This paper argues for a radical departure from traditional graphic design teaching methods. Following the structure of a academic paper, the paper first reviews prior literature on arts education pedagogy and defines the true differences between art and design.
With a clear definition of of design and art education, I examine the graphic design competencies as defined by the NASAD, the design school accrediting body, and review the implementation of these criteria at the undergraduate level at top design schools. In my review, I offer ways that interdisciplinary, liberal arts coursework would better prepare young designers. I channeled my personal frustrations into the development of this paper: a sort of highly-researched design manifesto.
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