[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-202785-105":59,"doc-detail-202785-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","swiss-graphic-design-education-and-training","Swiss Graphic Design Education and Training","","Interviews and archival references examine how graphic design education in Switzerland shaped a recognizable “Swiss graphic design” tradition through Basel and Zurich institutions. The discussion highlights training as an everyday, practice-based experience: exercises develop drawing skills and familiarization with tools and materials, while new technologies expose delays by schools and affect preparedness for the real marketplace. Narratives also trace networks beyond classrooms and consider alternative, postmodern training models that reject fixed canons.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/swiss-graphic-design-education-and-training/202785/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/swiss-graphic-design-education-and-training/202785.png","ImageObject",300,407,{"name":92,"@type":93},"Mali","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-04",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How do the interviews describe graphic design training in Swiss schools?","Question",{"text":113,"@type":114},"Training is portrayed as close to everyday experience, not merely as a codified set of design principles or standards. Interviewees recount their roles as students, teachers, and practitioners applying their education in practice.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What role do technical skills and exercises play in the training?",{"text":118,"@type":114},"Many exercises focus on improving technical skills, especially drawing, by training both the eye and the hand. They also provide knowledge about tools and materials used in the profession.",{"name":120,"@type":111,"acceptedAnswer":121},"How do interviewees view the impact of new technologies on design education?",{"text":122,"@type":114},"Interviewees criticize design schools for responding slowly to ongoing technological change, leaving students less prepared for the evolving marketplace. This raises questions about how education should balance market needs with cultural and experimental growth.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},202785,1788550990,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":130,"read_time":31,"preview_page_count":4},2336475104362,"https://ap-avatar.wpscdn.com/avatar/22000c4c46a41b752dd?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786595829695023868",": .53 8 S 07/ BE    \ncurriculum skills technology teaching schools 141  \nTraining  \nChiara Barbieri  \nGraphic design education in Switzerland has been discussed in celebratory publications,1 in monographs of designers who also worked as teachers,2 and in self-published educational books in which graphic designers laid out their personal design and pedagogical theories.3 All in all, design education has played a pivotal role in the construction of “Swiss graphic design” as a welldefined historiographical canon, with Basel, Zurich, and their respective design schools acting as key players in the articulation of this narrative.4 Our interviewees reveal a more relatable and mundane approach to training that is closer to everyday experience than to any codified set of design principles and standards. They discuss design education from different perspectives that show how they have engaged with it at different moments of their career, while performing diverse roles: some recall their experience as students learning the practice at design school; others comment on ways in which they applied, adapted, and integrated their training in everyday practice; and others reflect on the benefits, responsibilities, and challenges of working as teachers. These interviews allow us to peek behind the walls of Swiss design schools,  \nwith details about syllabuses and exercises conducted in the classroom and in the workshop. Many of the exercises recalled here were aimed at improving technical skills—drawing skills in particular—by training the eye and the hand while providing knowledge about the tools and materials of the practice.5 The interviews touch upon issues related to new technologies and their impact on practice. Interviewees criticize the delayed response of design schools, which are accused of often being slow to catch up with ongoing technological change. The co-founders of NORM—Dimitri Bruni and Manuel Krebs—recall how, as students enrolling for a graphic design training, they were not completely clear about what graphic design actually was. Alas, their subsequent training apparently did not help students to clarify matters, leaving them unprepared for the real marketplace. On the one hand, their criticism echoes the enduring debate as to whether design education and training should be more market-oriented, or whether it should instead be aimed at expanding students’ cultural horizons, encouraging experimentation, and pushing boundaries in the safe environment of the school workshop.6 On the other hand, the way these designers tell their stories tells us a lot about the more or less conscious way in which they want to portray themselves.7 In the case of NORM, their account is also helpful in providing a context for a radical change in their practice.  \ncurriculum skills technology teaching schools 142  \nThey co-founded the illustration collective Silex while they were students, before changing their style radically when they launched their own studio.  \nThese interviews inject new life into narratives around design education and training, and depict schools as lively environments that facilitated the development of networks and design exchange. It was at design school that some enduring partnerships began. This was the case with Dimitri Bruni and Manuel Krebs, who met while studying in Biel/Bienne and went on to found NORM together. Students, teachers, guest lecturers, and technicians participated in a complex network of practitioners that extended outside the schools themselves, and from which both students and teachers derived benefit.  \nThe interviews confirm that being trained in Switzerland was an asset to designers—something on which they could capitalize in order to launch their careers abroad. Swiss graphic design and a Swiss design education were  \nmeaningful concepts for a specific circle of foreign practitioners, clients, and design critics. This was the case, for example, in Milan and Paris in the postwar period. A number o","cbCailqLQ5VUqn9A","https://ap.wps.com/l/cbCailqLQ5VUqn9A","pdf",731117,"English","# Training\n## Curriculum, skills, and teaching in Swiss design schools\n## Technology and market readiness\n## Networks, careers, and alternative reference models\n## Case interview: Rudi Meyer","[{\"question\":\"How do the interviews describe graphic design training in Swiss schools?\",\"answer\":\"Training is portrayed as close to everyday experience, not merely as a codified set of design principles or standards. Interviewees recount their roles as students, teachers, and practitioners applying their education in practice.\"},{\"question\":\"What role do technical skills and exercises play in the training?\",\"answer\":\"Many exercises focus on improving technical skills, especially drawing, by training both the eye and the hand. They also provide knowledge about tools and materials used in the profession.\"},{\"question\":\"How do interviewees view the impact of new technologies on design education?\",\"answer\":\"Interviewees criticize design schools for responding slowly to ongoing technological change, leaving students less prepared for the evolving marketplace. This raises questions about how education should balance market needs with cultural and experimental growth.\"}]","Swiss Graphic Design Education and Training | PDF"]