Motion Design, Open Channel and a Future for Design Education




Motion Design, Open Channel and a Future for Design Education



May 30-June 1, 2019


Understanding the role of motion in contemporary design education is precarious. As our media habits change and evolve, motion will play an increasingly important role in how we teach design. Incoming students in art and design programs are now native to an evolving media ecosystem of experiences; they have grown up with gesture, touch, sound and motion. However, traditional graphic design programs tend to overlook this evolution and view motion as narrow in scope, low impact or another discipline altogether. As a result, motion is not well integrated into department goals and learning objectives. Typically, a motion elective or topics course is offered later in a 4–year graphic design sequence. As a result of this program approach, students are not able to fully utilize and/or expand their skills. The inherently high visual IQ that they enter the program with inevitably plateaus before they graduate.

This paper will address how programs can successfully embrace a multi–modal learning experience where motion is strategically and playfully integrated into program outcomes. The emphasis will revolve around three motion strategies: establishing a foundation, building a sequence and integrating into core curriculum. These strategies specifically address the question: what happens when motion intersects with print, interactive and experience design? Further, the paper will include case studies that demonstrate the benefit of this cross fertilization and the results of a more meaningful and holistic motion design education.



Subject Terms

motion; open channel; foundations; sequence; multi-discipline

Page Range







Chad Reichert, “Motion Design, Open Channel and a Future for Design Education,” CCS Research Repository, accessed May 18, 2024,

Output Formats