Abstract
This paper analyzes the significance of transformative design educational experiences. It examines a case study that demonstrates that pedagogical models used in design have the potential to provide students with new languages and new abilities to see the world in ways that are life-changing. This case examines the contributions of Swiss graphic designer turned design educator Peter Megert (1937-2022). Educated at the Kunstgewerbeschule in Bern, Switzerland, Megert established his own design firm (Studio M) in his homeland prior to his immigration to America. Following time spent working with Paul Rand at Westinghouse Corporation in Pittsburgh, Megert moved into a faculty position at The Ohio State University in Columbus, Ohio (USA) in 1970. His work as a design educator tapped into his professional experiences at Westinghouse as well as the strong influence of his Swiss culture and modern design principles, but Megert’s true contribution to his students’ success was his knack for sharing his own curiosity. This research draws conclusions about Megert’s influence and its potential lessons for the future by articulating themes found through a close analysis of his personal records as well as the contents of numerous interviews with family members, former colleagues, clients, and students. From their memories, it is clear that Megert’s many former students credit him with “teaching what cannot be taught;” the love of design and its seemingly limitless potential. Using words and images from Megert’s archive, this paper provides a glimpse into meaningful design education practices of the past that remain relevant today.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Graphic Design, History, Design Education
