Meredith J. Davis

Peter Hawley

Bernard McMullan

Gertrude Spilka

This book presents findings of a 1993 study of how design in the curriculum helps students achieve national educational objectives. It also explores opportunities for expanding the role design can play in students' academic lives. Results of the 1993 study reveal how the use of design experiences in classrooms provides teachers and students with a learning construct for the next century. The book summarizes descriptive research that makes qualitative statements regarding current classroom practice and identifies effective models for using design in classrooms. The research tapped three primary sources of data: (1) a review of the literature; (2) a national qualitative survey of teachers; and (3) site visits to 10 schools. Also, the researchers conducted qualitative interviews with principals, curriculum coordinators, other school or district administrators, teachers, teachers' aides, students, and parents. The six chapters include: (1) "Learning Through Design"; (2) "Lifelong Learning"; (3) "A Strategy for Excellent Teaching"; (4) "Design in the Curriculum"; (5) "Opportunities and Challenges for Schools"; and (6) "Conclusions and Recommendations." Three appendices, a bibliography, and information about the authors, the National Endowment for the Arts, and the Association for Supervision and Curriculum Development conclude the document. (EH)

Design as a Catalyst for Learning

Meredith Davis, Peter Hawley, Bernard McMullan, Gertrud Spilka

Design As a Catalyst for Learning

Denise Gonzales Crisp

William F. Temple

The practice of typography has been radicallytransformed in the digital age, and this book is anup-to-date introduction to the field. It explorespractical concerns—maximizing legibility, designingfor both printed and screen-based output,working with different grid systems—and studentsare introduced to the fundamentals of predigitaltypographic technology..

Typography

Meredith J. Davis

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