In accordance to the Norwegian quality reform for higher education and the introduction of a nation-wide bachelor-master-system, the curriculum for Visual Communication (Viskom) at KHiB had to be further developed to an international academic level. Under the leadership by the new professors in Viskom (Michael Hardt, Susanna Hertrich), guidelines have been elaborated that manifest a new concept for educating and researching Visual Communication. These guidelines are graphically visualised in a three-dimensional cube-model. The »cube« combines all different aspects of Visual Communication:
The words »image« and »type« on the X-axis indicate the formal content of Visual Communication, the use of images and the use of type. On the Y-axis different kinds of media on which Visual Communication can be applied are represented:
Static:
• includes all kinds of printed matter.
Timebased:
• comprises animation, film and video.
Interactive:
• stands for computerbased technologies.
On the Z-axis the different goals of communication are listed:
Inspiration:
Visual communication has always been used to inspire, to evoke and transport emotions. Narrative visual communication is used to please and entertain, but can also be abused to manipulate or seduce.
Information:
Communication designers help to organise the selective perception within the information process to ensure the right information to flow at the right time to the right people.
Orientation:
The function of visual orientation is of vital importance to find ways and organise daily life.
In educational practice the »cube« is applied on the curriculum to classify different courses and assignments. For example, during the fundamental period of the bachelor studies (first three semesters) each student is introduced to all different aspects of Visual Communication in short practical course units that are defined in accordance to single cells of the cube. In the following semesters all given assignments get more complex and comprise different cells of the cube at a time. So the model helps students to keep track of their target communication focus during project work. It is used to clearify main communication goals (e.g. airport signage system = orientation & static).
The main goal of the bachelor education during »analytical« and »conceptual« periods lies in training students to analytical thinking, researching on a given task and to executing a practical solution based on a profoundly elaborated concept. For the final semester, students should be well prepared to choose their own assignment and work independently on the analysis, conceptual and practical solution to their individual project. Those »final projects« will be evaluated as a »bachelor thesis«.
Developing the course of Visual Communication at Kunsthøgskolen i Bergen is an ongoing process and will be adjusted and altered continuously according to changes of the designer’s professional profile and in relation to the experiences with applying the model on the curriculum at KHiB.
In accordance to recent discussions about design in research and education, the »cube«-model seems incomplete when leaving out a third »dimension« on the X-axis: Interaction with the audience.
Digital media brought up a common awareness for the need of designing communication as an interaction process between medium and audience. New design disciplines with a focus on these issues have been manifested in education, research and practice. But designing interaction and user experience are not exclusive tasks related to digital media. People interact with any kind of design applied on any kind of medium. In that respect, the »cube«-model for Visual Communication at Kunsthøgskolen i Bergen has to be expanded to the category of interaction on each media-level.
////////////////////////////// Bergen, december 2003.