Welcome to Design Education Talks for The New Art School! In today’s episode, we’re thrilled to welcome Stephen Heller, co-chair of the MFA Design as Entrepreneur department at the School of Visual Arts. Heller has been a significant figure in the design world for decades. Let’s dive into his journey, the evolution of design education, and the challenges students face today
Lefteris: Welcome, Stephen! It’s fantastic to have you on the show. How are you today?
Stephen Heller: I’m great, thanks for having me. How about you?
Lefteris: I’m doing well, thank you! Let’s start by learning more about you and your work.
Stephen Heller: Well, I’m the co-chair of the MFA Design as Entrepreneur department at the School of Visual Arts (SVA), which I co-founded 27 years ago with Lita Tellerico. After all these years, we’re stepping down this summer. I’ve authored or edited over 200 books, written articles for design and mainstream publications, and was an art director at the New York Times for 30 years. I also worked as a columnist and even wrote obituaries for about 63 designers. I’ve always been passionate about history, and I found a niche for my curiosity in graphic design, studying how it influences and is influenced by the world around us. My latest work includes a memoir, Growing Up Underground: Counterculture in New York City, which came out in 2022.
Lefteris: That’s an impressive background! How did you get into teaching?
Stephen Heller: Teaching came as an unexpected turn. I was trying to avoid the U.S. draft during the Vietnam War, so I enrolled at New York University. There, I became involved with an underground paper, the New York Free Press. This led me to create some comics for a sex review called Screw—which got me in trouble with the school administration. Long story short, they gave me the choice between psychotherapy or leaving. I chose to leave and enrolled at the School of Visual Arts, which didn’t quite work out either. But in a twist of fate, the chairman of the department hired me as a teacher the following year. That’s how it all started. Eventually, I co-founded the MFA Design as Entrepreneur program and have been teaching for over 40 years.
Lefteris: That’s an incredible journey! How have you seen teaching evolve over the years?
Stephen Heller: Aside from the obvious technological changes, the demographics of students have shifted drastically. Schools like SVA have seen a significant increase in international students, particularly from countries like India, China, and Korea. Language barriers were a challenge initially, but over time, English proficiency improved. I think that diversity has brought in incredible talent, making the design world more global.
In terms of teaching itself, I started out by teaching linear history with a Western, Eurocentric perspective, but that’s changed. Now, I strive to be more inclusive and reflect the diverse voices and contributions from all over the world. I also teach more concept-driven classes, such as one on propaganda. Next semester, I plan to focus on branding democracy, exploring how various perspectives on democracy can be translated into graphic campaigns.
Lefteris: That’s fascinating! Could you tell us more about your “No Google” class and your thoughts on teaching research skills?
Stephen Heller: Sure! In the “No Google” class, students had to choose an object, and their goal was to do research on it without using Google as a database. They had to conduct interviews and do fieldwork to uncover the object’s backstory. It was a great exercise in critical thinking and research skills. One student, for example, researched a 1930s hairnet and uncovered a fascinating story about its manufacturer, which included a murder mystery. The project taught the students that design history is often more about the people behind the designs than the objects themselves.
Lefteris: That sounds incredible! How does your experience as a designer and an author influence your teaching?
Stephen Heller: Teaching often allows me to test out ideas I’m working on in my books or articles. For example, I’m currently working on a project about branding democracy, and my students are helping me develop some of those ideas. Teaching provides a space to explore theories, check them with students, and refine my understanding of a subject. It’s an ongoing process of learning.
Lefteris: That’s a great way to engage with the students! What do you think are the biggest challenges facing students today?
Stephen Heller: The biggest challenge is the overwhelming amount of information and technologies available. Students today are navigating a much more complex digital world. I also think the pressure to create something original is tough. Students sometimes forget that being good at design is challenging enough. Originality will come with time, but it’s more important to focus on building skills and solving problems.
Lefteris: Do you think students today struggle with being authentic in their work due to pressures to be employable?
Stephen Heller: It’s true that students want to be employable, but they also want to be expressive. I think authenticity and personal voice are important, but they need to find a balance. It’s not about creating something purely for yourself, but about understanding what makes your work unique and valuable.
Lefteris: Absolutely! You’ve mentioned the high cost of education. Do you think the fees are a barrier to education?
Stephen Heller: Yes, fees are a significant barrier. Education can be very expensive, especially for international students who don’t receive financial aid. However, schools that offer generous scholarships and support can help. And President Biden’s actions to reduce student loans are a step in the right direction. But it’s still an issue—investing in education is expensive, and not everyone sees a return on that investment right away.
Lefteris: If you had no limitations, how would you design the ideal school for teaching design?
Stephen Heller: If money wasn’t an issue, I’d create an integrated school that brings together various design disciplines like product design, branding, interaction design, and more. The curriculum would incorporate technology, history, and even writing, and it would be free. I think the best education happens when students are immersed in a variety of subjects and are encouraged to practice and refine their skills. But it’s important to balance personal expression with responsibility to society and the marketplace.
Lefteris: That sounds like a fantastic vision for design education! What advice would you give to students today?
Stephen Heller: My advice to students is to keep learning and keep pushing yourself. Accept criticism, but also learn how to discern what’s valuable and what isn’t. And never stop thinking.
Lefteris: And to educators?
Stephen Heller: I would say, don’t get stuck in rigid structures. Even in more traditional courses, like Typography or Layout, there should be room for experimentation. As educators, we must also be willing to adapt and improvise based on what’s happening in the classroom. Every teacher brings something different to the table, and that diversity of perspective is what makes teaching so rich.
Lefteris: Thank you for your insight, Stephen. It’s been a pleasure talking with you.
Stephen Heller: Thank you! It’s been a great conversation.
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