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

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What makes a graphic design course a success? Freedom When students are able to independently define and follow through with their own unique project parameters Educator Student Context When lectures and assignments connect with historical and/or contemporary real-world issues A class is a success when students demonstrate conceptual development, increased understanding and capacity for effective design methodologies. Discourse When the group engages in consistent thought-provoking discussion and critiques in class Dawn Barrett, Professor Rhode Island School of Design Providence, Rhode Island Challenge When the assignments have demanding yet attainable goals and objectives The students’ abilities to make intelligent design decisions, to work independently, to attain visual sensitivity and produce work that is visually cohesive and that reflects typographic competence. Learning Curve When I am able to learn something fundamentally new from my professor and perhaps vice versa Barry Roseman, Professor SCAD-Atlanta Atlanta, Georgia GPA When grade point averages are favorable and improve throughout the term Experimentation, enthusiasm, integration of theory and thinking beyond the expected design solution Sherry Blankenship, Professor Ohio University Athens, Ohio Multimedia When I am able to expand my knowledge of new media and technology to solve a design problem Projects When there is a portfolioworthy project at the end of the term 48
visualizing curricular concepts CHALLENGE DISCOURSE FREEDOM PROJECTS LEARNING PROJECTS DISCOURSE CHALLENGE CONTEXT FREEDOM CONTEXT LEARNING CURVE MULTIMEDIA GPA MULTIMEDIA GPA Most Important Least Important 49
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Unlike any other major of study, gr
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© 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 57: VISUALIZING CURRICULAR CONCEPTS OBJ
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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