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Requirements
for
Effective Programs
in Graphic Design
What is Basic Design?
Basic Design is the introductory educational program for students
who seek a career as a visual artist. Sometimes Basic Design
is taught within the context of a single discipline, but in
most instances, it is a general program preparing students
to enter any one of several disciplines.
Basic Design is expected to provide a foundation that is applicable
to all visual art programs. Basic Design equally prepares
students who elect painting, design, sculpture, printmaking,
photography, crafts or architecture as a major.
Because of general requirements for Basic Design dictated
by content that is in common to all visual disciplines, imagery
is more abstract than representational, and the program deals
more with theory, formal values and less with practice.
What
are Reasonable Objectives for
a Basic Design Program?
1
The foremost objective is visual literacy. Visual
literacy is defined as a ability to view nature, objects or
any imagery as abstractions for purpose of making visual judgments.
It includes an ability to see form or illusion of form, space
(both positive and negative) or illusion of space, and interaction
of color.
2
Students should be familiar with a variety of visual
elements such as line, shape, scale, texture, point, plane,
and others.
3
Students should understand visual principles and all
the various interpretations for each. Visual principles describe
tension, figure ground or activation of space, spatial definitions,
configurations, color interaction, rhythm, pattern or interrupted
pattern or others.
Students
Students apply for the program, they are screened
and only a fixed number accepted. Acceptance into the program
is based on demonstration of talent and commitment. Sections
are limited to no more than eighteen to twenty-four students.
Students are expected to
•) Know the terminology
associated with Basic Design.
•) Show initiative in exploring
concepts.
•) Be self-critical and
able to make visual decisions and refinements.
•) Have strong eye and hand
skills and able to discern minute variations.
•) Have good work habits
and be disciplined.
•) Demonstrate dexterity
in using rudimentary tools.
•) Have experience with
appropriate media.
•) Have technical knowledge
of tools, materials and processes at a fundamental level.
•) Have exposure to historical
precedents, works and figures in art and design.
•) Have the rudiments of
a value system by which to make visual decisions in evaluating
work or that of others.
•) Have the vocabulary and
criteria with which to discuss work with teachers.
Students who do not meet performance standards or other
conditions of the program are dropped without hesitation.
Faculty
The key factor to success is in the choice of faculty. It
has been said that there are no bad students, only bad teachers.
Faculty themselves must be graduates from a structured program,
educated in and knowledgeable of, visual principles and dedicated
to teaching at the beginning level. Faculty may be drawn from
any of the visual disciplines such as painting, design, sculpture
or drawing.
An ability to communicate with students is more important
than professional accomplishment or talent. Communication
is not in reference only to verbal expression. Some teachers
can communicate more with a finger than others who are exceptionally
articulate. It is only important that teachers can communicate
with students no matter how.
Faculty must be consistent and resolute in demands on students
for all aspects of the program. If there is more than one
section, it is best if the same faculty member teaches both
sections. Faculty must be compatible with one another and
willing to work as a team.
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