Friday, January 30, 2009

Outline Info Graphics

Long Live Modernism!

Intro to Massimo Vignelli's ideas of what is an architect.

- Design is everything from a small spoon to a large city.

- The root of the believe is to make the world better through design.

-The design must reflect the culture, ethical, and values of the viewer.

-The work in process of manufacturing.

Solutions to problems

- To solve the problem one must look at the problem to find solutions.

- Answering all the questions that are posed by the problem.

-Solutions should reflect the virtue of the culture as well as the viewer rather than emotional titillations.

-When solving a problem there are no dogmas and no preconceived ideas are assumed or adopted without questioning them in the context of the project.

Improving the world

- The ethics of Modernism is to fight the ongoing battle with wrongs done by industrialization during the last century.

- The idea that Greed, Commercialization, exploitation, vulgarization, and cheapness are all things that are non-Mordernist views.

- Seeing Designers dwelling on revivals of the form rather than the content. looking more at the esthetic value rather than the content.

-There is too much trash around us both material and intellectual trash. the idea is to get rid of the trash and look forward to the future of making it a better world.

The Culture

- Modernist issues have enriched perception and have contributed to improve the quality of work by solving cultural issues.

- The number of good designers with quality training have positive effects on society, and designers with bad a bad education do not help in the process.

- The government has view design as a last minute process of product embellishment.

The History of Modernism

- The ideals and fad of post-modernism is still around

- Changing to Modernism to help fuel and improve the world.

- Must change the world into a better place and to make the world better to live in.

The Myths of Graphic Education

Myth One

- Portfolios are the evidence of the learning experience, but uniqueness is less important than demonstration

- Visual forms of creativity are purposeful for potential.

The School

- schools seeking rather than feeling embarrassed about a unified character of a school's design.

- The graduates who are not motivated beyond what was learned in school are better off following an organizational and investigative premiss than grope for inventive visualization.

- An individual's artistry blossoms from knowledge and intensity. Schools can provide this free interpret, control, experiment, and communication as well as the room to express.


- Designers that cannot distinguish personality and the potential within are very narrow minded.

- The Assignments must be correct in relation to educational rather than employment goals.

Schools should not be criticized

- A school should not be criticized because the work of a students work.

- There maybe same work in portfolio can be helpful as it will incline a twist on the students work durning investigations and critiques.

- Most important foundation is quality rather than variety.

- Students after encouragement will become confident and intrigued by the complex challenges of alternatives.

Divorce the terms Liberal and Education

- Students need foundation as well as the five or ten years to master the tools and challenges.

- Familiarity with procedures and methods plus a sense of the joy of discovery.

- When a student feels secure they well freely extend himself to diverse judgment and planning.

Myth Two


- Designers who teach instead of design educators.

- Superficial education is too common in our profession allowing anyone to get a degree.

- Part-time teachers often deal with classrooms play acting as the real world.

- Some professors career priority is more important than the work with students.

- Providing over complicated projects could cause a student to become insecure causing their work to suffer.

- Some teachers do not have the one on one time with students because of schedule problems.

- Serious educators realize that professionals come from discipline.

- Faculty must design and engage in serous research while teaching, but the quality of the activity is more important than quantity.

- over-worked Designers are terrific educators only when taken seriously.

- Many Good designers are not good teachers

- Graphic Design has few credible ways to foster education or professional standards.

Students and Faculty

- Undergraduate programs faculty must be energetic, talented, and thoughtful individuals who respect each other, the students and department planning.

-Those who demand design are nourished in higher education via encouragement and examples.

- Design educators who acknowledge are supporting each other's appropriate and different requirements.

Wednesday, January 28, 2009

DesignArch-two choices for frist project

I have chosen to work with. Two Myths About Design Education by Gordon Salchow and Long Live Modernism! by Massimo Vignelli

Both of these publishings have similar ideas about functional graphic design in society. Both, in how it should come about and how it should be properly used. Also, they talk about how to create a rational way of thinking and putting into process.