Appiah, E. & Cronjé, J. (2012). THUMBNAIL SKETCHES ON IDEA DEVELOPMENT: THE DRAWING BOARD VS COMPUTER-GENERATION

Art, Design & Communication in Higher Education?Vol. 11-No.1. pp. 49-61, doi: 10.1386/adch.11.1.51_1

Abstract

This paper is an outcome of a survey that sought to find out the extent to which graphic design students are inspired by Information and Communication Technology (ICT) in using thumbnail sketches in their design process in a university in the developing world. In situations where ideas development in graphic design moves into the digital domain, with developing countries also embracing ICT and its technologies, change in pedagogy in graphic design education should be envisaged. The possibilities of design students avoiding the rigorous traditional use of thumbnail sketches was put to test as students these days spend long hours on the computer in their design development. Using analytical survey, data was analysed in reference to students’ perception on ICT in the design process. It emerged that students go through their idea development now using computer-generated ideas in their development stages against the traditional thumbnail sketches. The findings highlight a review of current pedagogy of design education, especially in the area of idea development to reflect the emerging trends of ICT in graphic design education in developing countries.

ABSTRACT:

Information and communication technologies (ICT) have influenced the teaching and learning of graphic design. The introduction of ICT has also brought in some challenges as far as the pedagogy is concerned, as it requires relearning, training and upgrading. Ironically, the pedagogy of graphic design education being championed in a university in a developing country, and seen as an adaptation of the Bauhaus theory, seems to be at variance with current practices in both the profession and in its education. This article analyses the trend of graphic design practices and how design students are using ICT, as a way of considering the paradigm shift resulting from the introduction of ICT. This is done as a way of considering the paradigm shift resulting from the introduction of ICT in the curriculum. It examines the contribution and the adaptation of Innovation Education (IE) to educational theories in the context of ICT and graphic design education. It also analyses how students undertake idea development in graphic design with ICT. The study agrees that current ICT practices call for a review of pedagogy that allows students to develop ideas digitally. It concludes by calling for an exploration of current ICT practices in graphic design education, especially in issues of ideation and pedagogy.

Keywords: ideation, pedagogy, innovation education, constructivism, graphic design

The introduction of technology into graphic design education has resulted in some challenges within the pedagogy of ideation. In ideation, - generating, developing, and testing ideas leading to solutions - influences of technology are creating new possibilities for students to conceive ideas differently from the traditional methods. Using activity theory as a lens, the paper discusses the ‘disturbances’ in the ideation process of graphic design with ICT, especially within large class in a developing country. It concludes with a call for a review of pedagogical issues of ideation with a conviction that such disturbances can be overcome with the right pedagogy, with ICT as a support in the ideation process. Whatever our scepticism about ICT, there is some important aspects that can only be addressed if we adopt some of the new digital technologies, by modifying the current pedagogy.

ABSTRACT

In the context of a university in a developing country, large class size and inadequate studio space have become the bane of graphic design educators. Students go through the process of ideation with limited lecturer-student interaction. The problem has been compounded by the introduction of information and communication technology (ICT), which should be used as an advantage rather than a menace, since educators are not clear with the right pedagogy for ideation. This paper discusses the application of activity theory as a lens, in analysing the process of ideation as a way of looking at distortions in the current pedagogy. It concludes with the conviction that ICT has radically changed students learning practice. Educators need to find a way of tackling this, especially when large classes seem to be emerging.