Design Education Talks

Design Education Talks Ep. 87 - Fraser Muggeridge

Lefteris Heretakis

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Fraser Muggeridge is a graphic designer and director of Fraser Muggeridge studio based in London. Throughout a wide range of formats, from artists’ books and exhibition catalogues to posters, marketing material, exhibitions, websites, film titles and music, the studio prioritises artists’ and writers’ content over the imposition of a signature style. By allowing images and texts to sustain their own intent and impact, each project is approached with typographic form and letterform playing a key role in arriving at a sympathetic yet subtly alluring object.

Fraser Muggeridge founded and is a tutor at Typography Summer School, a week-long programme of typographic study for recent graduates and professionals, held in London (since 2010) and New York (since 2013). He is a visiting lecturer at The University of Reading (since 2003) on the MA Book Design Course and visiting professor at Iceland University of the Arts, Reykjavík, Iceland. He was appointed Professor of Design at Leeds Beckett University in 2023.

He completed a practice-based PhD entitled ‘A Knowing Wrongness: Innovation in graphic design through combinations of traditional mastery and deliberately unconventional techniques’ at RMIT, Melbourne, Australia, in January 2022.

Work is held at the Special Collections at Chelsea College of Arts Library, London; Tate, London; The Metropolitan Museum of Art, New York; The Museum of Modern Art Library, New York; British High Commission Dhaka, Bangladesh and The Stedelijk Museum, Amsterdam.

www.pleasedonotbend.co.uk

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Since its inception in 2019, Design Education Talks podcast has served as a dynamic platform for the exchange of insights and ideas within the realm of art and design education. This initiative sprang from a culmination of nearly a decade of extensive research conducted by Lefteris Heretakis. His rich background, intertwining academia, industry, and student engagement, laid the foundation for a podcast that goes beyond the conventional boundaries of educational discourse.

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