Graphic Design: From Yesterday to Present Times - Term Paper Example

Graphic Design: From Yesterday to Present Times Introduction Our world is changing faster today than ever before. Society in equal measures is driven and drives these changes. Graphic Design, an industry that closely follows the pulse of current trends in society, more than most other industries, has to keep pace with the changes. This is not only to maintain competitive advantage but also to remain relevant to the clients they are to serve. In creating the competencies that will answer to the current demands on the graphic design profession, education plays an integral part. Education does not just rain the future graphic design professionals but it also prepares them for the state of the industry and the challenges they are to face. Consequently, technology has become of the greatest drivers of change in society, revolutionizing industries and channels of communication. Reed (1993) pointed out the role of technology in graphic design: technology is changing how media is collected and presented, changing the methodology of designing and changing the ways how people view and perceive designing. Considering these factors, the incorporation of technology into graphic design education needs to become more extensive and intensive. It should not just involve technology that is directly involve in design or graphic arts but should also consider technology developing in other fields that affect society. A sensitivity to the technological developments and related social issues leads to a sensitive educational program that can respond and keep pace with the market (Johansson, 2001). Technology and Education One of the big challenges that educators are facing today is the effect of technology on the educational system. Technology has allowed for more information, methods and resources for education (Franklin, 1990). However, it has also created new technologies that include the integrity of the educational systems, security and intellectual property rights (Feenberg, 1999). Education has followed closely technological developments and has adapted readily most of its developments. However, it has had to deal with the complications of technology as well. Technology has allowed education access to information and be accessed by students. Technology, more than anything else, has encouraged educational systems to adapt it for new applications of knowledge (Iverson & Marashinqhe, 2001). Industries have encouraged educational systems to answer to their demands by sponsoring researches and professional training. The degree by which technology has become essential in industries is demanding the educational systems include technology in almost all aspects of a discipline and intensifying its inclusion in teaching this knowledge (Brown, 1993). However, the very nature of education and technology is not symmetrical. Both of them follow very closely the developments in society, mirroring the needs and demands of existing social structures and modernization and reflect culture, commerce, industries and the politics of society (Ehrenberg, 2004). In this model, the education of graphic design professionals is pressured to keep pace with technological needs and mediums of the industry (Franklin, 1990). Education, unlike technology which prospers as it goes beyond its boundaries, education has to maintain limitations or controls necessary to its discipline (Griffin, Holford & Jarvis, 2003). Another difference between the two is that technology drives itself while education in this context is being driven by technology and not itself. Also, it must be considered that technological expenses directly benefit technology while technological expenditures in other field like education affect more its methodology rather than the institutions itself (Feenberg, 1999). These observations have certain consequences. One of this is that technology has to be deliberately incorporated into educational programs. Therefore, for technology to be incorporated into education, determined action is needed. One of the consequences of these observations is that technology is considered an essential to education but that it entails effort and expenditure that can be detrimental or prohibitive. Technology, Education and Graphic Design Graphic design is a profession that is strongly linked with current events (Kinross, 1992). It reflects the prevailing cultural developments and trends: it reflects the current preferences and interests (Hofstede, 1980). Since technology is one of the most compelling element in society today is technology, graphic design by default is needed to follow its trend. The introduction of digital technology is one of the most promising and challenges that graphic design has to deal with. A key development that has resulted is the medium by which graphic design is produced, presented and distributed (Step Inside Design, 2006). The development of broadband technology, wireless and mobile communications and digital publishing has changed the field not only on the creative level but also in the application and utilization level of graphic design. However, one of the most urgent issues that have to be considered in view of technology, education and graphic design is the education that creates its foundations. Key elements in these scenarios are the educators and curriculums that are being designed (Shapiro, 2004). Graphic design education has to include technology into its discipline even if it were only or the reason that it is such a widespread element in everyday life. If technology is to be able to respond sensitively and accurately to its target recipients, it has to be able to incorporate these trends into its medium so that it can be appreciated by its audience. Without this behavior, then graphic design will not be able to illicit the response that it wants to elicit from its audience (Hall, 1976). Developments in technology have also aided graphic design, lessening constraints of production, encouraging the creativity of designers and widening the reach of the designs. However this has also increased the need to protect intellectual property rights of designs. Recent legislation on media, communications and security has been passed to afford more rights to designers and increase the police power to apprehend violators. However, legislation and regulation are themselves having difficulty keeping pace with the developments in technology. Considering educational settings, these issues become highlighted that they can influence the integrity of the education: students, now more than ever, can easily plagiarize designs. This defeats the very foundations by which their education is being founded on. At the same time, students can be discouraged by the proliferation of bootlegging that lessens the prestige and fruitfulness of pursuing a career in graphic design (Shapiro, 2004; Stone, 2005). Focusing on Graphic Design Education and Technology The purpose of this study is to be able to be able to identify the most important technological developments that curriculums and educators of graphic design have to provide for their students to provide them the competencies they need in pursuing a career in graphic design. Technology can not be arbitrarily adapted in the educational setting and that a significant amount of forethought has to be done to ensure that it won't be abused or misused. Therefore, in developing the curriculum of graphic designers today, the implications of technology must not only be included in their educational programs. The educators who dispense the knowledge must be in turn teachers of past and existing methods and knowledge but at the same time be students themselves of developing technologies. By providing their students with the wisdom of long-standing principles of graphic design and realizations on the implication of technology to their profession, they will be able to equip the foundations and the flexibility to become competitive in the field. The research will survey what technologies have had the most impact to graphic design in the last three years. The research will focus on technologies that directly affect design production and mediums. The effect of these emerging technologies in the field of graphic design will be compared with other fields that they have also affected. The manner of their impact will be considered and offshoot developments will be focused on. The purpose of this process is to be able to identify the most recent developments that are affecting graphic design and to understand how the field is being affected. Comparing the data gathered in other field will give insight what discipline technology has had a parallel with. The research will next survey which of the technologies have been incorporated into current curriculums, considering the extent and fields that they have been included in. A review of the significance of these developments will be measured and assessment will be done as to whether they have contributed to competitiveness and skill competence. The reason behind this next process is to asses what initiatives have been driven by new technologies in the educational program for graphic designers and how these changes have affected their profession. This study aims to asses to what extent do educational programs for graphic designers today incorporate technology and as to whether these actions brings positive results in the practice of the profession. The central objective is to find out whether adjustments in the curriculum of graphic designers motivated to keep student at pace with the innovations in the industry has been able to make students more able to meet the demands of their profession practice. Lastly, the paper will try to see what will become the future trends in the incorporation of technology into graphic design education as well what alternatives are available in the pursuit of developing better graphic design professionals. References Brown, Paul. (1993). 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(1993). Graphic Arts, Digital Imaging, and Technology Education. Technological Horizons in Education, Volume 21. Shapiro, Ellen. (2004). Design Schools 101: What Challenges face Graphic Design Students and Teachers these days There's too much new Technology to cover for Starters, and there's Not Always Enough Funding to keep up with Demand. Print Magazine Publishers. Step Inside Design. (2006). Swiss Graphic Design: the Origins and Growth of an International Style, 1920-1965. Step Inside Publications. Stone, Carole. (2005). Design as a Tool for Leadership and Social Change. Journal of Human Ecology, Volume 32. Thomson, Ellen. (1994). Early Graphic Design Periodicals in America. Journal of Design History Volume 7 Read More