Semiotics and Graphic Design Education

Abstract

The difficulty associated with establishing definitions and goals in graphic design education are explored followed by semiotic theory which is being used as a structural basis and metalanguage for students within the graphic design program at the Rhode Island School of Design. Thomas Ockerse and Hans C. van Dijk collaborated in the design of an innovative curriculum which identifies significant communication principles and develops an experimental approach with emphasis on identification of alternative visual possibilities. Specific problems are discussed in terms of theory and complemented by a visual presentation of related student work.