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Image Making and Meaning: Educational Benefits to Studying Design in the 21st Century
ARTICLE

Forum on Public Policy Online Volume 2007, Number 3, ISSN 1938-9809

Abstract

Over the past 27 years, the influence of technology has revolutionized the professional practice of Design and its products produced. At the same time, technology has also created more advanced and complex pedagogy for design education. However regardless of technology's influence, critical thinking, problem solving, and presentation are still founding principles that must be explored, experienced, and comprehended. In the United States, primary and secondary educational institutions do not focus on Design per se, they have Graphics, Architectural Drafting, and Photography listed under "Tech Ed." Colleges and universities vary based on how many different design disciplines they offer. Some have entire schools devoted to design or large departments that offer a multitude of options. Other smaller programs offer Graphic Design under "Commercial Arts" or within "Marketing Communications" departments. At the present time, technological influence or the connection to business are the main identifiers for affiliation. I believe Design should be used to create a more whole-minded educational experience. It blends both science and technology with art and humanities--a dynamic integration. From the initial visualization to the final presentation, a project can employ reading and research, math, drawing a concept, technological production, writing an argument, collaboration, and presenting the project. I will present examples of successful integrated learning experiences that yield both amateur and professional results as well as create exciting learning environments for students and professionals alike.

Citation

Wynn, N. (2007). Image Making and Meaning: Educational Benefits to Studying Design in the 21st Century. Forum on Public Policy Online, 2007(3),. Retrieved May 19, 2019 from .

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