|Published Online: May 20, 2016||$US5.00|
Traditionally design history has been presented to students by "the sage on the stage," allowing students to passively experience the history through reproduced images flashed upon a screen. Putting the discovery of concepts, history, participation and engagement into the hands of the class, small group projects complemented by visits to the Special Collections at the Yale School of Architect, enabled students to synthesize the similarities within periods and develop an understanding of the role of technology and social forms upon graphic design. Each student gains a look forward through "the rear-view mirror" of history, preparing them for the challenges of a career in a field that borrows theory from architecture and fine arts, but incorporates cultural aspects that range from "deconstruction, semiotics and gender studies." Reproducing period projects, the students comprehend the evolution of forms through technologies allow the students to assess the relationship of content to presentation, while developing user interaction and connection through the metaphor of the global network.
|Keywords:||Active Learning, Graphic Design History, Literacies|
The International Journal of Arts Theory and History, Volume 11, Issue 3, September, 2016, pp.11-18. Article: Print (Spiral Bound). Published Online: May 20, 2016 (Article: Electronic (PDF File; 678.268KB)).
Adjunct Professor, Interactive Digital Design, Quinnipiac University, North Haven, CT, USA