Graphic communications education, art or technology? : a curriculum materials resource guide

Graphic communications courses are being taught in the province of British Columbia without official recognition from the Ministry of Education. As a result development of graphic communication programs has been sporadic and independent. Although the Ministry of Education does not officially recognize Graphic Communications, they do provide funds for equipment and facilities. Graphic communications or graphic arts is traditionally accepted as a component of industrial education. Without official recognition by the Ministry of Education and the Faculties of Education, there is no teacher training in graphic communications available in this province. Thus educators involved with graphic communication courses have diverse backgrounds and have been trained in either art, industrial education or business education. Curriculum development has reflected this diversity of experience and background. This thesis project was initiated because of the following discrepancies. There are no prescribed courses of study but seventy-five programs exist throughout the province. There are no provincial teacher training programs but teachers are authorized to offer graphic communications courses. There are no provincially prepared resource materials but curriculum guides are available in Canada and the United States. The objective of this thesis is to assemble resource material for graphic communications education and to propose a rationale for the development of a program of studies recognized by the Ministry of Education. Graphic communications is a component of visual communications that integrates concepts from both art education and industrial education. This blend of art and technology can provide a philosophical base for program development. The interface of personal expression with machine manipulation is the basis for preparing graphic materials. The review of graphic communications curriculum materials was initiated to determine the existence and availability of prepared materials. The research was conducted over a twelve month period and consisted of correspondence with every state and provincial education agency in Canada and the United States. The collection represents the present status of curriculum development and provides numerous examples of curriculum strategies. An emphasis on motor skill development was evident in the collected materials. Graphic communications is an inter-disciplinary course of studies and program development should reflect the relationship of imagery and technology. Personal expression and skill development are components needed to prepare and produce graphic material. This philosophical blend of concepts from art and industrial education can provide the impetus to promote the integration of imagery and technology inherent in graphic communications education.Education, Faculty ofCurriculum and Pedagogy (EDCP), Department ofGraduat