Publication Date

1982

Document Type

Dissertation/Thesis

First Advisor

Fox, Gary L. (Professor of art)

Degree Name

M.F.A. (Master of Fine Arts)

Department

Department of Art

LCSH

Design--Curricula||Semiotics

Abstract

In response to the lack of any theoretical basis for instruction in the traditional university level visual design course, this study proposes an alternative approach to beginning visual design education. The proposed curriculum is derived from semiotic theories and models and is intended to provide a means for understanding communication processes and ultimately the skills of visual literacy. The concept of visual literacy is defined and discussed in regard to its important role in visual communication, and semiotic theories and terms are explained. The proposed curriculum is based upon the semiotic sign process and the three relations determined by this process: syntactics, semantics, and pragmatics. Five student projects which were derived from these semiotic theories are discussed and evaluated, and examples of the projects are demonstrated. Finally, a class comparison of instructional methods is presented which suggests that semiotic theories used as a basis for course structure can help students become visually literate.

Comments

Includes bibliographical references.||Includes illustrations.

Extent

vii, 96 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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