First Edition: MA Design Writing Criticism
The first ever set of MA Design Writing Criticism students have wrapped up the year with the launch of First Edition: a comprehensive publication that showcases a diverse range of visual and written critique.
Co-edited by Teal Triggs and Anna Gerber, it sets a benchmark for future design writing and criticism, with a selection of academically-focused essays and articles produced by the graduates throughout their studies; encompassing both coursework and externally-published writing for Blueprint, Grafik and the London Design Festival Blog.
Print Magazine recently voted the course one of 34 most interesting design programmes in the world and it is the first of its kind in Europe. Its first student cohort is comprised of practitioners from design disciplines including architecture, graphic design, fashion and product design. Head of College spoke to Ellen Zoete who, since graduating, has worked as a freelance graphic designer, about the experience of being part of such a new initiative here at LCC.
“The course has made us more skilled and more critical of our own writing and the writing of others. We have a sense of accuracy of information, the mode of delivery of one’s writing, legitimacy of an argument. On another note, we have become aware of what side of the profession we’d like to take, whether we are writers or designers. Whatever side we choose to take, we have a heightened sense for reflection and communication through writing.”
Printed with Risograph in an edition of two hundred and fifty, First Edition will be available on request. Ellen describes the intent behind it:
“With making First Edition we hope to give an idea of what design writing criticism can be. What different levels of critique could be, and what different kinds of criticism there are. One could think of a focus on the theoretical or, focused on the mode of writing.”
What’s more, the graduates designed and built a website, which will function as a multipurpose platform for past, present and future critical output and for engaging with – and responding to- an ongoing discourse between students and audience.
