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Graphic design educators and practit...

The Ohio State University.

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Graphic design educators and practitioners in transition: From traditional tools and applications to the computer-based tools of interactive multimedia design.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Graphic design educators and practitioners in transition: From traditional tools and applications to the computer-based tools of interactive multimedia design./
作者:	Faison, Brenda Smith.
面頁冊數:	379 p.
附註:	Adviser: Noel Mayo.
Contained By:	Dissertation Abstracts International56-12A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9612177

Graphic design educators and practitioners in transition: From traditional tools and applications to the computer-based tools of interactive multimedia design.
Faison, Brenda Smith.

Graphic design educators and practitioners in transition: From traditional tools and applications to the computer-based tools of interactive multimedia design. - 379 p.

Adviser: Noel Mayo.

Thesis (Ph.D.)--The Ohio State University, 1995.

Toward improved graphic design education and practice, educators and practitioners should work together to strengthen communication, and solve the computer-born problems submitted by these design professionals, and documented in this study.Subjects--Topical Terms:

1018432
Education, Art.

Graphic design educators and practitioners in transition: From traditional tools and applications to the computer-based tools of interactive multimedia design.
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100 1 $a Faison, Brenda Smith. $3 1022148
245 1 0 $a Graphic design educators and practitioners in transition: From traditional tools and applications to the computer-based tools of interactive multimedia design.
300 $a 379 p.
500 $a Adviser: Noel Mayo.
500 $a Source: Dissertation Abstracts International, Volume: 56-12, Section: A, page: 4640.
502 $a Thesis (Ph.D.)--The Ohio State University, 1995.
520 $a Toward improved graphic design education and practice, educators and practitioners should work together to strengthen communication, and solve the computer-born problems submitted by these design professionals, and documented in this study.
520 $a This research investigates the transition of graphic design educators and practitioners from traditional tools to computer-based technologies, and focuses primarily on passage to interactive multimedia. Participants were traditionally-trained, yet made the switch to computer-based tools for instruction and/or practice. In their transition, the once standard end-product of graphic design: print communication and signage, was extended to include human-computer interface design.
520 $a The basic research questions were: (a) What are the critical issues faced by traditionally educated and trained graphic design educators and practitioners in transition? (b) What type of preparation did these designers undergo in making the transition? and (c) What traditional design processes and principles do these graphic design professionals now use in their work involving interactive design?
520 $a Qualitative in scope, this investigation employed case study research methods involving ten face-to-face interviews with graphic design educators (5), and graphic design practitioners (5). Supporting literature was gathered from the participants' universities and/or design firms, books, periodicals, etc. The design educators who served as case study participants included: Mary Ann Frye, Isaac Victor Kerlow, Dan Boyarski, Matthew S. Gaynor, and Karen Woods Monzel. Graphic Design practitioners included: James Anderson, Paula Scher, Aaron Marcus, Loretta Staples, and Sherie Bauer.
520 $a This study uncovered several critical issues. Some issues shared by both groups were ongoing professional development, and the funding of new technologies. Specific to design educators were issues like maintaining traditional graphic design as newer media is implemented, and in practice one was young design professionals' lack of attention to critical thinking skills involving planning, creating strategies, etc.
520 $a To make the transition, participants were assisted by access to equipment, learning environments, and related literature. However, the most important tool of transition was hands-on computer experience. Principles transferring from participants' traditional design backgrounds to design for interactivity include composition, legibility, color usage, etc. One of the transferring processes is the design process itself.
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710 2 $a The Ohio State University. $3 718944
773 0 $t Dissertation Abstracts International $g 56-12A.
790 $a 0168
790 1 0 $a Mayo, Noel, $e advisor
791 $a Ph.D.
792 $a 1995
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9612177