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Wouldn’t it be useful to have a chart,
something like a medical chart in a hospital, that displays information throughout
a process in time, allowing teachers and students a means to determine objectives
and measure attainments in postsecondary education? A matrix of progressive
competencies is already a common component used to build effectiveness in a design
curriculum. Identifying the constituent skills (and areas of knowledge) needed by
students for the practice of design while visualizing these interactions as they occur
during the process of making design would be an additional boon to teaching.
Viewing intellectual and representational resources, in concrete form, related to the
process of designing as experienced in the studio or classroom, and measuring the
student’s abilities as demonstrated by specific assigned tasks would be another way
to observe student progress. Developing better visualization of these interactions
provides a way to more effectively support student learning while identifying the
most relevant educational components for graphic design study. Using this method
to revisit longstanding assumptions about teaching graphic design also fosters
curriculum development, which embodies evolving concepts of design theory while
representing the expectations of practice.
How do we determine what to teach designers? There are many likely
resources to start with. Graphic design resembles other image art in so many ways
that we could probably assume that designers need to know the same basic visual
dynamics and principles of perception as painters, filmmakers, and many other
visual artists. But good design solutions are also often closely related to knowledge
of the practical circumstances of time and place, that is, to context. If, as
Christopher Alexander asserts in his classic Notes on the Synthesis of Form, “Form
is the part of the world over which we have control” and “Context is the part of the
world which puts demands on this form,”1 we should look to relevant contexts forsources of
existing knowledge that would provide the most appropriate support for
the process of designing.