Graphic Design & Visual Art

Contesting the Decolonisation Narrative: Towards an Entrepreneurship Based Graphic Design Curricula

Slow Design (Into Eyilwe Ngokwendeleyo): The Potential for a Decolonized Space Through Graphic Design

In Your Hands & Self-Portrait: Introductory Spatial Design Exercises in the First-year Studio

Keywords: 

Discipline: 

Graphic Design & Visual Art

This paper considers the discrepancies in the visual literacy of students prior to entering spatial design education at a public higher-educational institution. Because the school subjects Visual Arts and Engineering Graphics and Design provide feeder skills to visual literacy, students with exposure to these subjects tend to have higher visual literacy than students who are unlikely to have received exposure to these subjects. This is problematic because Visual Arts and Engineering Graphics and Design are not on offer in all public South African schools.

The Benefits of Incorporating a Decolonised Gaze for Design Education

Keywords: 

Discipline: 

Graphic Design & Visual Art

Although calls to decolonise education can be seen as threats to replace existing curricula they can also be seen as an opportunity to scrutinise what is valued in design education and how this might be impacted by calls to decolonise. In this paper, which makes use of Legitimation Code Theory (LCT) (Maton 2010a, 2014) to identify the underlying knowledge-knower structure of graphic design assessment, the significance of a specialist gaze for disciplines such as design is outlined. The gaze (Maton 2014) provides knowers with access to the valued knowledge of the discipline and in disciplines such as graphic design is essential to being able to recognise good and bad design and to make the decisions required in the design process.

Past + Present = Future? The Potential Role of Historical Visual Material and Contemporary Practice in De-Colonising Visual Communication Design Courses

Keywords: 

Discipline: 

Graphic Design & Visual Art

This paper suggests two possible approaches to researching and conceptualizing aspects of a de-colonized design education for Graphic Design/Visual Communication Design (VCD). Concepts from Post-colonial theory, such as Ngugi wa Thiongo’s decolonization of the mind, Afrocentrism, Homi Bhabha’s hybridity, and appropriation, along with aspects of Social Identity theory are drawn on as means of investigating these approaches.

The Betterness of Braamfontein

Keywords: 

Discipline: 

Graphic Design & Visual Art

In this paper, we argue that the current environmental information system of Braamfontein is problematic as it is ethically unconsidered and overwhelmingly bias towards the interests of commercial  stakeholders  -  over  those  of  the  residents,  workers,  students  and  visitors.  While  a business is justified to act in a conceited manner, we believe that information provided to the public in a public space needs to be more utilitarian, servicing the needs of the majority over those of the few.

Towards human-centered design solutions: Stakeholder participation during brief development

Keywords: 

Discipline: 

Graphic Design & Visual Art

"...the [designer's] task is to design for the individual placed in his or her immediate context." (Buchanan 1998, p. 20)

This  paper  about  a  graphic  design  case  study  discusses  the  positive  impact  of  stakeholder participation during the problem-setting phase of the design process on the designer's ability to reframe the design problem and to conceptualise human-centered design solutions that add value and enrich people's everyday lives.

Interactions: shaping the places we inhabit

Keywords: 

Discipline: 

Graphic Design & Visual Art

A.W. Sprin’s definition of landscape as a process of the “mutual shaping of people and places” implies that the inhabitants of any space are implicated in, but also susceptible to, the shaping of their surroundings. This paper examines such interactions by theorising landscape as embodied, individuated experience of place in relation to representations of landscape. The Vaal Metropolitan area is reflected on in terms of the researcher’s experience of place, where experience of place refers to the consideration of direct (multi-­‐sensory) perception, memories and prior knowledge as well as imaginings of place. This understanding of experience of place is based on a combination of theories of place from the writings of Edward Casey, J.B.

The Problem with Plagiarism

Keywords: 

Discipline: 

Graphic Design & Visual Art

This study examines the concept of visual plagiarism within a contemporary cultural context shaped by postmodern design theory and the digital information age, as a challenging concern for tertiary level graphic design education.

This paper does not condone plagiarism, however it asks design lecturers to reconsider taken-for-granted assumptions that students operate in an unambiguous environment of 'wrong' and 'right' when it comes to the concept of visual plagiarism. It seems that graphic design students find it increasingly difficult to navigating the grey areas between plagiarism, appropriation, homage, inspiration, 'referencing, coincidence and 'accident'.

Creating a Community of Assessment Practice for Graphic Design through the use of E-portfolios

Keywords: 

Discipline: 

Graphic Design & Visual Art

An area that currently challenges and will continue to challenge design education in the future is that of assessment. Current research in design assessment has identified approaches such as a holistic assessment, designed to evaluate product, person and process (de le Harpe et al., 2009) and authentic assessment both of which move towards a more learner-centered and process concentrated approach. With these changes come new challenges for design educators to substantiate and validate what they do when it comes to the assessment of student work.

Considering "design with intent" within graphic design at a University of Technology

Keywords: 

Discipline: 

Graphic Design & Visual Art

Although based in various design disciplines the concept of user centred design (UCD) and "design with intent" has been linked to the notion of "human-centred principles", "design for behavioural change", "persuasion technologies" and "interaction design" at international design institutions for some time.

Understanding how user behaviour can influence technological solutions is critical for designers wishing to effectively tackle social issues such as eco-solutions, effective wayfinding design as well as the design of information brochures/pamphlets. Designers influence behaviour from a distance through the creative products and services that are produced based on their understanding of user behaviour.

Are we there yet? Graphic design‘s next destinations

Keywords: 

Discipline: 

Graphic Design & Visual Art

The diverse tautology applied to graphic design means different things depending on the perspective from which it is viewed and has become the topic for much debate in recent times. This is of particular relevance to the tertiary educational arena in South Africa, where universities (including Nelson Mandela Metropolitan University (NMMU) which provides the context for this paper) are faced with the dual spectres of programme re-curriculation and Higher Education Qualifications Framework (HEQF)1 level compliancy in the near future and graphic design programmes will have to reconsider their relevance in a changing/changed educational and business paradigm.

Pages

DEFSA conferences

DEFSA promotes relevant research with the focus on design + education through its biennial conferences, to promote professionalism, accountability and ethics in the education of young designers

Design Educators of South Africa...

With your support & active membership, the Design Educators Forum of Southern Africa can positively influence the young designer's formative training and promote all facets of design across Africa