Creative Education took part in the final ESRC Seminar yesterday at Salford. Here is the link to the Prezi presentation that shows the videos created by students in response to the brief of ‘Visualising the Other Child”
this may be a way to present work as a physical drawn timeline of what I have done this semester?
SUBMISSION: the entire contents of my backpack (by kelly lasserre)
I’d hate so have to do this-well I’d love to but it would take me a year and scare me-there’s stuff living in my rucksack haha
(via tashatime)
Another way of displaying the dreams through info circles. This helps by seperating up the dreams and making them a little clearer. Each dream is a seperate circle, broken up in coloured themes, so we cans see what themes each dream is made up of. When doing this is made me realise my colour scheme needed work as some of the colours don’t quite fit, and when printed others are very similar to each other.
I also experimented using the actual written out dream, by changing the colours of each section to go with the particular theme that part would link with and then putting this into colour blocks. It worked quite nicely for the longer dreams but as soon as I started putting into practice with the shorted ones it didn’t have as much impact.
Another way I experimented with mapping out the dreams I had collected. Again each line would follow the path of that particular dream… looks a bit confusing with all the lines being in black, you can’t really follow a particular path to read that dream. I also experimented with colour by using a gradient on the lines, when the path goes from each colour the line also follows this.
Really like the thinking, aesthetics and conceptual idea applied to this info graphics. Lovely work Rachel!
UPDATE: So I haven’t posted about what i’m actually doing with my NMP for quite a while, iv just been working through it and completely forgot I hadn’t really posted much at all about my actual work and such. So here goes.
I think the last time I posted I mentioned about working in an infographic style with the dreams I had collected and showing them in this way. So I started going through all the dreams I had collected so far and picking out key themes within them and began to notice these span across a wide variety of the dreams, realising they are all connected in some way which was a nice way of looking at it. So picking of these themes I developed a colour pallette so each theme had a different colour and tried to map out each dream by using a line to connect each theme together, slightly like a map of the paths the dream takes. It all looks a little confusing but I liked the direction it was going in so decided to build on this idea of mapping out the themes within dreams.
‘Hidden’ is about repressed creativity. Using animation, child-like drawing and photography, the style is deliberately naïve. The narrative starts with a still of a glum child replacing the drawn face on a Russian doll used as a metaphor for revealing ‘the other child’. Behind a mask of ‘normality’, the child’s creativity is allowed to run riot in an imaginary world, hidden from adults. Each Russian doll opens up to reveal another facet of the young creative mind - the other child, living in a world of fantasy and escapism.
Error uploading animation
Thinks have slowed down somewhat. It’s not that I have not been working - rather the opposite - but not enough on my own work or rather my MA. I have produced a couple of experimental animations for ‘The other child’ which I will upload shortly. Now I need to concentrate on the work I intend to submit for the next module deadline
My review of the Redesign (graphic) design education conference at the University of Derby on wed 14 March 2012.
Redesigning (Graphic) Design Education Conference, 14/03/12 University of Derby
I was asked to attend along with two students, Brett de Beaufre-Apps and Mike Holmes. The initial Provocation by Adrian Shaughnessy, Graphic designer and Author was reflective and analytical regarding the state of design and education, he raised questions such as how do you teach design in a world where everyone is a designer? How do you teach when there is no measure of quality?
Colin Davies, design historian was far more provocative in his approach, eg. beware of design hipsters; teach craft; how radical is radical.
A Workshop followed on Future Vision; Why should we act, What does graphics have to contribute? Healthy debates in small groups ensued, ours debated at what point we were at in design education, immaturity v maturity and whether there was a bias towards theory and research as the future of education, versus a more practical vocational application of education.
The next provocateur was John Thackara. In a film presentation he talked about ‘Doors of Perception’ and his quest for meaningful communication. ‘Why doesn’t design change or designers design to change things?’
Followed lastly by Rebecca Wright from Kingston University with her upbeat optimism; teach design for happiness; design for unknown futures and prepare students for change. Also design against; apathy, death, crime, silence, waste, boredom, isolation. Inspiring speech!
A further workshop followed where we looked at Intent, what should be done? Plan how should we do it and who should be involved. We looked at models of good practice – our own University of Salfords, Designers Northern Alliance (DNA) was discussed, also private colleges such as HyperIsland, Shillington, The New College, being alternative models of design education future. We looked at the factors that shape graphic design education and Mike Holmes coined a new phrase that he took from the sentence ‘Academic critical thinking versus vocational learning’ and created ‘Critical vocation’, (thinking and doing) which he felt summed up how we should look at the future of design education.
Feedback presentations rounded up the days’ events. Mike Holmes teamed up with Daniel Lock, a student from Loughborough University to feedback from our discussions and give a very good summery of the day.
Designers must continue to change, adapt and create our own roles. Mike felt that the Post graphic design age that Adrian Shaughnessy talked about, should be termed as The post format age – still about ideas but not focusing on format. Craft is still crucially important and many other disciplines such as HTML5, research, writing should also be considered as craft. It is as important to specialize as to be a generalist and have the ability to adapt which maybe something for education to consider in the future, to allow the freedom to explore both. Collaboration is key to the future, whether it is within a creative discipline or a new field. Collaboration between education and industry must also be encouraged to keep the subject exciting and relevant, again an example of our DNA industry networking events was used to illustrate ways of design education relevance and creative curriculum adaptation. Finally it was suggested that the future of design education was moving towards a blended experience of online and physical teaching, utilizing social networking (ie Facebook groups and TED lectures) to pool research and create collective and collaborative sharing of ideas and feedback and that creating meaningful design was an area students were becoming far more aware of and would be interested in tackling the challenges proposed in the future.
All in all a very thought provoking day with many questions and subject areas highlighted to mull over and debate with colleagues and students in order to help shape our design courses for the future. Looking forward to the next one!
