Featured in Graphis Journal 386, Nancy Skolos and Tom Wedell are consummate designers. Deeply thoughtful and inquisitive, they create work that is both distinctly conceptual and beautifully crafted. Their work reflects the high value they place on collaboration, their immense curiosity, and their rich love of process. Nancy and Tom are also exceptional teachers, mentors, and colleagues. We are indeed fortunate that they are members of the Graphic Design Department at the Rhode Island School of Design (RISD). Each plays a key role in the strength, vitality, and versatility of the department. Together, they enrich our community with their creative spirits—collaborating with students and colleagues with joy, playfulness, and a deep love of the craft of design.

Selected Q&A from Graphis Journal 386

What is it about design that you are most passionate about?
Our passion lies in exploring the intersection of art and design. While we’ve always pushed design toward the conceptual realm of fine art, we chose design because of its ability to bring art into everyday life. In a way, it subversively reaches millions, engaging people in shared visual experiences. Whether it’s a postage stamp, a poster, or a branding campaign, design sparks ideas, evokes emotions, and plays a pivotal role in shaping contemporary culture.

On top of being designers, you two also work at the Rhode Island School of Design. How does your employment there influence your work?
Teaching at the Rhode Island School of Design has profoundly influenced our design work, especially through the faculty we’ve had the privilege of working with. Their expertise spans a wide range of disciplines—communication theory, history, typography, information design, type design, color theory, systems design, and more—and their diverse interests complement each other in ways that constantly challenge and inspire us.

The students have also been a huge source of creativity. They’re incredibly talented and full of passion, and their enthusiasm always reignites our own. Whenever our interest in design starts to wane, we’re reminded of the excitement of the field by the spark in their eyes.

As Tom puts it, teaching has helped him think in new, flexible ways:
“When you teach, you have to stay intellectually agile. You’re constantly thinking about how what you say will affect students, how they might interpret it, and what they’ll do with it. You need to come up with multiple solutions for every question a student might suggest. That process trains your mind to be more flexible, and I believe it makes us better designers. It certainly helps our creative process.”

What advice would you give to students starting out today?
I always think of the advice my mother, Marge, instilled in me: “Think for yourself.” Over the 50 years since I went to design school, I’ve seen countless trends come and go. It can be tempting to feel the pressure to align with each one, but over time, you learn that some trends resonate with you and some don’t. What’s most important is maintaining your own convictions and staying true to your vision, even when it’s not the most popular or in sync with the latest movement.

I know that may sound counterintuitive, especially as a student, because you’re in school to learn from others. But part of that learning process is discovering and trusting your own instincts. It takes trial and error, and there will be some moments of uncertainty, but with each project, it becomes easier to trust your own path.

Skolos-Wedell
www.skolos-wedell.com

The full Q&A continues in Graphis Journal 386.

View Skolos-Wedell's Graphis Master Portfolio here.