Jen Bennett Gubicza
CRAFTING A CAREER
Toymaker. Worked for Big Blue Dot.
Started making stuffed animals out of various materials and selling them on Etsy (170,000 sellers)
The people behind Etsy (not includes Jen). Enables people to make a living making things and their growing the business by recruiting people from the community. Working to make how things made transparent.
Developing Parachute: A concept based on "why fail alone when you can succeed together." It's a collective of different small enterprises of hand-make things
They have a space with different tools for making things (letterpress, sewing machines, etc.)
Also, have a carpenter to build things.
Jen has become Zooguu LLC.
-----
Alysha Naples (CCA faculty)
Designing the Next Paradigm
web 1.0 vs web 2.0 - move to a conversation from a broadcast
Threadless members decide what to produce. Interested in Making Tools for Making
Joined Blurb as Design Director: Tools for self-publishing
Figuring out as you go as new paradigm, but the portfolios she saw didn't reflect this change.
It was reflected in education.
Presentation skills become a very very important skill.
Designers without borders. She created a blog for getting input from community on
"What new skills are now required of graphic designers."
· Relinquishing control.
· Handling Complexity (meredith Davis article)
· Designing for Participants, not Users (designing things that make things)
· Thinking Critically (means to criticially assess and synthesize)
· Listening
How do we do this?
· Dump the simple to complex model
· Remove the idea of ownership (share things)
· Allow student to lead sometimes (students defining problems as well as resolving them)
· Instill social responsibility (thinking holistically about what you're making)
· Foster a broader education
What's next? Its an ongoing conversation.
------
Silas Munro
The Designerless Office
A progression of 3 office models
1. The Design Office
2. The Designer's Office
3. The Designerless Office
(showed diagram with examples that fit into creative to speculative)
A comparitive Matrix of Offices
1. The Design Office: Creative, co-creates with client (like Build award for Sony with six silk-screened layers)
2. The Designer's Office: No brief from client and no client (like Jop van Bennekom's Butt mag). Answers to himself. showed Manystuff.org automonous Graphic design aggregator
3. The Designerless Office:
Co-creationist. (showed Joe Prichard's thesis, Paula Sher's HP design templates, Processing by Casey Reas and Ben Fry.
More case studies:
Yale Palimpst, OTTO - pub designed by a program that was designer
Hector: Jur Lehni with Uli Franke, part machine and intelligent (on cover of I.D.)
Invented Self
Silas' thesis project of invented personalities, Poly-Mode, created at CalArts
examples form From as a Mode of Thought project he did with PMFA students at CalArts.
826: (Dave Eggers project) Superhero Supply Co. Sam Potts inc. designed. Fictional products., Echo Park Time Travel designed by 344, Pirate store designed by office
Conclusion
We can't agree on a definition of graphic design. It took Jessica Helfand several paragraphs. What might be a graphic design practice and pedagogy?
-----
Brockett Horne
Five Ways Designers are Changing Practice
Graphic Design is a product:
· Self Production: Blick vinyl graphics, T-shirt, paper robots.
· Activism: Bielenberg's
· Competitions: Like the ones for architects, Happinessiseasy
· Concepts before competitions: Sagmeister's year without clients
Conclusions for Educators
1. Students should adept at composing a proper design brief.
2. Consider the process could be a product
3. Allow students to generate or augment content
4. Explore how audiences use our ideas
5. Experiment with he design process
6. Collaborate! Be social
----
Question:
What sophisticated communications/making skills will be needed in this need paradigm?
Partnering skills with other with expertise
Skills for imagination
Becoming aware of what's already out there
Management skills
Students will learn what they need to do. Asking what students want to do.
Insatiable curiosity.
Does this really work in the real classroom of today?
Interview students to see interests and have them pursue those interests through projects.
Comments