The visual and graphic curriculum covers all the aspects of visual conception in graphic design: visual expression, publishing, web design, graphic design in space (tangible, virtual, augmented, extended).
The specificity of Orléans School of Art and Design lies in the fact that it provides students with a solid training that opens them up to professional practices while at the same time putting them in touch with contemporary art and other artistic movements and design trends: PrePostPrint, mediarcheological art, technological sovereignty, post-media, cyberwitches…
The spectrum of teaching is broad. It is based on the one hand on teaching in graphic design, mobile publishing, documentary publishing, photography, video, film, animation, mixed media, internet art, drawing, colour, illustration, typography, interactive design, installation, creative code… and on the other hand on solid theoretical teaching: history of art and graphic design, art theory, philosophy of art, media theory, history of digital arts and cultures, English language teaching…
The aim of the Orléans School of Art and Design is to train young designers and artists with the ability to probe the times, to invent surprising forms and to respond to commissions. This is where a school of art and design differs from the schools of image, communication and advertising: it learns to grasp what grasps society, to listen to its societal, cultural and political effects, even before public opinion is aware of them, and to offer, if necessary, a critical alternative. In this sense, it learns to invent so-called new forms, to make its own “creative” tools, including digital ones, and to question its own working methods.
The Orléans School of Art and Design offers real freedom to think, to be and to “create”. She learns to master the whole methodological palette of the idea in art: from the logic of the project to its overcoming by criticism, from the logic of the laboratory to the exploration of the limits of the discourse of science, from the logic of creation to the awareness of what determines us. She learns to articulate medium and message. Neither technophile nor technophobic, she welcomes the era with the demand to think about it and to build a better one.
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