GRAFİK TASARIMI BÖLÜMLERİNİN REKLÂM ENDÜSTRİSİYLE UYUMU

Year 2013, Volume: 21 Issue: 3, 1049 - 1058, 15.07.2016

Tolga Erkan

Abstract

Grafik tasarımı bölümleri mezunları işe başlangıçta reklâm endüstrisinde beklenilen pozisyonlar ve ücretlerle istihdam edilememektedir. Bu çalışmada grafik tasarımı bölümlerinin eğitim-öğretim yapısıyla reklâm sektörünün ihtiyaç duyduğu niteliklerin farklılığı sebebiyle ortaya çıkan bu sorunları giderecek çözüm yolları araştırılmıştır. Bu sorunların aşılmasında sırasıyla grafik tasarım müfredatının reklâm endüstrisiyle örtüşecek biçimde güncel yazılım, donanım ve etkili eğitim-öğretim yöntemleriyle desteklenmesi, üniversite-endüstri işbirliğinin arttırılması ve mesleki stajların etkinleştirilmesi konuları tartışılmaktadır. Ayrıca, bu makalede grafik tasarımı bölümlerinin reklâmcılık sektörünün beklentilerini karşılayacak biçimde eğitim-öğretimin geliştirilmesinde eğitimcilerin tasarım bilgi-becerilerini güncel tutmaları ve öğrencilerin reklâm endüstrisini yakından takip etmesinin desteklenmesi mezunların aleyhine bozulan reklâm sektöründeki istihdam dengesini düzelteceği öngörülmektedir.

Keywords

Grafik tasarımı, grafik tasarımı eğitimi-öğretimi, reklâm endüstrisi, bilgisayar grafik yazılımları, öğrenciler, eğitmenler

COMPATIBILITY OF GRAPHIC DESIGN DEPARTMENTS WITH THE ADVERTISING INDUSTRY

Abstract

Graphic design graduates are not employed at the expected positions and salary levels in the advertising industry at the beginnings of their career. Taking this as the research problem, this study focuses on filling the gap between qualities needed by the advertising sector and the educational-training formation of graphic design departments. In order to solve this problem, it might be helpful to enhance the graphic design curriculum with information science, technology and effective instruction methods, strengthening university and industry collaboration and increasing the effectiveness of vocational internships, encouraging students to follow up innovations in the industry and simultaneously educators maintaining current knowledge and skills.

Keywords

Graphic design, graphic design education, advertising industry, computer graphics softwares, students, educators

References

• Armstrong, T. (2000). Multiple Intelligences, Association for Supervision and Curriculum Development. Alexandria-Virginia: Association for Supervision & Curriculum Deve.
• Bannert, M. & Reimann, P. (2000). Guest Editorial: approaches to the design of software training. Journal of Computer Assisted Learning, 16, 281-283.
• Bresler, L. (1998). “Child Art”, “Fine Art”, and “Art for Children”: The Shaping of School Practice and Implications for Change. Arts Education Policy Review, 100(1), 3-10.
• Busby, N., Parrott, L. & Olson, M. (2000). Use of Computers as a Tool in Fine Art. The Inter- national Journal of Art and Design Education, 19(2), 189-199.
• Chua, A. Y. K. & Heng, S. K. (2010). A knowledge management perspective on Art Educati- on. International Journal of Information Management, 30, 326-334.
• Delacruz, E. (2009). Old World Teaching Meets the New Digital Cultural Creatives. The In- ternational Journal of Art and Design Education, 28(3), 261-268.
• Demirbaş, O. O. & Demirkan, H. (2003). Focus on architectural design process through lear- ning styles, Design Studies, 24(5), 437-456.
• Ehmann, D. (2005). Using Assessment to Engage Graphic Design Students in their Learning Experience, Making a Difference, Evaluations and Assessment Conference, Melbourne: Swinburne University of Technology, 107-113.
• Evans, D. S. (2009). The Online Advertising Industry: Economics, Evolution, and Privacy. Journal of Economic Perspectives, 23(3), 37–60.
• Forsblom, N. & Silius, K. (2004). What is the Added Value of Web-based Learning and Teac- hing? The Case of Tampere University of Technology, The New Educational Benefits of ICT in Higher Education, Rotterdam: Erasmus Universiteit Rotterdam, 18-25.
• Garvey, G. P. (1997). Retrofitting Fine Art and Design Education in the Age of Computer Technology, ACM SIGGRAPH Computer Graphics, 31(3), 29-32.
• Holmes, J. (2007) Meeting The Challenges of University Arts Education, International Jo- urnal of The Arts in Society, Volume 2, Number 3, 2007, Melbourne: Common Ground Publishing, 57-60.
• Krause, K. (2006) The Effect of Art and Design as a High School Subject on the Academic Development of Graphic Design Students, International Journal of The Arts in Society, Volume 1, Number 2, Common Ground Publishing, Melbourne, 129-134.
• Lauer, D. A. & Pentak, S. (2007). Design Basics. Belmont-CA: Wadsworth/Thomson Lear- ning.
• Lindström, L. (2011). The Multiple Faces of Visual Arts Education. The International Journal of Art and Design Education, 30(1), 7-17.
• Lowenfeld, V. & Brittain, W. L. (1982). Creative and Mental Growth. New York: Macmillan Publishing Co. Inc.
• Malefyt, T. de W. & Morais, R. J. (2010). Creativity, brands, and the ritual process: Confron- tation and resolution in advertising agencies, Culture and Organization, 16(4), 333–347.
• Micklethwaite, P. (2005). Discussing art and design education: themes from interviews with UK design stakeholders, The International Journal of Art & Design Education, 24(1), 84-92.
• Nitsche, S., Dickhäuser, O., Fasching, M. S. & Dresel, M. (2011). Rethinking teachers’ goal orientations: Conceptual and methodological enhancements, Learning and Instruction, 21, s. 574-586.
• Putnam, A. R. (2001). Problem Based-Teaching and Learning in Technology Education. The Annual Conference of the Association for Career and Technical Education, New Orleans, 1-14.
• Rosowsky, L.(1999). Style and its Abuses. AIGA Journal of Graphic Design, 17(1), 8-9.
• Sheppard, S. & Jenison, R. (1997). Examples of Freshman Design Education, Int. J. Engng Ed. 13(4), Brüksel: Tempus Publications, 248-261.
• Sockalingam, N; Rotgans, J. & Schmidt, Henk G. (2011). Student and tutor perceptions on attributes of effective problems in problem-based learning, Higher Education, 62(1), 1-16.
• Swanson, G. (1994). Graphic Design Education as a Liberal Art: Design and Knowledge in the University and the “Real World”, Design Issues, 10(1), 53-63.
• Teal, R. (2010). Developing a (Non-linear) Practice of Design Thinking, The International Journal of Art & Design Education, 29(3), 294-302.
• Wang, T. (2010) A New Paradigm for Design Studio Education, The International Journal of Art and Design Education, 29(2), 173-183.
• Yantaç, A. E; Özcan, O. & Emengen, A. (2011). Participatory design in interactive media de- sign education for the solution of unfamiliar design problems: a case study on a disabling environment and an emerging technology, Digital Creativity, 22(1), 40-48.