Not to completely derail the conversation (maybe a topic change?) but ... I actually experienced similar issues while doing some teaching at Sheridan college here in Toronto, but in reverse. The students all had a solid practical foundation in design, but were really lacking the theory and history side of things. Lots of "how," not much "why." I found the same thing at OCAD in thier BFA programs.
This is in contrast to the situation you're talking about at the new breed of design schools, but indicative of the same problem... very one sided education. Art and design schools should be pushing for a balance of theory and practice... being a great crafts-person doesn't mean much if you don't really understand what you're making, and vice versa. On Thu, 13 Dec 2007 10:54:27, David Malouf <[EMAIL PROTECTED]> wrote: > Yes, getting caught up in the differences between institutional > education (the context of this thread) and practice. Prototypes and > modesl are a key element in DT practice. But from what I understand > of DT education/curricula is that they don't teach actual craft > skills that will lead you to do your own prototypes/models/sketches > etc. they only teach you about processes for how to employ those > skills. If I'm wrong, I'm sorry. -- Matt Nish-Lapidus email/gtalk: [EMAIL PROTECTED] ++ LinkedIn: http://www.linkedin.com/in/mattnl Home: http://www.nishlapidus.com ________________________________________________________________ *Come to IxDA Interaction08 | Savannah* February 8-10, 2008 in Savannah, GA, USA Register today: http://interaction08.ixda.org/ ________________________________________________________________ Welcome to the Interaction Design Association (IxDA)! To post to this list ....... [EMAIL PROTECTED] Unsubscribe ................ http://www.ixda.org/unsubscribe List Guidelines ............ http://www.ixda.org/guidelines List Help .................. http://www.ixda.org/help
