Once again I apologize to my readers for the absolute lack of attension to this blog. The last four months have been a little bit ‘hairy’, with the submission of my exegesis and all. Actually, it will be submitted on Monday. The title has changed, which has been reflected in this blog as well. Teaching teachers: Learning through Graphic Literacy is the new update. It really reflects in a succinct manner the original with a stronger focus on what I have been really doing. It’s funny, I read it over once again before going to press and it seems really easy to read and thankfully, it all makes sense. There is a coherent structure to it now, which I accredit to some great supervision and editing by Mr. Jeremy Yuille. Also want to give public thanks to Mr. Paul Goodrick for his help in the editing process as well. Thanks! The entire document really takes the reader on a journey of my perceptions and conceptions of design education from the very beginning and follows through to a solid argument. I will talk about the argument a bit later. I don’t want to say large portions of the exegesis are formed around my reflections of this research, but let us say, there is substantial reflection. I believe this is good though, for a couple of reasons. One, it breaks away from traditional Master of Design research exegesis’, in a manner that the reflections demonstrate really what ‘research through design, (Downton, 1997) and practice-based research is about. Second, the reflections demonstrate increasing knowledge and ‘mastery’ of the subject matter. That is my point of view anyway.
The 114 page, perfect bound, magazine style exegesis contains: An introduction, A comic preface and writing describing “How it all Began”, “What’s going on in Design Education”, The Role of Graphic Literacy in Education, 3 comic chapters and a lot more! Should be a good read.
My next step is to defend it all in a presentation to my examiners. I will brief you more on this whole process soon.
