Abstract
The rapid progress of graphic design due to the integration of technology is transforming curricula. Changes take place through the development of disciplines that shape the new skills of the graphic designer in accordance with the needs of the labor market. In this article, based on the content analysis of the official websites of 4 universities of Ukraine and the study of the needs of the labor market in the field of graphic design, the state of use of approaches to teaching graphic design has been revealed. The basis of the study is “a wild theory of technologically facilitated behavioral change” of Rogers. The analysis confirms the hypothesis that approaches to learning are formed in response to the needs of the labor market; they transform curricula. Transformation takes place in the direction of the formation of technical skills, as a consequence of the integration of technologies, and creativity, as a consequence of the need to influence the consumer of the information message through the design product. It has been revealed that the specifics of the Ukrainian labor market determines the offer of educational services in the field of graphic design. The skills required by design product developers are formed in the process of training a graphic designer. It has been proved that the professional competences of a graphic designer meet the needs of the labor market; however, they lag behind new concepts, approaches to the requirements of product creation. The idea of Ukrainian graphic design as a discipline involves forming a competent professional with technical, creative skills for the development of business-oriented products in the field of graphic design. It has been revealed that a systematic and integrated approach is used in the process of training a graphic designer, which correspond to manipulative, ecological approaches as the main theories of creating a graphic product. It has been proved that the theory of “wild design” is not reflected in the modern practice of teaching disciplines within a framework of the specialization “graphic design”. This is due to the lack of understanding for the development of such disciplines that would provide the formation of skills in the process of creating a “wild product”.
Highlights
Design as a global, universal creative phenomenon is qualitatively divided by scientists into categories
The conducted investigation makes it possible to partially confirm the hypothesis that modern approaches that have emerged in response to the needs of the labor market, the integration of technology into design, transform curricula and disciplines
Learning graphic design tardily meets the requirements of the labor market
Summary
Universal creative phenomenon is qualitatively divided by scientists into categories. The artistic achievements of design, achieved throughout the history of mankind, are seen by scientists in one holistic historical and cultural phenomenon. Scientists have concluded that the design is constantly changing. Design as creativity is manifested in object-spatial three-dimensional thinking. Considering the essence of design as a method of creative thinking, researchers point to the universalism of this discipline (Stankevich, 2012). The rapid advances of graphic design, the acceleration of its measurements of multimedia and interactivity require appropriate changes in curricula and disciplines.
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