CONCEPTUAL MODEL OF HIGHER EDUCATIONAL PROGRAM ON COMMUNICATIVE DESIGN

Abstract

The article describes the process and the result of a series of seminars "Education of the Future: Communicative Design", held to develop a conceptual model of the educational program on communicative design. The purpose of the seminars was to identify the needs of graphic artists from the point of view of improving the quality and the relevance of education. Goal setting was preceded by a triune problem of mismatch of the existing educational program with modern realities, represented by: the students' vision; a set of competencies; training directions. The methodology to study the current situation is chosen "from the bottom up", when students directly or indirectly describe the educational environment in which they would like to be. To do this, a few weeks before the seminars, participants received background information about what communicative design is in the form of an article and XNUMX keywords (modules) that they had to work with. The first seminar involved the placement of modules for training courses. At the second stage, it was necessary to evaluate the modules according to the relevance of their use in the educational program. At the third stage, which was eventually combined with the fourth, participants had to arrange conditional modules for six specializations (educational trajectories): contemporary art, illustrator, digital designer, graphic designer, art and creative director, motion designer. The result of the seminars was a conceptual model of the educational program on communicative design, presented as a set of conditional modules distributed by training courses and volume (duration) in the context of the educational program. It was also revealed that the educational program on communicative design can and should combine all six specializations (educational trajectories). Only this approach will allow the graduate to become a sought-after specialist in the modern professional environment and the labor market.