Field Of Communication Design Research Articles

Beyond the discipline : A metadisciplinary approach for the didactics of communication design

We reflect specifically on the curriculum for bachelor’s level program in communication design. We propose a model of education which we define as “metadisciplinary” and which is grounded on the acquisition of competences rather than the acquisition of specific contents. Our objective is to show how a metadisciplinary didactic model can benefit from the weak epistemological status of the knowledge base of communication design. According to the idea that didactics can be treated as a science of design, we propose a model of educational design based on a metadisciplinary stance.
 First we describe two fundamental aspects of the model proposed: (1) the development of habitus of thought and action and (2) the distributed and collective nature of expert knowledge. Next, we discuss the notion of curriculum architecture. Finally, we describe a basic set of metadisciplinary competences that we have identified for students in the field of communication design.

Visual Soliloquy the Anti-Social of Design

Visual Soliloquy contributes to the discussion of how graphic and information design contributes to social through design. In linking the work to notions as self-branding, micro celebrities and self-branding in defining social value for individuals. The use of the soliloquy concept is aligned with both the anti-social undertaking and social endeavor of design as praxis within the field of communication design. As evidence, the concept is supported through examples of design work and their material explorations.

Investigating the Experiential Impact of Sensory Affect in Contemporary Communication Design Studio Education

AbstractThe studio is the primary site for learning in specialist Communication Design education worldwide. Differing higher education institutions, including art schools and university campuses, have developed a varied range of studio environments. These diverse learning spaces inherently create a complex fabric of affects. In addition, Communication Design studio education produces learning processes and methods of practice which provide affective sensory experiences for the students. Students may be sensitive to these sensory affects, yet the impact of these experiences may go unnoticed or unequivocally tolerated in the studio environment. This article examines the experiential impact of sensory affect occurring in contemporary Communication Design studio education: investigating the learning processes, within a specialist practice‐led discipline in the context of a studio environment. A preliminary study generated the question: ‘How might Communication Design learning address and exploit the sensory experiences occurring in studio education?’. Therefore this article contextualises how students might benefit from being aware of the affective experiences occurring inside studio education in future research studies. This research is grounded in collaborative practice with students in the field of Communication Design.

School as Playground: Discussing a Play Structure for Higher Design Education

In this paper we intend to discuss the main elements of play – rules, order, freedom, pleasure, competition, representation, separation and uncertainty – as key elements of a new alternative learning structure in higher design education centered on ludic thinking. From the assumption that play is a free movement within a more rigid structure and that playful thinking is intrinsic to us, we draw on Aldo van Eyck and the City as Playground text by Merijn Oudenampsen (2011) and make an analogy between school and playground to discuss play process as learning process and study alternative pedagogies to traditional teaching which seek to foster self-learning through the work Homo ludens. School is observed as a playground where learning takes place through the transgression that results from the strong engagement with the context, the free exploration of space and matter and the ongoing dialogic interactions of the participants. This work is developed by cross-referencing data from different sociologists, educators, designers, and game theorists in connection with the data collected from an open talk with the author and four guests: Luís Alegre da Silva (designer, researcher, and lecturer in the field of communication design), Miguel Vieira Baptista (de- signer and lecturer in the field of product design), Filipe Luz (researcher and lecturer in the field of Multimedia and Videogames) and Ana Jotta (Visual artist) – that took place in the 1st Games and Social Impact Media Research Lab Conference (Glow2021) hosted by Lusófona University as a joint initiative between the CICANT and HEI-Lab research centers.

Design para comunicação: design de solução e de interação

FRASCARA, Jorge. Communication Design principles, methods and practice. New York: Allworth Press, 2004. 207p. [ISBN 1-58115-365-1]Resumo da obraCommunication Design proporciona uma viso geral do campo de design da comunicao, suas principais reas, mtodos de trabalho e propsitos. O livro dirigido a estudantes de comunicao visual (no a designers experientes) e inclui discusses de algumas reas que devem crescer e se modificar nesta era de exploso da informao e inovao tecnolgica. [Frascara, 2004] [ Download ]