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

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EXPECTATION 1 | creativity Design requires esthetic, inspiration, and guts. To me, nothing is more vibrant than having the power to do something but not having the experience of knowing what’s right and what’s wrong. Tibor Kalman 10
EXPECTATION 1 | creativity EXPECtAtiON 1 creativity When a variety of leading professionals were asked which fundamental skill they believed to be most essential for today’s design workplace, the majority agreed that creativity is the highest expectation. In the field of design this expectation is basic, but the exact formula for teaching creative insight is widely debated. Educational philosophers like John Dewey would advocate that “an ideally perfect knowledge [of creativity] would represent such a network of interconnections that any past experience would offer a point of advantage from which to get at the problem presented in a new experience.” 6 Dewey’s description becomes indisputable upon further analysis of current graphic design curricula. With conceptualization and critical thinking at the forefront, students must posses both intuitive, aesthetic artistry in combination with a vast array of influences and experiences to inherently inform creative output. 6 John Dewey, Democracy and Education: An Introduction to the Philosophy of Education (New York: The Macmillan Company,1916), 396. [For new grads] enthusiasm, optimism, energy, and a can do spirit are imperative, but ultimately the creative output needs to be demonstrated first. Connie Birdsall, Creative Director Lippincott New York, NY 11
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: fundamental skills *Creativity rank
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 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
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visualizing curricular concepts Dex
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the college curriculum.” 38 Even
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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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