Workshop Particpant’s Poster
For further insight into the workshop please refer to appendix 4.
The syllabus assignment can be downloaded here.
The workshop was conducted in Week Eight and provided opportunity to present the research in engaging and insightful manner. It was the result of numerous weeks of refinement, preflighting ideas and testing and possible ways to best share the research in an impactful way. The purpose of the workshop was to encourage students to be more critical of their design process and consider how they contribute and participate in corporate and visual culture. Accordingly, the workshop participants were asked to respond to a speculative brief to produce a visual identity and narrative.
To do this, participants were informed about adopting a intuitive lead design process by referencing the Think, Feel, Know framework and being lead through the Double Diamond Design Process. By adopting this design approach, it highlighted that a design process can be liberating and result in producing unique visual identities and creative responses. The defined stages of this design process were time allocated to allow for the rapid production of ideas. The students were given magazines as an analogue source of content to source imagery, ideas and concepts. The final outcome resulted in a collage which portrayed a narrative to be representative of an identity. Participants then presented their outcomes and describe them through keywords in Think, Feel, Know i.e. I think this is justified because, I feel this is appropriate because etc
The importance of these workshops highlighted that if designers don’t take risks and question how and why they do things, how will design evolve? How do brands differentiate? Often design is treated as a commodity and it’s necessary for students to understand the significance of what they’re doing to find value and confidence in their creativity. The creation of an identity is a liberating act. Designers should acknowledge this and strive to adopt a fulfilling design process that is critical of the environment it is contributing to.