Universiti Sains Malaysia (MALAYSIA)
About this paper:
Appears in: INTED2011 Proceedings
Publication year: 2011
Pages: 5032-5034
ISBN: 978-84-614-7423-3
ISSN: 2340-1079
Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain
Graphic communication studies have always been associated with "churning out highly creative designers". As the result, many art colleges emphasize on the stereotypical ways of teaching graphic arts through typical courses on their plate. The graduates they create can be very design and software savvy - but many lack the soul of being thinking designers.One of the reasons that this has taken place is due to the designers' failures to take the task the way actors take to roles. As everybody knows it, designs come from the mind.Thus, there is an acute need to train the designers' mind before anything else.Teaching copy literacy to budding designers is one of the ways to address the issue.Very rarely design or visual can stand alone without proper copy support.Even if both can stand alone due to the issue at hand is hugely well-acknowledged by their audience,still, in the course of initial design execution, "invisible copy" plays its role as well.

This paper attempts to identify the relationship between copy literacy and the designing skill outputs.Over twenty (20)years of managing creative teams in the advertising and publishing industry has somehow prompted the author to probe into the relationship between copy literacy and creative design outputs based on personal observation that designers who understand,feel and live the copy tend to deliver better works than those who merely design to please the creative directors.The earlier group is more of a thinking professionala while the latter tend to be strict adherants to the creative briefs.