Educators discuss Graphic Design Programs at the Type Directors Club, Saturday, November 12, 2pm–5pm.
What challenges and obstacles do graphic design programs encounter today as they work to balance the multitude of critical thinking, and conceptual and technical skills needed to help students grow into thoughtful, adept and culturally aware design practitioners? How do programs housed in liberal arts institutions differ from those in art schools? We invite you to join educators in a conversation on the teaching of design in institutions with varied pedagogies and student communities.
Liz Deluna Associate Professor of Design St. John’s University
Mark Zurolo Associate Professor of Design University of Connecticut
Robin Landa Distinguished Professor Robert Busch School of Design Michael Graves College Kean University
Allan Espiritu Associate Professor Graphic Design Graphic Design Program Director Rutgers University
Dan Wong Associate Professor Communication Design New York City College of Technology, CUNY
Nick Rock Assistant Professor Graphic Design Boston University
Jessica Wexler Assistant Professor Graphic Design Purchase College, SUNY
Kelly Walters Assistant Professor Graphic Design University of Connecticut
Sponsored by AIGA/NY
Hosted by Type Directors Club
Saturday, November 12, 2016
Type Directors Club
347 West 36th Street, Suite 603
New York, NY 10018
Fine & Performing Arts
Baruch College, CUNY
“Eat Your Vegetables: Sneaking in Conceptual Thinking during Technical Instruction” is an experiential progression of graphic design projects that helps to introduce and refine the technical skills essential to professional practice. More important, it overlays other 21st century skills, adding pedagogical depth to the skill-building through an implicit layer of meaning-making, critical thinking, and abstract and symbolic thinking.
My introductory graphic design class is mandated to build the skills to communicate ideas and cover the essence of branding (a highly competitive game of attention-getting, recognition and trust), and the class is enriched by the addition of a critical thinking element. Students imagine, conceptualize, then filter and form allegiances to a random “theme word” assigned at the beginning of the semester. The challenge of deepening the development of this key word threads through 15 weeks of instruction, intersecting critical thinking with learning technical skills. This approach also allows the mimicking of a real-life designer/client relationship, using the theme word as a surrogate client. Students also learn and use tools for thinking in the curricular sequence, some borrowed from other domains such as the writing process of “word mapping”.
Attendees will learn, in this illustrated lecture, that the complexities of contemporary professional practice and the competitive global business context demand a critical and creative approach to foundational coursework––well-prepared hands, eyes, and minds.