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

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visualizing curricular concepts 46
VISUALIZING CURRICULAR CONCEPTS OBJECTIVES visualizing curricular concepts With all of the aforementioned variables of graphic design education, it is difficult for beginners to visualize which design programs are best suited for their individual priorities. As neophytes to design in general, most would not have an inkling of how to determine which programs are best aligned with today’s professional expectations. Under this premise, it becomes imperative for students to evaluate the competitive industry expectations they will face before they embark upon their educational journey. Bridging these gaps becomes possible by retaining educators that remain informed of current and future professional expectations. But also by equipping beginner students up front with the informational tools to make knowledgeable decisions about their choice of graphic design programs. Nothing is more tragic than to have students attend programs expecting to receive professional preparation, only to find after graduation that major gaps exist in their education. Philip Meggs 47
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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 and 26: EXPECTATION 2 | craft & technique E
Page 27 and 28: Statement of the Eames Design Proce
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 53 and 54: EXPECTATION 7 | social responsibili
Page 55: EXPECTATION 7 | social responsibili
Page 59 and 60: visualizing curricular concepts CHA
Page 61 and 62: visualizing curricular concepts Unl
Page 63 and 64: visualizing curricular concepts In
Page 65 and 66: visualizing curricular concepts Not
Page 67 and 68: visualizing curricular concepts Por
Page 69 and 70: visualizing curricular concepts Mor
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
Page 77 and 78: about the author Nicole Roberts is
Page 79 and 80: about survey participants professio
Page 81 and 82: about survey participants educators
Page 83 and 84: about survey participants I think w
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Nicole Roberts MFA Thesis Visual Component Artwork - Savannah ...

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