Jump to sidebar

  • Home
  • About
  • Login
  • Register
  • Search
  • Current
  • Archives
  • Announcements

Spark: UAL Creative Teaching and Learning Journal

Home > Vol 3, No 1 (2018) > Gaspar

Verfremdungseffekt: Towards a critical Graphic Design education

Francisco Gaspar

Abstract


The university has become so professionalised that students are becoming consumers rather than thinkers. This article proposes a new graphic design education that develops Bertolt Brecht’s ‘estrangement’ or ‘alienation’ effect to establish an analogy between Graphic Design and Epic Theatre. It is an attempt of presenting an often-neglected view of the Graphic Design practice, evidencing how education must be de-contextualised and deconstructed to move away from this current structure. 


Keywords


Brecht; Graphic Design; uniform society; verfremdungseffekt; epic theatre

Full Text:

HTML PDF

References


Benjamin, W. (1999) ‘What is epic theatre?’ in Arendt, H. (ed.) Illuminations. London: Pimlico, 1999, pp.144–151.

Bennet, A. (ed.) (2006) Design studies: Theory and research in graphic design. New York: Princeton Architectural Press.

Black, T. (2009) ‘We want to determine the world, not be determined by it’, Spiked online, 29 July. Available at: http://www.spiked-online.com/review_of_books/article/7214#.WigOTEtpExc (Accessed: 6 December 2017).

Buwert, P. (2016) ‘Defamiliarisation, Brecht and criticality in graphic design’ in Laranjo, F. (ed.) Modes of criticism 2: Critique of method. Available at: http://modesofcriticism.org/defamiliarisation-and-criticality/ (Accessed: 6 December 2017).

Dunne, A. and Raby, F. (2013) Speculative everything: Design, fiction, and social dreaming. Cambridge, MA.: MIT Press.

Foucault, M. (1997) The politics of truth. New York: Semiotext(e).

Frostner, M. and Ericson, M. (eds.) (2009) Iaspis forum on design and critical practice: The reader. Stockholm: Iaspis.

Gielen, P. and de Bruyne, P. (eds.) (2012) Teaching art in the neoliberal realm: Realism versus cynicism. Amsterdam: Valiz.

Hansen, S.M. and Vandeputte, T. (eds.) (2015) Politics of study. London: Open Editions.

Heller, S. (ed.) (2005) The education of a graphic designer. 2nd edn. New York: Allworth.

Ivison, T. and Vandeputte, T. (eds.) (2013) Contestations: Learning from critical experiments in education. London: Bedford Press.

Jameson, F. (1998) Brecht and method. London: Verso Books.

Lijster, T., Milevska, S., Gielen, P. and Sonderegger, R. (eds.) (2015) Spaces for criticism: Shifts in contemporary art discourses. Amsterdam: Valiz.

Raunig, G. (2013) Factories of knowledge, industries of creativity. Los Angeles: Semiotext(e).

Vienne, V. (2002) ‘The spectacle: A reevaluation of the Situationist thesis’ in Beirut, M., Drenttel, W. and Heller, S. (eds.) Looking closer 4: Critical writings on graphic design. New York: Allworth Press, pp.86-98.

Winkler, D. (1997) ‘Design practice and education: moving beyond the Bauhaus mode’ in Frascara, J. (ed.) User-centred graphic design: mass communications and social change. London: Taylor and Francis, pp.129-136.


Copyright (c) 2018 Francisco Gaspar

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Article views: 676

Journal Help
User

Please enter your UAL username and password to login.

Journal Content

Browse
  • By Issue
  • By Author
  • By Title
ISSN 2397-6594 Follow us @ualspark Accessibility Statement © 2017-2020 University of the Arts London. All Rights Reserved.