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Which clippings match 'Design Craft' keyword pg.1 of 4
26 NOVEMBER 2015

Inventive paper folding parkour animation

"The brief was to create a visual reaction inspired by a chosen sub-culture, in this case, Parkour. Parkour is an urban ‘free-running’ discipline, originated from France. Its aim is for its traceur to overcome obstacles within the path, by adapting physical movement to traverse the urban environment, using physical abilities like jumping and climbing. The intention of this animation is to capture the movement and physical beauty of the traceur while traversing through the environment. This viral is aimed to create an awareness for parkour as an artform, rather than a sport. Credits to Noel Lee for filming and editing, and lecturer Kevin Barrios for the inspiration"

(Serene Teh, 2010)

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TAGS

2010animation technique • climbing • creative experimentsdesign craft • Dr. Dre • drawing on paperflip book • free-running • hand-drawn illustration • jumping • Kevin Barrios • line drawing • motion study • movement in space • navigating by movement • Noel Lee • overcome obstacles • paper animationpaper folding • parkour • pen and inkquadruped animationquadrupedal movementrap • rolling • running • Serene Teh • stepping out of the framestudent project • swinging • technical pen • traceur • traversedurban spaces • vaulting • women illustrators

CONTRIBUTOR

Simon Perkins
28 DECEMBER 2014

The beautiful decorative patterns of faux tribal masks

"The young Dutch designer starts each of his creations on the basis of a material experiment. This enables him to discover production techniques and aesthetic developments. The result lies within unusual and attractive patterns, colours and structures. ... His love for materials has given birth to a passion for textiles that have a strong impact on his creations and pushed him to imagine a series of bizarre masks, in 2010; masks that are to Matisse, 'a characteristic sign of our essence'."

(The Red List)

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TAGS

2010abstract forms • aesthetic developments • aesthetic objectsanimal resemblances • animal-mask • Bertjan Pot • carpetcolour • colour combinations • colourful designs • costume designcraft and materialscraftingdecorative artsdecorative sewingdesign craftDutch designfabric • faux tribal art • geometric designs • geometric patterns • handicraft • human face • maskmask-making • material experiment • material practicesmaterials investigationnaive stylepastiche • production technique • rope • rope masks • sewing and craft • sewn together • stylised formstextile artstextile design • The Red List • vibrant colourvisual patternzoomorphism

CONTRIBUTOR

Simon Perkins
29 JUNE 2014

Bernard Pras: the perceptual organisation of found objects

"Bernard Pras is a French painter, photographer and sculptor. He has spent more than 20 years perfecting his craft. One of his more recent body of work feature sculptures of pop icons made entirely out of found objects which, when viewed from a specific angle, transforms into an easily recognizable image. His subjects include Albert Einstein,, Jack Nicholson, Bob Marley, Mao Zedong, Uncle Sam, and Che Guevarra. His inspirations include Salvador Dali, Edvard Munch, Japanese woodcut artist Hiroshige, and Guiseppe Arcimboldo."

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CONTRIBUTOR

Simon Perkins
06 APRIL 2014

State of Design: How Design Education Must Change

"But design faces an uncertain future. The traditional design fields create artifacts. But new societal challenges, cultural values, and technological opportunities require new skills. Design today is more human–centered and more social, more rooted in technology and science than ever before. Moreover, there is need for services and processes that do not require the great craft skills that are the primary outcome of a design education.

Although design can sometimes bring creative insight to new problems, this ability is more of an art than a science, limited to a few especially talented individuals and design firms. In order to expand beyond chance successes, design needs better tools and methods, more theory, more analytical techniques, and more understanding of how art and science, technology and people, theory and practice can commingle effectively and productively. ...

Design is still mainly taught as a craft. There are remarkably few fundamental principles, almost no science. If design is to live up to its promise it must create new, enduring curricula for design education that merge science and technology, art and business, and indeed, all the knowledge of the university. Design is an all–encompassing field that integrates together business and engineering, the social sciences and the arts. We see a tremendous opportunity for students that learn design in this integrated way. ...

For design to succeed, grow, achieve its potential, and train future leaders, we envision a new curriculum. In our vision, these new programs combine learning the art and craft of beautiful, pleasurable well–crafted design with substantive courses in the social and biological sciences, in technology, mathematics and statistics, and in the understanding of experimental methods and rigorous reasoning. Programming and mechatronics are essential skills in today's product world. Not only will this training make for better practitioners, but it will also equip future generations of designers to be better at developing the hard, rigorous theory design requires.

Design is an exciting powerful field, filled with promise. To meet the challenges of the 21st century, design and design education must change. So too must universities."

(Don Norman and Scott Klemmer, 25 March 2014)

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TAGS

2014 • analytical techniques • analytical thinkingart and design education • behavioural sciences • call to actioncomplex phenomenacraft and materialscraft skills • creative insight • creative leaders • deductive reasoning • design academics • design and visual culturedesign artefactsdesign craftdesign curriculadesign curriculumdesign educationdesign education must changedesign facultydesign methodsdesign pedagogydesign studio educationdesign theory • design theory and practice • design thinkingdisciplinary specialisationDonald Normanexperimental methodsexperimental type design • finding and solving problems • formal design methodsfundamental principlesinductive reasoningintegrative practicesinterdisciplinary knowledge • LinkedIn Influencers (series) • material practicesmateriality of artefacts • mechatronics • people and society • people and technology • practical theory • practice and theorypractitioner wisdomquestioning traditionsScott Klemmersynthetic thinkingsystematic approachsystems thinking • technology and people • technology designtheory and practicetheory of designthinking toolsuncertain future • well-crafted design

CONTRIBUTOR

Linda Carroli
04 OCTOBER 2013

Meredith Davis: A Call to Action for Design Educators

"I believe that design education, at the most fundamental level, views complexity as a problem to be overcome through reductivist artifacts, not as an inevitable and pervasive attribute of life in the post–industrial community. So if the future is about an ever–expanding web of connectedness, how are we preparing students for meaningful work in this complex world? I'd like to suggest that we're not. Despite the obvious emotional impact of Glaser's poster, he belongs to a generation in which the goal of design was to make things simple. Negroponte, on the other hand, is a technologist for whom the design goal is to render the complex manageable and to make complicated things meaningful.

Almost everything about today's graphic design education is matched to Glaser's worldview. We structure both curricula and projects in craft–based progressions from simple to complex, from the abstract to the contextualized. In typography classes, for example, we begin with the letter, and then advance to the word, sentence, paragraph, and page. Sequences of typography courses are built on this simple to complex progression, when opening InDesign demands that students address the formal and interpretive issues of publication design simultaneously; how do you defer a discussion of leading, of column width, of the modernist preconceptions of software, of language? The only option is default, and what kind of typographic lesson is that?

The reality is that our strategy for teaching typography is residue from how students could comp type in predigital times; by drawing. It is the organizational structure for every type book since James Craig's 1970 Designing with Type, but it holds less relevance for what students need to know about communication in a digital world. Typography today is a complex relational system that depends on the interplay of formal, technological, linguistic, and cultural variables. Yet we persist in teaching this progression of scale, isolating such variables within their own distinct conceptual frameworks and rules.

The same strategy exists for how students progress in other studies of form. Foundation lessons begin with abstraction: point, line, and plane; color wheels; and paper–folding exercises. We defer discussions of meaning and context until later levels of the curriculum and beginning students learn these abstraction principles only through patterns in what makes their teachers smile. Nothing about these studies resembles what students know about in the real world, and as a colleague recently suggested, what the clients of design see in our work. So what if we begin with the familiar and complex?"

(Meredith Davis, 4 April 2008, AIGA Boston Presentation)

Presentation made at W/Here: Contesting Knowledge in the 21st Century, Emily Carr University of Art+Design, Vancouver, Canada, 7–9 December 2011.

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CONTRIBUTOR

Simon Perkins
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