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+Hyperformalism-pluralism group notes
+July 21, 2017 at 11:30 AM
+Key
+J - Joel
+R - Rob
+S - Shannon
+Ra - Randy
+S: access vs. cutting edge. how do these things meet?
+J: popularity of grpahic design. market vs. individual. choices made on wrong conceptual underpinnings. are new grads ready to enter field? service model. what re new paradigms? Dutch vs. US models.
+R: Roadtrip. met conservative republican (birther). complained about 9% income tax in state of CA. diff. understanding of risk. Dutch more passive? does it make people more experimental.
+J: Drive to innovate is more personal in Dutch model. UBI proponent. social problems no more manifest.
+S: need to use what we have. influences how we teach. funding contingent on grades. economics and grading linked. how to make curriculum to de-link these two factors.
+J: pluralism and foundations. do you build system to make students more responsible for education? can they select grading system? curriculum?
+R: many rules governing student teacher relationships. students should “abuse” teachers. i.e. use teachers as resource.
+J: internalizing rules. how to blow up rules and factory assembly line model?
+S: “radical design version of yourself?” is this a concrete output?
+J: teaching conceptual responsibility.
+S: learning objectives. make them as obtuse as possible. more flexibility for process.
+Ra: students, admissions can be arbitrary. how do you find/encourage students that are committed?
+J: teaching tech skills are easy. talking about politics in class more influential.
+Ra: economics of funding.
+J: better or worse economic comparison with students.
+R: not looking at graphic design as technique. cultivating beginners mind in students.
+J: blocking visual culture hard to do. do first years just do semiotics?  meaning only. visual culture in its entirety.
+S: pluralism as speaking to specific subcultural groups.
+J: swiss modernism as obsolete design model.
+S: chronicle books: room of giant cutouts of people with things. 8 prototype audiences. Designer has to name audience.
+J: is it better to teach making first or meaning? Dutch model of lower level (15 years old) production/DTP classes, then students can move on to design.
+S: Chris Do lecture: 30K for branding and concept, 15K for design. Need to learn how to think.
+R: have to deprogram students as designers in beginning.
+J: improv comedy. “fail smaller.”
+S: Ira Glass. keep on making shitty stuff. get through bad ideas quickly to get to good stuff.
+J: changing student minds. chess vs. checkers. i.e. Coke branding.
+S/R: does chess vs. checkers work as a thing?
+S: No set path to design. not like medicine.
+J: solving  visual culture in real-time.
+R: non-design electives in school? yoga, chess.
+J: subtext of convo is about form. all form is valid. (why?) intent?
+Ra: backlash to UC logo and Gap rebrand. rejection of “pluralism” or just failed design? How do you push Joel’s model of radical flatness? can students select their own curriculum, teachers?
+R: students designing minor field curriculum (Eindhoven). did one year, but didn’t do second year. too much work!
+J: (posted letter to Allan Kaprow on wiki) [[hyper-formal_pluralism]]
+J: choose your own adventure books.
+Ra: liked reading them in wrong order.
+S: choose your own adventure provides parameters and limits. Client wants to design booklet about future.
+J: dimensionality of star trek chess. choose your own adventure. idea of choice.
+S: illustrators needing to learn type after school. (non-linear process of education or need for foundations?)
+J: post-formal as form is irrelevant. hyper as form is alway relevant, but need to communicate.
+lexicon:
+conceptual responsibility
+“anti-audience” (Gap re-brand)
+non-linear curriculum/education