化中建構自我意識的最有效路徑。

胡曉琛回顧了往屆Playshop，她認為，好的教育不是知識的灌輸，而是火焰的點燃；不是復制，而是共創；不是在確定性中尋找安全感，而是在不確定性中——在“玩”的過程中——生長出自己的判斷力和創造力。這也是為什么這門課程被命名為“Playshop·跨界設計”——它不是長者向青年的單向傳遞，而是一場平等的、相互激發的、永遠年輕的對話。

新一季的暑期課程即將開始。希望即將參與其中的所有老師和同學們，保持好奇，保持“玩”的精神，保持對不確定性的開放。每一次“玩”，都在為這場實驗寫下新的注腳。

Hu Xiaochen recalled that every June, when she was here to open the summer term, she always think back to that summer of 2019. That year, the sixteen “honeycomb” spaces of the Xiangshan Art Commune were converted into classrooms and “Workshop” was turned into “Playshop,” turning the workshop (工作坊) into a place for play (玩吧). A change of a single letter, but behind it a complete reversal of perspective: education at its best is turning the “laboratory” into a “playground,” and that the best way to learn is through play. The initiative and hands-on practice that are the essential characteristics of play are precisely the most effective path by which we build historical and cultural consciousness today.

Hu Xiaochen reviewed the past editions of Playshop and expressed her belief that that good education is not the pouring-in of knowledge, but the lighting of a fire; not replication, but co-creation; not the search for security within certainty, but the growing of one's own judgment and creativity amid uncertainty — in the process of “play.” This is also why we call this course “Playshop · Trans-boundary Design” — not a one-way transmission from the old to the young, but a dialogue that is equal, mutually stirring, and forever young.

A new season of the summer term is about to begin. To all the teachers and students about to take part, Hu would like to say: stay curious, keep the spirit of “play,” and remain open to uncertainty. At the same time, please remember that you are not merely completing a course — you are taking part in an educational experiment that has continued for six years and will keep on growing. Every act of “play” you make writes a new annotation to this experiment.

虞瓊潔 中國美術學院視覺傳播學院副教授

Yu Qiongjie - Associate Professor at the School of Visual Communication of China Academy of Art

2026小學期playshop課程模式介紹

Introduction to the 2026 Elementary School Term Playshop Course Model

虞瓊潔介紹，Prompt 不只是輸入方式，它更像是一種提問的方法。它決定了我們如何進入問題，如何展開創作，也決定了我們會看見怎樣的世界。因此，在這門課中，Prompt 不是答案，而是一個起點。

課程共有三個學習目標：首先，理解文本、材料與動態影像之間的關系。第二個目標，是掌握一種從概念到形式的設計生成方法。第三，關注不同媒介內部的表達機制。最后，我們也希望大家理解技術在當代設計實踐中的位置。

這門課將圍繞一個核心Prompt 展開。每位同學都需要完成三個彼此關聯、但表達方式不同的作業。它們分別是文本、物件制作和動態影像。我們并不把這三個部分理解為三個獨立項目，而是把它們看作同一個創作過程中的三個階段。文本負責提出問題和生成概念；物件制作回應材料與形式；動態影像則組織時間、空間和敘事。這三者最終會共同構成一個完整的創作系統。

整個課程會通過五個步驟推進：第一步，是Prompt 詞語的提取。第二步，是通過詞語組合建立新的語義關系。在前兩步的基礎上，進入三個具體的作業階段：文本、物件制作和動態影像。可以把這個過程理解為一種連續的轉譯：從一個詞出發，走向一句話；從一句話發展出概念；再把概念轉化為材料和形式；最后進入動態影像的時間表達。

Yu Qiongjie introduced that this year, the thematic word is Prompt. Here, Prompt is not merely a mode of input. It is more like a method of asking questions. It determines how we enter a problem, how we begin a creative process, and what kind of world we will come to see. Therefore, in this course, Prompt is not an answer, but a starting point.

There are three learning objectives of the course: First, to understand the relationship between text, material, and moving image. The second objective is to master a method of design generation from concept to form. Third, to pay attention to the mechanisms of expression within different media. Finally, to understand the position of technology in contemporary design practice, and see it as a method of thinking and creation, rather than merely as a tool.

This course unfolds around one core Prompt. Everyone will be required to complete three assignments that are interconnected but different in their modes of expression. They are text, object-making, and moving image. We do not understand these three parts as three independent projects; rather, we see them as three stages within the same creative process. Text is responsible for raising questions and generating concepts. Object-making responds to material and form. Moving image organizes time, space, and narrative. Together, they will ultimately form a complete creative system.

The entire process will proceed through five steps. The first step is the extraction of prompt words. The second step is to establish new semantic relationships through combinations of words. On the basis of the first two steps, we will then enter the three specific assignment stages: text, object-making, and moving image. You can understand this process as a continuous process of translation: beginning from a word, moving toward a sentence; developing from a sentence into a concept; transforming the concept into material and form; and finally entering the temporal expression of moving image.

2026playshop的導師陣容來自13個國家和地區的21位國際導師，與21位中方導師，共計42位導師參與本季教學。這20門課程，分別由中國美術學院四個學院承辦——視覺傳播學院、創新設計學院、工業設計學院、時尚設計學院。

The 2026 playshop mentoring team consists of 21 international mentors from 13 countries and regions, along with 21 Chinese mentors, totaling 42 mentors participating in this season's teaching. These 20 courses are hosted respectively by four colleges of the China Academy of Art—the School of Visual Communication, the School of Innovation Design, the School of Industrial Design, and the School of Fashion Design.

課程導師

Playshop mentoring team

各學院老師合影

Group photo of teachers from each college

開幕式最后，各班依次上臺抽詞，領取各自三周課程創作圍繞的核心提示詞。

In the final part of the opening ceremony, each class went on stage one by one to draw lots and receive the key cue words for their three-week course.

抽詞現場

Lottery drawing site

各班級合影

Class photos

定妝照

Makeup setting photos

主辦 ：中國美術學院

承辦：中國美術學院教務處、中國美術學院視覺傳播學院、中國美術學院創新設計學院、中國美術學院時尚設計學院、中國美術學院工業設計學院

教學地址：中國美術學院良渚校區

項目總策劃：陳正達、劉益紅

學術委員會：吳小華、俞佳迪、劉征、成朝暉、李昭、姜珺、王昀、段衛斌、凌雅麗

學院總指導：劉益紅、郎青、武奕陳、于朕

項目策劃：虞瓊潔、胡曉琛、顧文佳

執行策劃：華宏梁

教務執行：程靈、吳季蕾、陳鏡西、古蕾、田菁、黃瓛、陳效

課程助教：劉禾沐、彭洋、溫姝雨、謝毅鴻、駱曄晨、朱奕好、胡可熠、沈嚴、姚孫天傲、何若瑤、唐佳婧、胡格倫、賴禹涵、王駿揚、楊凱強、朱丹丹、楊依楠、應汐、林麗音、熊梓貝

開幕式主持：王驍勇

視覺設計：虞瓊潔、夏遠媛、趙一帆、吳越、梁青青、馬昊鳴、熊祖平、陳懿、華宏梁

活動組：王嵐、左佑、王可青、姜珍汝、賈梓欣、鐘汕哲

攝制組：溫姝雨、朱震岳、曹沂芬、陳蕭竹、何若瑤、陳依柔、趙藝芃、楊驍

宣傳組：華宏梁、張若瑜、朱煜寧、鐘汕哲、錢蔚、周袁伊

Sponsor: China Academy of Art

Organizers: Office of Education Administration, China Academy of Art

School of Communication and Design, China Academy of Art

School of Design and Innovation, China Academy of Art

School of Fashion Design, China Academy of Art

School of Industrial Design, China Academy of Art

Location: Liangzhu Campus, China Academy of Art

Project Directors: Chen Zhengda, Liu Yihong

Academic Committee: Wu Xiaohua, Yu Jiadi, Liu Zheng, Cheng Zhaohui, Li Zhao, Jiang Jun, Wang Yun, Duan Weibin, Ling Yali

Academic Supervisors: Liu Yihong, Lang Qing, Wu Yichen, Yu Zhen

Project Curators: Yu Qiongjie, Hu Xiaochen, Gu Wenjia

Executive Coordinator: Hua Hongliang

Academic Administrarion Executives: Cheng Ling, Wu Jilei, Chen Jingxi, Gu Lei, Tian Jing, Huang Huan, Chen Xiao

Course Assistants: Liu Hemu, Peng Yang, Wen Shuyu, Xie Yihong, Luo Yechen, Zhu Yihao, Hu Keyi, Shen Yan, Yao Suntian'ao, He Ruoyao, Tang Jiajing, Hu Gelun, Lai Yuhan, Wang Junyang, Yang Kaiqiang, Zhu Dandan, Yang Yinan, Ying Xi, Lin Liyin, Xiong Zibei

Openning Ceremony Host: Wang Xiaoyong

Visual Designers: Yu Qiongjie, Xia Yuanyuan, Zhao Yifan, Wu Yue, Liang Qingqing, Ma Haoming, Xiong Zuping, Chen Yi, Hua Hongliang

Event Team: Wang Lan, Zuo You, Wang Keqing, Jiang Zhenru, Jia Zixin

Documentation Team: Wen Shuyu, Zhu Zhenyue, Cao Yifen, Chen Xiaozhu, He Ruoyao, Chen Yirou, Zhao Yipeng, Yang Xiao

Promotion Team: Hua Hongliang, Zhang Ruoyu, Zhu Yuning, Zhong Shanzhe, Qian Wei, Zhou Yuanyi

來 源｜視覺傳播學院

編 輯｜伍萬藝

責 編｜周 慧

審 核｜方 舟 劉益紅

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