Design methodologies process book

DESIGN METHODOLOGYAmanda Kern | GRDS-705-OL1 Design Methodology || Professor John De VylderSavannah College of Art & Design || February 7, 2010

GRAPHIC DESIGN IS...Though the dictionary may define graphic design as a noun, referring to it as an “art or profession of using design elements”, it’s very apparent that the meaning of graphic design is quite diverse. Graphic design is a way of creating for a variety of mediums in order to visually communicate a message.

It’s quite intriguing to hear opinions on what other’s determine to be graphic design. Ultimately it involves creating projects using a variety of design elements such as photos, illustrations, and typography to convey a message visually. In December 2007, Veerle Pieters posted on her design blog the article, “What is graphic design?” In this article we’re able to get a great perspective of the multitude of views on the definition of graphic design. In this article Veerle Pieters requested that her readers define graphic design, without referring to a dictionary. There were nearly 200 responses and it’s interesting hearing the honest and straight forward opinions such as:

“I think Graphic Design is art used to entice.” “ To me, it’s a combination of shape, color and typography, serving a

specific goal, meeting the need of my customers.”

“ Graphic design is using copy, color, and imagery to communicate an idea.”

“ Graphic design is visual communication. The movement and styling of graphics and types to communicate a message to an audience.”

“Translating any kind of communication into a clear visual experience”

“Graphic design is orgasms for the eye.”

One key theme that was echoed in all the responses is that graphic design involved visually communicating a message in order to reach an audience. It’s important to recognize that graphic design isn’t just about making pretty pictures or designs but that communicating the message is essentially one of the most influential aspects of design. Designers must refrain from thinking about what they “like” when designing and take into consideration the client’s needs and the target audience. Successful graphic design visually stimulates the audience in a way which often results in the audience taking part in a call to action. Whether the action by the audience be purchasing something, attending an event, or getting involved in an organization, most design visually communicates a message that does evoke a response with the audience to do something.

Designers have a variety of ways to achieve their designs. The designs may be created by hand, as in traditional art, computer generated, or a convergence of both. The most successful graphic design generally follow principles of graphic design such as hierarchy, balance, and appropriate use of grid systems, however, designers are encouraged to understand that with all rules come exceptions to the rules. Ultimately, the way in which designers design must ensure that the client’s message is visually communicated successfully to the target audience.

AT THE BEGINNING OF THE

I DEFINED GRAPHIC DESIGNQuarter

Pieters, Veerle. “What is Graphic Design?” http://veerle.duoh.com/blog/comments/what_is_graphic_design/Introduction: Graphic Design and Methodology. Course Unit 1. SCAD E-learning curriculum.

Amanda Kern || GRDS-705-OL1 Design Methodology || Professor John De Vylder || Savannah College of Art & Design || February 7, 2010

PRACTICAL EXERCISE 1For the first practical exercise we were presented with a visual challenge to be solved using hand processes. In this exercise we were to create an image that was a visual representation of our definition of graphic design. This was a timed exercise that we had only three hours to develop a solution.

D E F I N I N G G R A P H I C D E S I G N V I S U A L LY

The following instructions were provided at the beginning of our practical exercise.

1. You may use any non-computer technique(s) to create your visual solution.

2. There are no specific requirements regarding the format of your solution (2-D or 3-D, single or multiple-panel, etcetera). These decisions should evolve naturally from your concept.

3. You may use ONLY images (photographs, illustrations, found images or objects, et cetera) to create your visual solution. Typographic elements may be used only as images or textures. No words are to be included.

4. You have three hours to complete and post your final solution. Work not posted during the three-hour time limit will be accepted for critique purposes but will receive a grade of “0.”

Initially, this was a major challenge because coming into this assignment we had no idea what we’d be challenged to design in three hours. Instinctively my mind raced through many ideas but remembered that despite the time constraints, my design process must be followed as well as I could to ensure I ended with a strong solution in the end. So I stepped back and followed my process that I will now share to help you understand my definition of graphic design and my design process a little more clearly.

I WAS TO FOLLOW THESEPRACTICAL EXERCISE 1

Objectives

{Amanda Kern || GRDS-705-OL1 Design Methodology || Professor John De Vylder || Savannah College of Art & Design || February 7, 2010 Amanda Kern || GRDS-705-OL1 Design Methodology || Professor John De Vylder || Savannah College of Art & Design || February 7, 2010

GETTINGInspiredIn the beginning I found myself searching for visual inspiration. I found a lot of interesting ways others visually communicated what they felt graphic design was. Finding inspiration helped me get a broader idea of how others defined graphic design. Most concepts all related back to communicating ideas.

I find with most projects I either identify key words or mind map through my process to help me identify things I need to focus on. Sometimes this helps me in finding my theme. For the first exercise I reread my essay and pulled key words that I felt were relevant and jotted down a few others that came to mind in the initial phases of this assignment. Here are words brainstormed during exercise 1:

visual communication entice goal idea message visual “orgasm” client’s needs target audience creativity create action evoke response light bulb deadline = clock/timer megaphone

I FOUND MYSELFBrainstorming

{ConceptsAfter getting inspired I began developing rough drafts to help me conceptualize ideas for this exercise. I found this to be a challenge as the time constraints meant I could only spend minimal time conceptualizing to ensure I left enough time for execution of my final idea.

Amanda Kern || GRDS-705-OL1 Design Methodology || Professor John De Vylder || Savannah College of Art & Design || February 7, 2010 Amanda Kern || GRDS-705-OL1 Design Methodology || Professor John De Vylder || Savannah College of Art & Design || February 7, 2010

ROUGH

CONCEPT 1The first concept I thought of a light bulb with the light lines coming from it. The light bulb would communicate the “idea” or “concept” that I discussed in my definition of graphic design. The lines would consist of type, not necessarily legible, but there to communicate “communication” visually.

CONCEPT 2The light bulb idea continued through concept 2, however, I was very influenced by my own process and realizing I only had 3 hours to complete this assignment I was reminded of the importance of deadlines and how much that impacts projects. I don’t necessarily think it defines graphic design but I do feel it influences it.

CONCEPT 3The megaphone was also something that came to mind as I thought of ways to visually communicate the topic of “communication”. Again, the streams from it would consist of text, not necessarily legible but really to help communicate the concept of communciation.

I Found the most interesting idea to be using a lightbulb to help visualize the concept of how graphic design must communicate ideas effectively. In order to pull off this concept I felt the paper mache process combined with watercolor would be the best method of execution. I used ripped pieces of paper from an old book and painted a variety of yellow shades to represent the background. And build layers up until I had an adequate textured surface to work with.

I suppose for me the most challenging aspect was that I used a wet media to execute this assignment. I constantly found myself drying the surface and rebuilding layers. This became more of a challenge because I had only three hours total for this exercise.

TIME TO Create

{ProcessI began by ripping pages from an old book and painting with watercolor paint onto the ripped pages. I used a flour/water mixture to create a paper mache onto the watercolor paper. The paper was paper mached after it was watercolor painted.


DESIGN

The process involved layering the paper mache using 2 shades of yellow and 2 shades of brown.

The final solution used about 8 layers of paper mache as I layered the variation in colors to create a seamless blending in the paper mache.

I was only able to squeeze this project in just before my kids bedtime so they were dancing and having fun as I worked, though my son climbed on me a number of times as I worked away trying my hardest to beat the deadline to finish this assignment.

As I completed the final exercise I found myself reflecting on the entire process. After the timed exercise we were to create the concept digitally.

I found myself challenged initially with how I would make my first practical exercise more interesting. I personally enjoyed the “hand rendered” and original end result of the first practical exercise. So though more about the purpose and for me the original idea that came to mind was that the light bulb represented an “idea” that in graphic design must be communicated. I felt as though the type was a great way to express the communication visually.

For my final digital solution I used the original as a “template” so that they seemed somewhat similar. I used the original to test colors and help emulate the illustrative qualities in digital form. It was tough to replicate the overlaying of colors the same as paper mache and realized that the digital solution might look similar but would be different enough to convey my idea digitally just as successfully, I used a variety of photoshop brushes in varying colors and opacity to create a similar artistic appearance. Unfortunately I felt the brushes in photoshop were so much more limiting and constrainting than actually painting onto paper in a traditional form as I did for the first practical timed exercise.

I used the type from my original paper that defined graphic design. I used a photoshop brushe to help me create a more unique “torn” selection area before carrying over the type. I intentionally created a more haphazard style to emulate the style digitally similar to paper mache.

THE FINAL DESIGNS Complete

{SolutionsI began by ripping pages from an old book and painting with watercolor paint onto the ripped pages. I used a flour/water mixture to create a paper mache onto the watercolor paper. The paper was paper mached after it was watercolor painted.


FINAL

DESIGN METHODOLOGYIn graphic design, all designers develop their own individual design methodologies during the creation of projects. Rather than jumping right onto the computer and creating a project, it’s important that designers follow a healthy design process which involves research, inspiration, conceptualization and brainstorming, sketching ideas, and designing. Throughout the process it’s wise that designers share ideas with co-workers or clients in order to receive adequate feedback to ensure their project is taking the appropriate direction.

L E T M E E X P L A I N M Y D E S I G N P R O C E S S

For me, I always begin a project with the design brief or project description. Many times this may involve meeting directly or online with a client in order to get a good understanding of the project requirements. Once the constraints are defined I spend time researching the competition and the company to get a better idea of the market I am designing for. I also take time to get inspired in terms of design. For example, if I know I am designing a page layout that will rely heavily on creative use of typography I will refer to inspiring typography design. I often reference creative projects that have nothing to do with the project I am working with, for example, if I am designing a brochure I don’t just get inspired by looking at other brochures I also look at posters, web sites, and other media that might help spark my creativity.

I find the brainstorming process one of the most important in my methodology. Brainstorming for me often happens in conjunction of doing research and getting inspired. At times it begins with jotting down notes but I often create word lists, mind maps, and sketches to help me work out ideas that come to mind. I also try to veer from the norm and think of ideas not necessarily related so I may take myself out of my normal working environment or go do something that may make me think differently. Some of my best ideas come at the oddest of times - sometimes in the middle of the night I wake up with an idea other times it’s in the shower. Sometimes my best idea come when I go somewhere I’ve never been. I find it intriguing how just going to a new environment can trigger fresh ideas. After I sketch initial idea I usually refine these sketches. I try not to just jump right onto the computer because I find the sketching process to because as Sean Hodge states in his article about the role of sketching in the design process:

“ Sketching is an excellent way to quickly explore concepts. You can sketch for one or two hours and work out multiple possible solutions to the design problem at hand. This is an essential step in the design process. It will save you time to work through concepts on paper before going to the computer.”

Once on the computer I usually refine out my top two to three designs before sharing my work with the client or boss. I find the review process also an imperative part of my methodology. Critique helps me learn how I can improve and how I am able to meet the clients needs. As Kevin Cornell states in his article “Taking Critique”:

“If you’re creating emotional, introspective art with intellectual insight into expressionist statements, don’t expect your next-door neighbor who came over to borrow your plunger to have criticism as valuable as your former teacher, or your fellow artists. Find people you trust to give you criticism; and remember that any critique is only an opinion — meaning some people just won’t have the background to pick up what you’re putting down, because they don’t have the same experiences as yourself.”

For me, I also find that the deadline does impact my creativity. In fact, as much as I’d love to workforever on a project, I find I often times more effective and creative when put under a tight deadline. Deadlines sometimes do inhibit how much I am able to follow the design methodology to a perfect process, however, this makes me no less creative but instead more capable to adapt to the needs of a project.

After reading Kathy Sierra’s article, “Creativity on speed” it all now makes sense why I work best under tight deadlines.

Kathy Sierra explains the reason why so many designers work well under deadline constraints in her article:

“ One of the best ways to be truly creative--breakthrough creative--is to be forced to go fast. Really, really, really fast. From the brain’s perspective, it makes sense that extreme speed can unlock creativity. When forced to come up with something under extreme time constraints, we’re forced to rely on the more intuitive, subconscious parts of our brain. The time pressure can help suppress the logical/rational/critical parts of your brain. It helps you EQ up subconscious creativity (so-called “right brain”) and EQ down conscious thought (“left brain”).”

I recently shared my creative process for a project I completed for our faculty art exhibition. The constraints for our faculty show was to create a self portrait that must be square. I elected to use a mind map format because I use them so much

to brainstorm creative projects. The project, titled “The Map to My Mind” involved a photo of my head surrounded by hundreds of words hand rendered that were my own thoughts that pass through my mind on a daily basis. Though this was a personal project, I did follow my own process, some of which I shared publicly on my blog. The night of the faculty show I was asked by so many “how” I executed the project so I find sharing this helps others see a sneak peak of my approach to a design project.

Ultimately a designer’s design methodology is what impacts their approach to designing. In order to solve creative problems one must take a project through a design evolution of conceptualization and understand that the first idea that crosses their mind may not be their best.

AT THE BEGINNING OF THE

I EXPLAINED MY DESIGN METHODOLOGYQuarter

Hodge, Sean. “The Role of Sketching in the Design process” http://psd.tutsplus.com/drawing/the-role-of-sketching-in-the-design-process/Cornell, Kevin. “Taking Critique” http://www.bearskinrug.co.uk/_articles/2007/01/24/taking_critique/Sierra, Kathy. “Creativity on Speed” http://headrush.typepad.com/creating_passionate_users/2005/12/creativity_on_s.htmlKern, Amanda. “The Map to My Mind” http://amandakern.wordpress.com/2009/08/08/the-map-to-my-mind/


PRACTICAL EXERCISE 2For the second practical exercise we were expected to use our essay about our personal design methodology to help us create a visual representation of the content. We were only permitted to use one word for each stage of our methodology. Images and textual content were permitted but were expected to share an equal role in communication. We again were timed and had just three hours to complete this practical exercise.

V I S U A L I Z I N G M Y D E S I G N M E T H O D O L O G Y



2. There are no specific requirements regarding the format of your solution (2-D or 3-D, single- or multiple-panel, etcetera). These decisions should evolve naturally from your concept.

3. Images and textual content should share an equal role in communication.


I was again challenged with the time constraint which caused my mind to race through many ideas. I again stepped back and followed my process that I will now share to help you understand my design methodology a little more clearly.


Objectives


GETTINGInspiredIn the beginning I found myself searching for visual inspiration. I found myself searching for examples that would help inspire me in visually communicating my design process. Examples found illustrate strong ideas that help visualize planning, organization and inspiring styles for this assignment.

I again listed key words to help me conceptualize initial ideas for this assignment. This is often times known to help me in finding my theme. For the second exercise I reread my essay and pulled key words that I felt were relevant and jotted down a few others that came to mind in the initial phases of this assignment. Here are words brainstormed during exercise 1:

I refined my process down to these main sections and brainstormed a few words along the way.

GOALS - communication RESEARCH - paper, books, data INSPIRATION - excite me! BRAINSTORMING - conceptualization, ideas CREATE = DESIGN REVIEW - approve/disapprove REVISE - iterative process before/after review COMPLETE - implement/target

{I FOUND MYSELFBrainstorming

processresearchinspirationconceptualizationbrainstormingsketchingideasfeedback

directioncompetitionvarietywordlistmind maptriggerexploreconcept

refinesharereviewopiniondeadlinecreativespeed


In the beginning stages I found myself using a mind map to help me categorize my process a little more clearly. Finding myself running out of time I contemplated a few ideas but in the end found icons would best represent the stages of my design process visually.

ConceptsROUGH

Each graphical representation of my process was then redrawn and painted with watercolor. I began trying to paint the shapes freehand realizing that I was running out of time. As a part of my “review” and “revise” process I found after a few attempts I came closer to what I wanted when I first sketched my ideas and then painted. I found the graphical elements to be intriguing in an almost iconic format where the things that came to mind for each category were enclosed in an almost “button” shape.

I love the spontaniety that the watercolor brought to the icons, however, they seemed a little rough still. So again as a part of my “review” and “revise” process I refined the logos further by building more detail with pen & ink and then overlaying the watercolor in some places with a watercolor pencil to give depth to the icons. I found the iconic buttons also gained depth by creating an ink shadow. I then hand rendered type to go in conjunction with each icon created. {TIME TO Create


Given the time constraints, I found it especially challenging to be “perfect” with these icons. I enjoyed seeing the original end result, however, I was disappointed not to have more time to perfect the shape and consistency in sizing and appearance of the icons created.

ProcessDESIGN

Originally I was excited to be able to take my second practical exercise to the computer. It posed potential for some interesting possibilities. Once I got started I was quickly reminded of how tedious of a process icon development was. I found myself feeling as though I was creating 8 exercises, instead of just one and my ideas I had visualized digitally were more time consuming than I felt was realistically possible with the time I had remaining to complete the course.

I used a combination of illustrator and photoshop to execute the icons to give them a more sketchy appearance. For the digital form I also included the type within the icon and it made this addition much more seamless than the varied sizes sketched out in the practical exercise.

I found myself especially challenged with this exercise for both the practical and digital execution and after completion of both it’s a perfect example of one exercise where I am confident with more time, review, and feedback I’d have likely been more successful. {THE FINAL DESIGNS Complete


I liked how the computer allowed me to be able to make the shapes of the icons in a more consistent manner, however, keeping the sketchy look proved to be less than what I had hoped for. I had hoped to still give them a “painted” look but with a digital feel. Some sketchy qualities are present but they didnt’ quite turn out how I had envisioned.

SolutionsFINAL

PRACTICAL EXERCISE 3For our third exercise we were expected to put our design methodology to practice by using the information provided in our local daily newspaper to visually, dynamically, and creatively represent the 36-hour weather forecast. We were permitted to use text or letter forms only for this assignment. Again we had just three hours to complete this assignment.

TYPOGRAPHIC REPRESENTATION OF THE WEATHER




3. You may use text or letterforms only (no images).


It’s easy to feel challenged in timed assignments, however, by the third timed exercise I found myself to be in more of a rhythm with following my process when challenged by time. I found myself more excited about exercise three because it was a little more focused on a topic and involved typography.


Objectives


GETTINGInspiredI again searched for visual inspiration. The following are a few examples that I reviewed while researching inspiration. Examples found illustrate strong ideas that help typography communicate an image or message visually. I also found examples of weather icons useful in getting inspired.

Once again I found myself identifying key words that helped me get started with this practical exercise.

I created rough drafts for this exercise as part of the brainstroming process. Some of the ideas I came up with involved a visual representation of the forecast with type which included type hand rendered in a way that created the iconic visual for the forecast. One idea I had was to use words related to the weather to make up the visual. I also considered using the news headlines as the type. I considered using watercolor first and then the type on top of the watercolor. I felt this process wouldn’t have been wise due to the time constraints. I thought about also cutting out newspaper to form the weather icons. Also torn paper paper mache was another idea to create the weather icons, however, seeing how that was my approach for the first exercise I strayed away from it for this exercise.

{weatherraincloudysunnythunderstormslighteningnews

3-dayforecastFloridamovementfreeflowingcold frontseasonal

latest eventschangingweather watchreportnew update


I used the local newspaper to help me identify the three day weather forecast. It became a huge inspiration for me working on this assignment. In the end I found myself using many of the headlines and type from within the newspaper. A few rough ideas helped me get moving towards my final solution.


ConceptsROUGH

Practical exercise 3 I had a lot of fun with. I’ve always enjoyed hand rendering type so I have to admit that the hands on portion of this exercise was far more exciting for me. It allowed me to create the letters a little more freely and artistically than on the computer.

For the first forecast that was “drier, some sun” I used a similar icon to what I found in the newspaper but the hand rendered type made up the icon. I used headlines and type found in the newspaper to make the icon. For the second forecast I again used headlines to create the iconic representation for a thunderstorm. I focused more heavily on impactful headlines. For the third forecast I found the U.S war statistics an intriguing representation to represent rain. I focused on statistics and impactful war related type.

As much as I enjoyed the hand rendering of type, I found myself again excited to move to the digital development of this exercise, however, after starting I was quickly reminded how tedious the process of using typography in a more creative form could be. I think if I had a lot more time on hand this could have really been exciting to push the type further to a three dimensional digital form. I found it a little tougher to fill the spaces as I did by hand because of the rigidness digital type can become in layout. It was very tedious positioning, resizing, rotating this much type. By the time I finished I found myself remembering how much MORE fun I had creating these exercises by hand than in digital form. I found it a little tougher to fill the spaces as I did by hand because of the rigidness digital type can become in layout.


It was very tedious positioning, resizing, rotating this much type digitally on the computer. By the time I finished I found myself remembering how much MORE fun I had creating these exercises by hand than in digital form. This exercise again reminded me that creating something digitally doesn’t necessarily make the solution better.


SolutionsFINAL

PRACTICAL EXERCISE 4For our fourth exercise we were expected to visually represent a random quote that was presented to us when we began the exercise. The quote I was presented with for this exercise was “More is Less”. I was challenged with how I’d visually represent this both with text and imagery.

MY VISUAL REPRESENTATION OF A QUOTATION




3. You must integrate text and image(s) to effectively communicate the content of the text intended by the author. Your typographic and image integration should be well balanced, completing the narrative together.

4. The quote should be included in the final solution. It should not, however, be the primary focal point of the final solution.



Objectives


GETTINGInspiredI began by researching a little more about the quote I was assigned. The following notes were taken to help me as I conceptualized my solution. An initial search for the origins of the quote “More is less” instantly brought up a lot of “minimalist” topics and I learned that the quote was made by artist, Ad Reinhardt. I began getting inpired by looking at Ad Reinhardt’s artwork as well as work of abstract expressionists.

I again identified key words that helped me get started with this practical exercise.

This assignment was definitely a challenge when I first began. I often times begin the brainstroming and getting inspired part of my process at around the same time. So before I learned that Ad Reinhardt was the originator of this quote I was stumped at how I’d visually execute this one. I instantly thought of a cup overflowing or crowds. As I learned more about Ad Reinhardt and his efforts in the minimalist movement I felt it appropriate to create a visual piece that would emulate his style and also help relate to the quote itself. {more is less

ad reinhardtchaosclutterpaintabstractcup (full)scale (representing

more)free formcolor fieldcrowdbusytrafficgeometricnoise

confuseddisorderdisarrayanarchyturmoilconfusion


I created a few rough drafts to help me in the conceptualization process for this assignment. Initially when reading the quote I thought of how the quote “more is less” made me think of size and capacity. I thought of a cup overfilling as well as a scale. Those ideas seemed too typical so after doing my research further about Ad Reinhardt I felt as though it might be interesting to experiment with some of the styles of his abstract work for this assignment.


ConceptsROUGH

Not knowing the expectations beginning this assignment left me unprepared with supplies I really hoped to paint abstractly onto canvas. Unfortunately I only had watercolor paper so the application didn’t quite turn out as I expected. But I painted abtractly and found the contrasts in color to create a sense of “chaos” and “busy” movements that reminded me of what the quote was really intending to mean when read. I added in white acrylic paint for the words. I had hoped for the paint to “drip” to make the text but that too didn’t quite turn out like I expected. It instead was painted on in thick strokes so it doesn’t quite have the appearance that it was “dripped” onto the canvas as many abstract painters are remembered for. However, it does have a bit of a busy feel to it, especially when used against the chaotic background created.

For my digital version of this exercise I used the original design and the work of Reinhardt as inspiration. I decided to try to emulate paint strokes more freely in photoshop using some of the colors from the original exercise. I layered the paint brushes and attempted to create a chaotic solution that would help me represent that “more” is really “less” in art and design. I’m hoping when viewed the painting in the background gives a sense of disorder and clutter to help you stay reminded that adding more to a piece of art or design doesn’t necessarily make it better.

To finish the piece I used a script type that would remind the viewer of handwriting. By keeping it white it helped add enough contrast to help it stand out against the art work. A slight drop shadow helped make it a little more legible against the painted surface.


In the end the this exercise proved to be fun. The hands on portion was tougher to control, especially under a time constraint and not be prepared with all materials prior to knowing what to expect for this assignment. The digital portion of this assignment was defintely less “messy”, however, I found it challenging because the process to find, load and use a large variety of brushes can be more time consuming and tedious. Though I gave it a “painted” appearance, it’s very obvious that the paint strokes are digital. They are very clean and perfected in comparison to the original.


SolutionsFINAL

Throughout this quarter this course helped me think more in depth to the actual meaning of graphic design. To me this definition ultimately involves not a “cool” design, nor something that we necessarily enjoy creating. instead, graphic design involves creating something that will communicate an idea and serve a purpose. In the end all design has some type of goal that must be met and it’s our job as designers to ensure the goals are met.

This course also helped me think about paying closer attention to my own design process. Creating the exercises this semester were definitely great practice to follow my own methodologies as I created each one. I found I almost always followed a process that involved understanding the goals of a project, conducting research, conceptualizing and brainstorming, getting inspired, creating, reviewing, revising, and completing a process. Often times some of these phases of a project would overlap with one another, especially as time constraints played a factor in the design of the assignments.

One of the greatest influences on my design process was certainly time. Though time may have limited me somewhat, I found that it did not completely deter me from following my process. I was especially challenged with this course’s time constraints after missing over 75% of the course due to medical problems. After being granted permission to continue the course after the quarter ended, I still found myself challenged more than ever before to design under pressure to ensure i met the goals of the course. I have no doubt if I had been able to invest the same time as a normal quarter that my solutions may have been far different, and likely improved, from what they are now.

Despite the intense time constraints I was placed under to complete this course, I was again reminded of the quote by Kathy Sierra that in included in my original essay about my design methodology:

“ One of the best ways to be truly creative--breakthrough creative--is to be forced to go fast. Really, really, really fast. From the brain’s perspective, it makes sense that extreme speed can unlock creativity. When forced to come up with something under extreme time constraints, we’re forced to rely on the more intuitive, subconscious parts of our brain. The time pressure can help suppress the logical/rational/critical parts of your brain. It helps you EQ up subconscious creativity (so-called “right brain”) and EQ down conscious thought (“left brain”).”

And this quarter I was forced to go really fast to complete this course on time. I have no doubt that the time constraints heavily influenced my work. So as I now conclude this book defining my design methodology I think the one thing I take away from this, and hope others do also, is that you must find it in yourself to follow your own design process as best as you can, regardless of time. Does time affect the end result of a project? Absolutely. Has time influenced my process this semester? Absolutely. Could I have improved my process or my course work this quarter? Absolutely. For me, that’s really the one thing that I really leave this course learning most — that you make the most of the time you have to execute the design solutions you’ve conceptualized with the realization that there is ALWAYS room for improvement.

A FEW FINALReflections

Amanda Kern || GRDS-705-OL1 Design Methodology || Professor John De Vylder || Savannah College of Art & Design || February 7, 2010

Documents

Design methodologies process book