Reflective didactic strategy to integrate semiotic theory and creative practice in graphic design education

L. Arturo de la Cruz, G. Mauricio Mejía

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Educators generally accept that semiotics theory should be taught in design; however, there is need of more evidence and documented practices about how to incorporate semiotics into design education. Existing propose techniques to use semiotics as source of inspiration and as an analysis tool. In this study, the authors examined how a reflective didactic strategy, one that uses semiotic theoretical reflection in several analytical and creative activities, stimulates learning and bridges semiotic theory and design practice. Even though students’ theoretical knowledge about semiotics increased modestly, they were more aware about how design artefacts convey meaning to the audience, which is the main reason semiotics are part of the design curriculum. This study shows that a reflective didactic strategy supports learning applied semiotics, which helps students to understand the central role of theory for a legitimized design practice.

Original languageEnglish (US)
Pages (from-to)83-97
Number of pages15
JournalArt, Design and Communication in Higher Education
Volume16
Issue number1
DOIs
StatePublished - Apr 2017
Externally publishedYes

Fingerprint

Semiotics
didactics
semiotics
Education
education
Students
Reflective
Semiotic Theory
Didactic
Design Education
Curricula
learning
artifact
student
educator
curriculum

Keywords

  • Design theory
  • Graphic design
  • Human-centered design
  • Reflective practice
  • Semiotics
  • Studio didactics

ASJC Scopus subject areas

  • Education
  • Communication
  • Arts and Humanities(all)

Cite this

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