the designer's
GROUNDING
Where should the designer ground themselves? In fundamentals of course, for very little attention is paid to understanding or grasping that which matters most. This checklist is not exhaustive, and the reader may bear in mind that it is specific to the New Media Design programme at NID. The challenge in preparing a list, as always, is how to make it comprehensive yet parsimonious.

Resolve Conceptually

  1. Resolve a project conceptually, without flaws or gaps in the concept.
  2. Demonstrate the capacity to generate more than one idea, i.e. propose alternatives.
  3. Translate an idea into a concept.
  4. Situate their idea/concept historically, and conduct a thorough literature review and precedent studies on the field, subject, topic or research question of interest.
  5. Frame intent and define the brief and boundaries of the project.
  6. Engage with the design, and its consequences, philosophically.


Demonstrate Design
The student should be able to:

  1. Develop an ability to deal with the spectrum of design, i.e. engage in the design of products, processes, services, systems and messages.
  2. Apply design theory (for example, principles of design) specific to the nature of their project and articulate how the theory has influenced the design.
  3. Compose a form using formal elements such as colour, texture, typography, etc.
  4. Assimilate diverse knowledge and skills required to bring the concept into being.
  5. Display a deep understanding of culture by engaging with individuals and communities, as manifest in the field work conducted for the project.


Prototype Technically
The student should be able to:

  1. Prototype iteratively, from an initial concept prototype to the final working prototype.
  2. Demonstrate technical abilities such as software programming and electronics in the making of the prototypes.
  3. Demonstrate competent making skills, with knowledge of appropriate tools, techniques, methods, processes and materials required to construct prototypes independently, in a workshop.


Communicate Effectively
The student should be able to:

  1. Frame a thoughtful title for the project.
  2. Write a concept note that succinctly describes the design.
  3. Articulate coherent arguments that are embedded in design history, design theory and design philosophy.
  4. Represent the design through appropriate visual means such as photographs, diagrams, sketches, etc. that communicate the design effectively.
  5. Construct a convincing narrative that succinctly communicates the design, through moving images.


Behave Ethically
The student should be able to:

  1. Acknowledge the contribution of their peers or collaborators in the project, with clarity on roles of every person involved in various phases of the project, the nature of their contribution and its extent.
  2. List references to other work (literature and precedents) that may have influenced or inspired the project.
  3. Resist misuse of manpower, machinery, materials and money for personal gain.
  4. Disclose intent to secure intellectual property rights for the project, and consider generously sharing outcomes through Creative Commons or Open Source.