My educational philosophy is rooted in three core concepts:
Design is, at its heart, a form of communication
Design is about relationships
Design is a constant exploration of the question “Why”
As graphic designers we are a bridge between a world of verbal ideas and a world of visual ones. We become translators of verbal concepts into visual representations that have connotative meaning. These messages speak directly to a part of the brain that is deeply tied to emotion; it is in this that designers have the ability to inform, change and motivate. Designers must focus on understanding the power of abstraction and the emotional content it can deliver, where in contrast, representation delivers raw information. Symbolism and abstraction are explored to illustrate the natural tendencies of perception as outlined by Arnheim and other visual Gestalt theorists. Once designers begin to understand the nature of abstraction they are able to laterally add connotative message as a form of expression.
As designers understand what is meant by the idea of making something “graphic” it is important that they begin to recognize how the utilization of design elements and principles combine to create a unified design solution. Beyond a simple list of design principles, the inter-connectivity of design forces and principles are explored so that those relationships can be used as a foundation for expression. As part of the emphasis on relationships an object and its idea share degrees of meaning that must be understood by the designer; everything has connotation. Perception is more than just information passing through the eyes to the brain, it is a relationship to what is expected, what the current context is and what expectations it creates. Color choices, typography, size, shape and composition all carry with them potential meaning that must be understood and delegated in creating message. Emotional connotation requires the designer to explain what they want the viewerto “feel’ when they look at a design, not just what they learn.
As a final core principle it is critical the designer understand that design is a constant exploration of the question “why”. It is at once what determines the degree to which something is designed and that which makes the field of design interesting. The more “why” questions they confront, and reason through, during the course of an execution the more designed a piece is. That which is left to chance is merely decoration. This serves to add context to existing design education and expand reasoning in relation to their own design solutions. Exploring not only the questions of “why” as it relates to design elements and principles, but to understand that the answers to those questions are the context of a design solution. When the designer begins to understand the connotations of those “why” questions they are empowered to begin analyzing their own design choices. Every decision has connotation, and educating designers in those connotations is what creates complex and original design solutions.
What I want most to instill in my students, along with knowledge, is an unbounded sense of curiosity. Curiosity may be the greatest asset of a designer. It can be what drives them to be interested in what new thing they might learn from the next design challenge or to find the better solution when they have one that is adequate. It makes technology expand and creates powerful new tools in communication, and communication is the key to understanding. Understanding in turn eliminates confusion and fear, and in this is the designers’ greatest power. |
