Weds 8th February 2017 - Femke de Vries, HKU University of the Arts Utrecht, (www.FemkeDeVries.com) ‘DICTIONARY DRESSINGS: Clothing definitions decoded and translated towards alternative fashion perspectives’. Respondent: Professor Rebecca Houze, Northern Illinois University.
Dictionary definitions are generally experienced as factual and rational and in the case of clothing show no connection to the mythical character of fashion. They describe the characteristics of the items, the modes of use and/or the relation to the body but fashion or style is not mentioned. For example: “Handschoen: bekleding van de hand” (Literally translated to English as Glove: covering of the hand). It becomes clear that a hand can be covered by putting it in a pocket, by bandaging it or by sitting on it, turning a pair of trousers into a glove for they cover the hand and therefore suffice to the definition.In this on-going project the nature of the dictionary definition as a ‘zero condition’ of a piece of clothing is used not to find a general truth of a piece of clothing, but to re-read clothes and explore an alternative fashion vocabulary. This vocabulary will take the shape of an image archive, theoretical and design-led approaches by experts and students brought together in a publication, website, workshops and catalogues of these workshops.
Weds 15th March 2017 – Peter Thomas, Middlesex University and Dr Grace Lees-Maffei, University of Hertfordshire, ‘The Poster Session as Fusing Theory and Practice in (Art and) Design Education: Exhibiting an Occluded Genre’
This talk presents our research on the pedagogical benefits of poster sessions for teaching contextual studies in design education. The academic poster has been used most extensively in the sciences, but we argue that its particular pertinence in design education is undervalued to date. Design students have visual and design skills which can be applied to the production of a poster, but also their verbal experience of speech acts such as ‘crits’ (studio evaluations) and speaking to design outputs in a client pitch can be applied in the talk which takes place in poster sessions. Because the production of posters and the poster sessions where they are displayed and discussed draw on skills which students use in the studio, they have the capacity to bridge theory and practice when used in contextual studies for design students, in content, form and process.
Much of the secondary pedagogical literature on posters is fundamentally about ‘how-to’ design a poster; it is instructional. Our focus here is, rather, on the pedagogical affordances of the poster and poster session. While the how-to material focuses on the production of an outcome, our approach focuses on the poster as process, bridging theory and practice and affording a site for talk. The instructional approach we deem as being principally of benefit to the learners / makers of posters, and the learning benefits we expect to be of interest to teachers, as well as learners to some extent.
Weds 10th May 2017 – Dr Nicolas P. Maffei, Norwich University of the Arts, ‘The Responsive Brand: Uniformity and Flexibility in Logo Design’
For more information, Contact Dr Grace Lees-Maffei, TVAD Research Group Leader and TVAD Talks Convenor, firstname.lastname@example.org