Abstract
Both the educational tool described here and the research underpinning it were funded by the UK Design Council, in order to implement the findings of previous research undertaken into communication in designer — client relationships. This research had identified the importance of the designer’s capabilities in articulating verbal meanings associated with visual design, and conversely, in interpreting verbal messages in visual terms (Oates et al 1997, Tomes et al 1998). This process was, however, found to be inhibited by designers’ lack of confidence in verbal discourse, reinforced, it was argued, by an undervaluing of verbal articulacy in design education.
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