Abstract
The basics of graphic design education have remained almost unchanged over the past 25 years. Apart from the introduction of computers and software as enabling tools, the concepts of what makes good design still relies on a mentoring or apprenticeship system. Knowledge and experience are transferred to the student through project work critiques, or by the analysis of seminal exemplars. Recent developments in generative design and computational models of focal visual attention indicate that software education tools for design based on professional experience and communications research can facilitate targeted design solutions.
Citation
Cleveland, P. (2004) New Tools for the Teaching of Communication Design., in Redmond, J., Durling, D. and de Bono, A (eds.), Futureground - DRS International Conference 2004, 17-21 November, Melbourne, Australia. https://dl.designresearchsociety.org/drs-conference-papers/drs2004/researchpapers/4
New Tools for the Teaching of Communication Design.
The basics of graphic design education have remained almost unchanged over the past 25 years. Apart from the introduction of computers and software as enabling tools, the concepts of what makes good design still relies on a mentoring or apprenticeship system. Knowledge and experience are transferred to the student through project work critiques, or by the analysis of seminal exemplars. Recent developments in generative design and computational models of focal visual attention indicate that software education tools for design based on professional experience and communications research can facilitate targeted design solutions.