Rob Sollis
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BA Graphic Design Senior Lecturer
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Camberwell College of Arts
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Biography
Robert Sollis is a Senior Lecturer on BA Graphic Design at Camberwell College of Arts.
Sollis co-founded the graphic design studio Europa in 2007. Europa design graphic identities, books, signs and exhibitions for institutions such as Wellcome Collection, Tate Modern, Royal College of Art, Somerset House, Victoria & Albert Museum and Greater London Authority, artists such as Ryan Gander, Martin Beck and Alice Channer and architects such as Assemble, DK-CM, East and We Made That.
Sollis graduated from MA Communication Art and Design at the Royal College of Art in 2007. He has written for Grafik, Creative Review, Design Boom and Idea Magazine. He has given public talks at institutions including National Gallery of Victoria, IASPIS, Strelka, ICA, Design Museum, V&A, Spike Island, St Bride and Gasworks.
He has also taught and lectured at educational institutions including RMIT, Architectural Association, Royal College of Art, La Martinière, Danish Design School, Akademie der bildenden Künste, Ecal, Glasgow School of Art, Konstfack, HGB Leipzig and Typography Summer School.
His research is focussed in the discourse around identity and urbanism. Questioning the spread of brand thinking beyond the world of commerce and into the public realm. From nation branding down to high street branding Sollis is interested in the role that graphic design plays in the framing of a place’s identity.
He looks for moments when graphic design and architecture overlap and create opportunities for graphic design to play a more supportive and less top-down role in defining a place’s identity. The majority of his practice is publicly funded and involves working with local communities.
Sollis’ work on place-making has a diverse set of outputs which can be grouped under design practice, theoretical practice and teaching practice. This three-pronged interrogation of the subject means that unique insights are being created as his commercial practice feeds his theoretical practice which feeds his teaching and a cycle of knowledge generation is created.
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