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David, On Nov 2, 2011, at 12:38 AM, David Sless wrote: > Designing rules has been a professional preoccupation for many graphic designers: type designers, book designers, wayfinding system designers, corporate identity designers, instructional designers etc etc. In each of these types of design, there is a need to develop a coherent set of rules that can be articulated, shared and systematically applied. Good point. And, I would ad, designing rules takes the experience of the craft--seeing where rules work and when they don't. > Sless D 2011 > Critical Reflections on a Manifesto 120–123 > in ICOGRADA Design Education Manifesto edited by Audrey Bennet and Omar Vulpinara > downloaded 2.11.2011 from http://www.icograda.org/education/manifesto.htm One of my favorite parts "the amount of effort involved in carrying out all these stages to a successful outcome is 50% of the effort, of which prototyping is seldom more than 10%; the remaining 50%, not shown on the above diagram, is the political management of all interested participants." Another thing I left out of my answer--Through designing and redesigning objects and systems, students get to compare their assumptions about the work to others' reactions to the work. That also applies to the process. By working on projects with real clients, my students learn not only that you are right about the amount but that political mangement is the 50% of the job that can often have the biggest affect on the form of the final object or system. The short, slightly more crass (and not nearly inclusive enough) version of that was one of the first things I was taught about project management: "The way design gets sold is the way design gets done." Even though the client projects come later, we start teaching about having the sort of conversations that promote good design practices from the very start. Gunnar ---------- Gunnar Swanson Design Office 1901 East 6th Street Greenville NC 27858 USA [log in to unmask] +1 252 258 7006 http://www.gunnarswanson.com