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

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Where did your most successful designers attend undergraduate school? Arizona State University Tempe, AZ Art Center College of Design Pasadena, CA Art Institute of Atlanta Atlanta, GA Auburn University Auburn, AL Boston University Boston, MA California Institute of the Arts Valencia, CA Carnegie Mellon University Pittsburgh, PA Clemson University Clemson, SC College for Creative Studies Detroit, MI Cornish College of the Arts Seattle, WA Creative Circus Atlanta, GA Georgia State University Atlanta, GA Grand Valley State University Allendale, MI Herron School of Art & Design Indianapolis, IN Maryland Institute College of Art Baltimore, MD North Carolina State University Raleigh, NC Ohio State University Columbus, OH Ohio University Athens, OH Parsons the New School for Design NY, NY Penn State University Altoona, PA Portfolio Center Atlanta, GA Pratt Institute Brooklyn, NY Rutgers State University Newark, NJ Rhode Island School of Design Providence, RI <strong>Savannah</strong> College of Art & Design Atlanta, GA School of the Art Institute of Chicago Chicago, IL School of <strong>Visual</strong> Arts New York, NY University of the Arts Philadelphia, PA University of Cincinnati Cincinnati, OH University of Illinois Champaign, IL University of Tennessee Knoxville, TN University of Washington Seattle, WA Virginia Commonwealth University Richmond, VA Yale University New Haven, CT 52
visualizing curricular concepts In visualizing the pedagogical change of graphic design, the biggest issue is the time limitation in comparison with the “encyclopedic amounts of information” to learn (as Paul Rand would say). During the onset of this research, several educators and students expressed concern as to how a graphic design curriculum could possibly incorporate any additional components. Professors seemed already overwhelmed with back-to-back studios, full to capacity. They are pressed for time; 55% of educators would rather have the longer semester term system over the collegiate ten-week quarter structure to administer the new and necessary coursework. Students frowned at the proposition of tagging on an additional year of coursework, when four years already seemed like an eternity. Given the necessity of including new professional expectations into the curriculum, it is fair to say that four years has become unrealistic to complete a comprehensive undergraduate education where the student is truly prepared for today’s increasingly demanding workplace. 50% of educators surveyed agreed. Graphic Design Department Chair, Santiago Piedrafita of North Carolina State University is part of the other 50% who believe as the need for additional coursework arises, it means certain existing coursework has become outdated. The problem in thinking four years isn’t enough to prepare undergraduates for entry level positions is the fault of design faculty who refuse to reconsider or let go of sacred cows in the curriculum. Santiago Piedrafita, Department Chair North Carolina State University Raleigh, North Carolina 53
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Unlike any other major of study, gr
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© 2010 Nicole R. Roberts nrober24@
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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 and 58: VISUALIZING CURRICULAR CONCEPTS OBJ
Page 59 and 60: visualizing curricular concepts CHA
Page 61: visualizing curricular concepts Unl
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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