Why Can Zen Help Graphic Design?

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Why can Zen help Graphic Design?


Graphical art and Graphic designing has brought a whole lot of change to the world of art The line of argument in this paper is twofold: On the one hand we will outline some major requirements for the role of Zen elements and its contribution in graphic art inherent features will map these pedagogical needs. On the other hand we will compare weblogs with graphics without the use of Zen art.

Why can Zen help Graphic Design?

Chapter 1


An organised approach to the design and development of educational multimedia is vital as often considerable resources are invested to achieve an effective outcome (Phillips, 1997). Often a formal design and development cycle, such as the one outlined by Keppell (1998), provides a useful scaffold for the graphic design team. However, when this typical graphic design is merged with Zen aesthetics Such a design and development cycle outlines a number of development tasks, such as needs assessment, content collection, and story boarding, which are completed before substantive graphic design input. The completion of these tasks helps define the scope of the project generally and, as a result, contributes to the brief of the graphic designer. In addition the design and development cycle helps to define the graphic designer's role in relation to others within the development team (content provider, project manager, instructional designer, programmer and evaluator) which assists with the organisation and management of the development process generally. While these roles are not mutually exclusive, the definition of them often assists with communication about the project's design. (Hara 2008)

Chapter 2

Literature Review

The Role of Graphic Designers

The graphic designer or design team when implement the work of Zen art into their exixting work can contribute to the development of an educational multimedia project in three major areas: (i) developing a visual concept, (ii) developing effective visual communication, and (iii) developing conceptual ideas. Graphic designers can draw on techniques used in traditional graphic field in each of these areas. In this paper we will present work that examines the impact of digital working on preliminary graphic design decision making. The paper begins with a summary of existing research which has tool use and design as its focus. It then presents the methodology and results of an experiment used to compare design solutions made by design students when using digital and conventional (pencil on paper) tools. The discussion which follows explores the specific nature of the design task and asks how and why strategies might differ using these two tools. The paper concludes by suggesting that paper-based externalisation during preliminary graphic design thinking, even for the simple synthesis design task presented here, is an important activity which needs to be highlighted in graphic design education. (Holland 2001)

Incorporating Zen Elements

The fact that preliminary design thinking is supported well by sketching has been extensively documented and reflected upon produced a robust empirical approach to studying the impact of using Zen graphics rather than another within the ...
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