Nicole Roberts MFA Thesis Visual Component Artwork - Savannah ...

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EXPECTATION 2 | craft & technique As a Project Designer, Liz Teston of asd in Atlanta observes, “Recent graduates often have tremendous computer skills that give the perception that they can also hand sketch, but actually many cannot.” This is a skill typically emphasized during first year foundation programs, but according to multiple professional testimonies, students are not retaining this knowledge. The deficiency of new graduates’ handcraft in the professional workplace is attributed not only to their exclusive dependency upon the computer, but also to the diminishing role of foundation studies and its inconsistent quality. Early design education should avoid the constructs of computer labs, only using them sparingly as an introduction to software for future use. An inadequate foundation curriculum yields students whose craft and technique are subordinate to that of the computer. These are the students who rush to commemorate the first idea that pops into their head by making it digital, versus taking half of the time to brainstorm numerous concepts with quick thumbnails by hand on paper. “This generally inhibits the development of ideas, because psychologically you tend to restrict yourself to what you are capable of achieving technically.” 10 Research shows that students are not practicing their handcraft and technique by their own disposition. The solution is reminiscent of elementary math class when teachers admonished the old “show your work” adage to adolescents calculating their long division problems. There is validation in showing the process. For graphic design coursework, process books must be a non-negotiable expectation for each project from conception to completion. Ideally, process books are considered as a portion of the student’s grade at midterm and the end of the course. As educators emphasize and expect continual documentation of preliminary sketches, students will infuse the practice of handcraft into their permanent repertoire for the professional workplace. We are past the Milton Glaser heyday when he proclaimed, “Computers are to design as microwaves are to cooking.” 11 But despite these technological advances, it will always remain critical for design students to develop the skill of hand sketching concepts on paper. The opportunities for pedagogical change seem cut and dry to leading professionals like Mike Sloan, Partner at Lippincott in New York, “Schools need to pay more attention to hand sketching skills, not just computer skills.” You don’t have to give up your pencil when you switch to computer design. The Mac’s just another pencil! April Greiman 16
Statement of the Eames Design Process by Charles Eames for the Louvre Show, “What is Design,” 1969 EXPECTATION 2 | craft & technique 10 David Dabner, Graphic Design School: A Foundation Course in the Principles and Practices of Graphic Design, 3rd ed. (Hoboken, NJ: John Wiley & Sons Inc., 2005), 56. 11 ThinkExist.com, “Milton Glaser Quotes,” ThinkExist, http://thinkexist. com/quotes/milton_glaser/ (accessed January 31, 2010). Process is more important than outcome. When the outcome drives the process we will only ever go to where we’ve already been. If process drives outcome we may not know where we’re going, but we will know we want to be there. Bruce Mau 17
Page 1: Unlike any other major of study, gr
Page 6 and 7: © 2010 Nicole R. Roberts nrober24@
Page 9 and 10: contents Abstract .................
Page 11 and 12: abstract Leading professionals lear
Page 13 and 14: introduction Since William A. Dwigg
Page 15 and 16: INTrODUCtiON Currently, a student
Page 17 and 18: fundamental skills Collective Cogni
Page 19 and 20: fundamental skills *Creativity rank
Page 21 and 22: EXPECTATION 1 | creativity EXPECtAt
Page 23 and 24: pORTFOLIO DESIGN DISCOURSE PROCESS
Page 25: EXPECTATION 2 | craft & technique E
Page 29 and 30: EXPECTATION 3 | design discourse EX
Page 31 and 32: EXPECTATION 3 | design discourse To
Page 33 and 34: EXPECTATION 4 | digital media EXPEC
Page 35 and 36: It’s no longer possible to make a
Page 37 and 38: Students must continually practice
Page 39 and 40: EXPECTATION 5 | multi-disciplinary
Page 45 and 46: EXPECTATION 6 | innovative business
Page 47 and 48: Being good in business is the most
Page 49 and 50: EXPECTATION 6 | innovative business
Page 51 and 52: EXPECTATION 7 | social responsibili
Page 57 and 58: VISUALIZING CURRICULAR CONCEPTS OBJ
Page 59 and 60: visualizing curricular concepts CHA
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Page 63 and 64: visualizing curricular concepts In
Page 65 and 66: visualizing curricular concepts Not
Page 67 and 68: visualizing curricular concepts Por
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Page 71 and 72: visualizing curricular concepts Dex
Page 73 and 74: the college curriculum.” 38 Even
Page 75 and 76: Lupton, Ellen, and Jennifer Cole Ph
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about the author Nicole Roberts is
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about survey participants professio
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about survey participants educators
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about survey participants I think w
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Nicole Roberts MFA Thesis Visual Component Artwork - Savannah ...

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