This article describes continuing research into the role of dialogue journals within graphic design education. The application of dialogue journals described was developed as part of a seminar series on the history of graphic design and was designed to meet the needs of undergraduate
graphic design majors at a state-funded university in the south-eastern United States. Identified student needs, based on studio observations and on the students’ completion of a brief questionnaire, included a need to expand students’ conception of graphic design beyond a preoccupation
with computer software; a need for students to understand design activity within a broader cultural context than their own studio or personal life experiences; and a need for students to be verbally as well as visually literate within the discipline of graphic design. In this article I discuss
the theoretical rationale for using dialogue journals, an example of journal application within design education, a brief report of preliminary results, and suggestions for further study.
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Document Type: Research Article
Publication date: 2004-09-01
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