Towards an integrated pedagogy of graphics in the United Kingdom

2013-01-03T14:21:15Z (GMT) by Robert G. Harland
In this discussion paper, graphic design, graphic science and graphic art are acknowledged, substantiating the need for benefits associated with a wider perspective on how students learn graphics in the United Kingdom. A case is presented for the adoption of a single word descriptor (compared to the many variants that have developed in the higher education sector) by discussing: the historical development of art and design in the United Kingdom; the widespread use of the term graphics; an emphasis on research neglect in a field that has diversified and expanded to become one of the largest groups of students in an enlarged university sector; a lack of national professional representation that has neglected the opportunity to link practice, pedagogy and research in a growing field. The inquiry begins with an overview, of the historical context, before an exploration into the recent expansion of a category of closely related words that originate from the same etymological source. Finally, consideration is given to the scope of influences that may form the basis of research into graphic method as a logical development of first-order design principles. The paper calls for renewed efforts, by graphics educators in the UK, to establish their own professional body to consolidate shared interest in graphics pedagogy between disciplinary perspectives.