Archive for the ‘design’Category

GLIDE10: Ron Eglash Bridges The Gap Between Vernacular and Indigenous Cultures


Ron Eglash computations

by Michele Y. Washington
Click to hear Ron Eglash’s presentation.
Our final keynote speaker brilliantly closed out GLIDE10 on his continuous investigation on Culture and Science in the sphere of indigenous and vernacular cultures existing within the United States ethnic communities such as Asian, Latin American and African American. Ron gives an in-depth explanation of global indigenous cultures to dispel numerous myths that exist of such groups as being backwards, primitive and illiterate.  This raises several fundamental issues of cultural sensitivity, and he provides specific examples from one project featured on his website on the process of mapping out Native American asymmetrical and symmetrical beading systems. For another project you can sample an example of African Architectural typology replicated through the application of African Fractals, an organic branching structure referencing nature.

This African Fractals project offers clear cut examples of his teaching methods applied in the cultural significance of the ancestral origins of cornrows for Black American students in high schools. His goal was to challenge the students to investigate the issues that surrounded the Black Transatlantic Slave Trade to the Americas and Caribbean, students were able to identify hygiene, resistance, retaining ones culture identity linking their own cornrow hairstyles to its origins. Other examples of paring the musicality of Hip-hop provide a broader sensibility of the connection as to why they wear this hairstyle. He’s developed a computation where he feeds in various iterations of how many plaits are in one braid. According to Ron, such concepts can be applied to other ethnic groups to gain a better understanding of the ancestral heritage. The Cultural expression opens the door to engage students to consider the various modalities of the design patterns replicated by cornrow hairstyles, which blurs the line between indigenous and vernacular design. He also looks at graffiti as a form of vernacular stereotyping. Ends his talk on Puerto Rican youth rooted to challenge the students through mathematical computation of Spanish music through rhythms and beats of the music. Summary of what limits racial intelligence, he states, while no one wants to talk about it, the thoughts loom in the back of many educators and peoples mind.

What part of collective memory fuels some of this iconic bead work, rug design, totems that are also evident in other global cultures such as Africans, Aboriginal, India, Middle Eastern, and Asian countries?

Defeating myths of cultural determinism
Using mathematics to bridge cultural gaps
Making cultural capital more available to its owners (individuals) Educational capital
Looking at new forms of hybridity for learning Peace and social justice efforts
Environmental sustainability

Making contributions to mathematics, and inspirations Challenges:

Not all modeling of culture involves translation of indigenous or vernacular knowledge. Ethnomath: provide more evidences of application of knowledge Interesting concept over cultural ownership of whose holds on to authentic cultural heritage for example, Shawnee Native Americans. Alternative methods for kids to go from consumers to producers, makers by apply the discovery as a learning method.

Take a look at Ron presentation at TED.COM

GLIDE10: Fabiola Berdiel + Cynthia Lawson Development through Empowerment, Entrepreneurship, and Design.

GLIDE10: Fabiola Berdiel + Cynthia Lawson Development through Empowerment, Entrepreneurship, and Design presenters brings us up-to-date on Parsons School of Design ongoing mission of incorporating social responsibility in to learning processes as applied to several design disciplines such as product, architecture and more.

One great aspect of Parsons School of Design  program is there hybridity of bringing students together from various disciplines to share information to build stronger coherent knowledge bases. The challenge is instructors function as facilitators, this mode of teaching forces the students to take a more interactive role to immerse themselves fully in there projects, and learn new platforms of studying beyond formal and informal methods of learning.  Students also have the opportunity to acquire primary research through traveling to developing/emerging  countries and explore various modes of practices while interacting with local people,  investigating new materials and methods to enhance new ways of design thinking. This provides the student with practical and hands-on experiences to build a diverse dialog rooted  in social and cultural constructs not available by just sitting in a classroom or surfing the internet.

 

Questions:
I’m curious how the outcomes are measured by the students each semester? When the students interact with other cultures through travels, how does this figure into the collaborative process? How do these other ethnic cultures respond to the presences of your students?

I love the concept of students taking on the role of facilitators as a shared experience with this projects. How does this method evolve from semester to semester? Do the students view themselves as real agents of change? If so what are some of the outcomes?

What are the draws backs of the participatory process in this model of learning?

For more information click on: deed.parsons.edu

GlIDE10: Justine Hsueh/integration of green design and visual typography

Justine presents signboard communication in Asia. Objective is to improve technology design in the future, through better design and visual typography by integrating green design concepts.

What is phenomenology and phenomenography?

How will Justine apply theories of postmodernism to her research? Last year while visiting Macao, and Hong Kong, Beijing I was able to experience the density of signboards on many streets.

How are signboards in Asian countries different than the busy exterior signage in NYCs Time Square?

Below images from my travels last January to Beijing, Hong Kong and Macao the streets are brilliantly lite-up with signboards. One thing to consider is the amount of energy generated to keep these signs glowing day and night. Brilliant concept Justine’s offers alternative materials such as legos parts, old computer boards, and small car toys to develop more efficient signboards.

She offers interesting keyword: bricolage as main methodology.

Macau

Hong Kong

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FIT Exhibition Design Project: Food Opera

In my classroom I challenge my students to think beyond there own cultural beliefs and to expand the dialog of what globalization and culture means as applied to their ideation and design thinking. Here are a few examples of mindmapping/billboarding techniques used to jump start there projects. Below are several examples of students finished projects, billboarding presentations and team interactions.

Isabeal Maryland Crab presentation

Roni, Sarah and Sparky deep in thought

Dominka Polish Food expo, she incorporated poetic verses.

GLIDE10: Keynote presenter Audra Buck-Coleman from China

Stick + Stones project

Audra Buck-Coleman, is our first keynote speaker of the day, Coleman’s topic Identifying Potential Pitfalls + Windfalls in Collaborative Projects will definitely set the tone for what follows. She will address some major issues surrounding collaboration, and it consistent use as a  buzz word in higher education. Finally she proposes design educators develop more projects that foster critical thinking skills to make students better prepared for today’s creative working environments. Audra explores some of the pitfalls that exist with her projects, and investigates the advantages and disadvantages of working collectively across boarders with other cultures where English is not there first language.

How can design educators adept some of Audra’s rich skills and knowledge for collaborative projects?

What happens when language is a barrier to enhance collaborative critical learning outcomes?

Audra’s presents one project between Blacks students in  southern community and Mormons who came to realized they shared  more similarities then differences.

She proposes the following question to consider: When working on collaborative projects do your students know how to navigate through stereotyping issues with other ethnic, religious, gender based groups?

Audra proposes the following suggestions based on her collaborative experience of working with Students in China:

Chinese students prefer organized structured learning over US students flexible learning.

What is your Classroom Culture?

Are you well versed in the nuances of the culture?

How prepared are you for flexibility and improvisation in the classroom?

What are the benefits of the professors experience from collaboration?

Check out: Stick + Stones

THIS WEEK’S BUZZ: GLIDE10 + Global Bloggers

Sorry I took a little time-out, however I’m back with this week’s buzz. Eric Benson from the University of Illinois, in Urbana and I will be the quest blogger for GLIDE10, a virtual symposium taking place on 27 October, 2010, starting early at 8:30AM. Eric maintains renourish blog that focuses on sustainable design. We’ll be posting questions on our blogs, and twitting simultaneously during each presenters talk from all over the globe. This years theme focuses on indigenous design with line-up featuring a host of design intellectuals from around the world, such as Audra Buck-Coleman from China, Adream Blair-Early from USA, Dr. Li-Hsun Peng and Chia-Hsin, from Taiwan are among some of the distinguished presenters this year. Great you don’t need to travel anywhere far. It’s easy to register then throw back while you relax  at home in front of your computer, TV in your jammies, or office or classroom space and just listen.

Keep in mind none of my commentary postings directly reflect the opinions of the conference planning committee Audrey Bennett, Adream Blair-Early and Gloria Gomez. As a designer and educator I was asked to share my opinions and that’s exactly what I have done.

THIS WEEK’S BUZZ: Type designer Matthew Carter gets MACARTHUR

This is major step in the right direction in the sphere of Graphic and Type Design, for MacArthur Foundation to award Matthew Carter, a major Type Designer as one of the 2010 MACARTHUR Fellows. Carter is a masterful wizard in working with letterforms having had created over 6o typefaces,  he’s also the Co-founder and Principal of Carter and Cone Type . If you’re a type connoisseur you’re sure to want to send him words of praise. Read more about Matthew Carter on the Mac Arthur Foundation website.

27

09 2010

DESIGN: AIGA’s Design Journey Has Arrived

Check out AIGA’s Design Journey: You Are Here

This is a photo essay of the opening night celebration.

Above is a selection of photos which include mural design by Rafael Esquer of Alfalfa Studio, Exhibition Design by Marcos Chavez of TODO, group shot of 2010 graduates of D-Crit program Angela Reichers, Alan Rapp and Fred Duarto.

28

05 2010

DESIGN: Steve Mehallo Offers A Refreshing Spin On Design History

After recently reading this post on a design colleagues Ayana Baltrip blog, DESIGNSPEAKS, I decided this essay was definitely worthy to share, with my design friends too. Steve Mehallo, teaches at American River College and he decided to share his views on the best ways to teach and research Graphic Design History. I’m interested in hearing your thoughts about Mehallo’s essay, on how design history should be taught.

Read about Mehallo’s refreshing methods on, how he teaches Design History. His essay offers you a thorough review on many of the key design history books considered the best by lots of design educators. I’m not going to mention any of the design history books, since you’ll get to read all about them in Mehallo’s essay. Although Mehallo’s does give you his aesthetic reasons on which books are worthy, and which ones need to skipped. In addition, his essay offers a solid rationale why anyone who teaches design history should not solely depend upon one book, but develop their own research methodology to make this subject engaging. Otherwise once you start lecturing and showing slides, you might just get a lot of students sitting in your class with their heads bowed once you turn down the lights. Last fall, I started my second Master’s in the Design Criticism program at School of Visual Arts in NYC. As a design educator, who also loves teaching Design History, I must confess that teaching this topic is an arduous task. However, my design history instructor in the program, Russell Flinchum, taught our class with the rigor of a southern baptist minister on Sunday morning. All to say, none of my classmates dared to bow their heads once the lights were turned down. As for me I left Russell’s class with a more varied knowledge on the history of design, and a lot of new books to add to my already overloaded bookcases at home. (above photograph; by Steve Melhallo student Samantha Costanilla).

Read more about Mehallo on his blog: http://mehallo.com/blog/

So I’ve been teaching my version of ‘a history of graphic design’ for several years now. Just finished up my 9th session.

As a text, Philip B. Meggs’ landmark research book – History of Graphic Design, first released in 1984 – is the bible on the subject. Even the ‘making of’ has its own edition.

It’s the most thorough analysis, and one of the best graphic design reference books I own. But as Meggs points out in his introduction, it’s only the tip of the iceberg. There is so much more to discover, find, research and incorporate into one’s own view.

Finally, there is another book that just hit the market – The Story of Graphic Design by Patrick Cramsie. It tackles similar ground, but from another angle. A refreshing find. And from what I could tell so far, it syncs with my own classroom take on ‘The Story’ . . .

DESIGN: Rick Griffith Curates His First Love—Letterpress

Rick Griffith, Design Director & Principle at Matter is organizing, curating, and presenting: Pressed: An Exhibition of Letterpress Printed Ephemera along with few other forms of typographic mischief throughout Denver May 28th through July 4th.

On Friday the 28th of May Untitled #29: TYPO kicks off the weekend with Printing demonstrations, Spoken word, and various sorts of Typographic mischief that are sure to tickle senses throughout the night. The show opens at 7pm and runs until 10pm.

The following day the ABOUT FACE Symposia will be set into motion with two type related film screenings: Typeface, by Justine Nagan & Jack Stauffacher, and Printer by Jim Faris. The screenings will be followed by a Panel discussion lead by Nick Sherman of FontBureau & Woodtyper, Jim Sherraden & Brad Vetter of Hatch ShowPrint, Rick Griffith of MATTER and Tom Parson of Now it’s up to you publications.

Closing out the weekend on Sunday May 30th Pressed: An Exhibition of Letterpress Printed Ephemera will open to the public. The show will feature work from the Hamilton 10th Anniversary show, Hatch Showprint, and Works produced at the TypeLab/Rob Roy Kelly American Wood Type Collection.