[DiaGram]; Rethinking Graphic Design Process

Neal, Andy and Star, Dion (2017) [DiaGram]; Rethinking Graphic Design Process. In: REDO: Cumulus REDO Conference Proceedings, Design School Kolding 30 May - 2 June 2017. ReDo Cumulus 2017 . Design School Kolding and Cumulus International, Online (worldwide) / Denmark., pp. 81-95. ISBN 9788793416154

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Abstract / Summary

Central to any graphic design education is the teaching of a design (or creative) process as an aid to problem-solving. This study draws upon experimental workshops within design education, together with current thinking from the broader arts, emotional psychology and the brain sciences, to explore the idea of repositioning process as the ‘main event’ – rather than it being a means-to-an-end. The study sought to frame learning experiences that enabled students to consciously become the object of their own study; including themes that explored ‘personal identity’, ‘dualism’, ‘mind-wandering’ and ‘habit’ as mechanisms to enhance our creative capacity, and evidenced significant improvements in the students’ confidence, dexterity and working methodologies (including the elusive ‘risk’ and ‘play’). The emerging conclusions propose key anchors (‘dissociative creativity’, ‘process as the main event’, ‘collaboration’ and ‘immersion’) that we believe ought to be central to the development of any new teaching (esp. within graphic design).

Keywords: Design, Education, Process, Creativity, Risk

Full paper. Delivered 31 May 2017. Page 81–95 of attached document.

Item Type: Book Section
Additional Information: The paper was published in full online (attached), and also as a short visual/verbal summary at the conference itself. The paper was double-blind peer reviewed.
ISBN: 9788793416154
Subjects: Education
Arts > Graphic Arts
Communication > Graphic Design
Philosophy & Psychology
Courses by Department: The School of Communication > Graphic Design
Depositing User: Andy Neal
Date Deposited: 05 Jul 2017 15:31
Last Modified: 11 Nov 2022 16:30
URI: https://repository.falmouth.ac.uk/id/eprint/2634


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