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

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Many students are competent designers, and some are better than that, but they must be equally good as thinkers. They must be able to research, analyze, critique, and write. Steven Heller EXPECTATION 3 | design discourse 18
EXPECTATION 3 | design discourse EXPECtAtiON 3 design discourse Steven Heller indicates that, “In professional schools, the tendency is to stress craft and skills. It is a continuing battle to remind students that there is no poetry in skills alone.” 12 For that reason, it is becoming more critical than ever for design students develop their own informed ‘voice’ within the context of design – past, present, and future. Ben Graham, Creative Director/Principal of Turnstyle Design Studio in Seattle discloses, “The best candidates are those who have done their research well and can communicate why they’re qualified to work for us versus another firm.” Professionals like Graham reaffirm that a student’s articulation of design begins with the presentation of their own work. Unfortunately, survey results show that design students are not mastering this fundamental skill. Design discourse ranks as the number one shortcoming of new graduates entering today’s professional workplace. 12 Heller, Education of an e-Designer,103. We [as educators] cover form-giving well, but our students need to work harder to develop their critical thinking and communication skills. Samantha Lawrie, Professor Auburn University Auburn, Alabama 19
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 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: Statement of the Eames Design Proce
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
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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