University of the West of England
MODULE SPECIFICATION
Code: UADA4P-40-2 |
Title: EXPLORING GRAPHIC DESIGN PROCESS, previously Professional Graphic Design Practice |
Version: 5 | ||||||
Level: 2 |
UWE credit rating: 40 |
ECTS credit rating: 20 | ||||||
Module type: Project | ||||||||
Owning Faculty: FCA |
Field: Design |
Field Leader: R Kettell | ||||||
Valid from: September 2007 |
Discontinued from: | |||||||
Contributes towards: |
BA HONS GRAPHIC DESIGN | |||||||
Pre-requisites: UADAAJ-40-1 Integrated Projects | ||||||||
Co-requisites: | ||||||||
Excluded combinations: |
Learning outcomes:
To enable students to:
Knowledge and Understanding
i) Demonstrate that they have explored particular social, cultural and/or theoretical influences in the research and development of their design ideas;
ii) Demonstrate that they can respond appropriately to the requirements of a variety of design problems;
Intellectual Skills
iii) Explore a personal design process and methodology in relation to Graphic Design practice;
iv) Evaluate the strengths and weaknesses in their work in relation to Graphic Design contexts;
Subject/Practical Skills
v) Test and evaluate appropriate design methods and technical skills in the execution of work within a defined context;
vi) Explore a range of conceptual approaches and analyse their application to design problems;
vii) Develop and present their work in a manner that demonstrates understanding of professional requirements;
Transferable Skills
viii) Communicate their ideas effectively, both visually, verbally and in writing;
ix) Identify key elements of a problem/issue and select appropriate methods for its resolution.
Syllabus outline:
The development of a personal design process/methodology is an essential aspect of professional and personal engagement with the subject. This requires an understanding of how research and analysis enables students to originate and develop their ideas and apply their practical skills effectively. Students are encouraged to consider both the practical concerns involved with their work and the themes and issues that drive it. This leads to more individual focus within the subject and therefore work in this module enables students to make more informed choices in semester two and as preparation for level 3 study where the negotiation of self-initiated project proposals is a key activity.
This module is concerned with the exploration of personal design process. It will enable students to question and develop their design methodology and its appropriateness to solving design problems. The content will focus on the investigation into a range of approaches to conceptual development while emphasising the practical skills needed by a designer to develop and communicate their solutions.
Students will undertake a range of different practical projects and activities through which they will explore their conceptual ability. These are designed to enable them to relate their own idea development and research to interpreting briefs while extending their understanding of the subject.
They will explore various strategies to communicate different points of view; gaining an understanding of different audiences through analysing the effectiveness of their solutions. They will consider authorship while developing their own editorial stance towards the content and subject matter of their work.
For Assessment, students will submit their entire body of work for the module. This should include research, development work and final outcomes. The module brief will specify requirements of individual projects.
Teaching and learning methods:
Learning is supported throughout this module by a variety of different teaching approaches and learning activities.
Issues of graphic design practice are introduced and examined through lectures, seminars and design exercises. Seminars then give the opportunity to discuss and interrogate the effectiveness of these examples. Practical professional skills, such as technical, presentation and negotiating skills, are developed and practised through workshops, seminars and group activities.
Practical projects allow students to develop individual responses to significant design problems/questions.
The briefs set the parameters of a task that allows a broad range of responses in terms of media. This enables students to develop their work independently but sets a definite point of reference for the evaluation of proposals and critique.
Students are required to include in their Module file a record of their progress during the module and reflection on their learning through the workshops, seminars, critiques and practical projects. The file should evidence their consideration and developing understanding of design process. Included in the file will be research relating to projects undertaken and personal investigation/study relevant to their own areas of interest within the subject.
Reading strategy:
Within the teaching and learning of this module students will be required to carry out research and build on their previous experience and use of the library facilities.
The titles on the essential reading list are available in the Bower Ashton Library and should be regarded as key texts. Suggested further reading, listed below are also held in the Bower Ashton Library.
Under the university’s Copyright Licensing Agency (CLA) permit, reading packs with relevant chapters or excerpts from books will be given to students where applicable, supplied at the beginning of the module. Text excerpts from books published in the UK may also be available via UWE Online Digital Collections, where permissible, during the module period. Access details for UWE Online digital resources for this module will be included in the course handbook.
Essential reading: all titles available from Bower Ashton Library (on shelf)
Poyner R [2001] Obey the Giant life in the image world of rick poyner August
Crowe D [2003] Visible signs AVA
Fletcher A [2002] The Art of Looking Sideways Phaidon
Fuel [1996] Pure Fuel Booth Clibborn
Kalman T [1998] Tibor Booth Clibborn
De Bono E [1990] Lateral Thinking Penguin
Suggested further reading: all titles available from Bower Ashton Library (on shelf)
Noble I, Bestley R [2005] Visual Research – an introduction to research methods in graphic design AVA publishing
Tuffte E R [1997] Visual Explorations Graphics Press
Lupton E, Abbott Miller J [1999] Design, writing, research Phaidon
Spencer H (1995) Pioneers of Modern Typography Lund Humphries
Zeegan L, [2005] The Fundamentals of Illustration AVA
Poyner R [2003] No more Rules Graphic design and Postmodernism Allworth
Noble I, [2003] Picture Perfect: fusion of illustration and design Rotovision
Baines P, Haslam A [2005] Type and typography Laurence King
Spiekermann E, Ginger EM [1993] Stop stealing sheep Adobe Press
Heller S & Beirut M eds.[1999] Looking Closer 3: Classic writings on Graphic Design Allworth
Suggested websites
www.designwritingresearch.org (Ellen Lupton’s site)
www.aber.ac.uk/media/documents/s4b/semiotic.html (semiotics for beginners)
Journals held at Bower Ashton Library
Adbusters
Art Monthly
Blueprint
Baseline
Colors
Dot dot dot
Eye
Freize
Grafik
Artist Newsletter (A-N) magazine
Creative Review
AOI magazine
Assessment :
ATTEMPT 1
First Assessment Opportunity
Component A
Description of each element Element weighting
Completed Project work, Module File 100%
Research and supporting materials
Second Assessment Opportunity (further attendance at taught classes is not required)
Component A
Description of each element Element weighting
Completed Project work, Module File 100%
Research and supporting materials
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is required.
Specification confirmed by ………………………………………………Date ……………………………
(Associate Dean/Programme Director)
Assessment: Profile of student achievement in relation to stated learning outcomes:
Exploring Graphic Design Process – UADA4P-40-2 | |
Assessment Criteria: Students will be assessed according to their fulfilment of the learning outcomes in respect of the following criteria: |
Threshold standard (UG Level) |
i) Apply professional requirements to the development and resolution of a body of work |
The approach to the work undertaken and resolution of the work show awareness of professional standards and timescales;
|
ii) Research information in depth and apply this knowledge to the development of their conceptual ability |
The module file and body of practical work show evidence of research and investigation relative to the projects undertaken and a personal exploration of broader design and creative practice relevant to their own work; |
iii) Investigate and implement design strategies for the resolution of communication problems |
The work presented, development work and module file evidence an understanding and ability to develop and resolve communication problems.; |
iv) Identify and apply the appropriate methods and techniques to realise their ideas. |
Media selected and used is appropriate to the intention of the work. |
v) Demonstrate an understanding of their personal design methodology |
The module file evidence s the students ability to articulate and reflect on their design process |
Levels of Achievement | |
80% and above - |
the work presented for assessment exceptionally exceeds the threshold profile in respect of all four criteria. The student has explored and exploited the potential of an image to communicate through a proposal which is exceptional in its ambition and innovation. The work demonstrates an excellent understanding of the image making process. A range of alternative concepts and technical approaches have been tried and tested in the process of developing the final proposal. |
70% - 79% - |
the work presented for assessment substantially exceeds the threshold profile in respect of all four criteria. The student has explored and exploited the potential of an image to communicate through a proposal which is both ambitious and innovative. The work demonstrates an excellent understanding of the image making process. Alternative concepts and technical approaches have been put forward in the process of developing the final proposal. |
60% - 69% - |
the work presented for assessment is ambitious and exceeds the threshold profile in respect of at least three out of four of the criteria. The student has explored the potential an image to communicate through a proposal which is ambitious and creative. The work demonstrates a good understanding of the image making process. Alternative concepts and technical approaches have been considered in the process of developing the final proposal. |
50% - 59% - |
the work presented for assessment meets the threshold profile. The work is complete and competent and demonstrates a good understanding of the image making process. Consideration has been given to the conceptual and technical challenges inherent within the proposal. |
40% - 49% - |
the work presented for assessment substantially meets the threshold profile in respect of all four criteria. The work is competent and demonstrates an understanding of the image making process. Some consideration has been given to the conceptual and technical challenges inherent within the proposal. |
30% - 39% |
the work presented for fails to meet the threshold profile in at least three out of the four criteria of assessment. The work does not adequately demonstrate that the student has understood image making process and the proposal is not sufficiently thought through to support the production of a film. Additional work is needed. |
20% - 29% - |
work presented is of a very poor standard and substantially fails to meet the threshold profile. Work is incoherent and incomplete with very little evidence that the student has understood image making process. |
0% - 20% - |
little evidence of engagement with the module. Work is incomplete, incoherent and substantially fails to meet the threshold in respect of all criteria. |
* for the purpose of assessment the level of achievement is measured against the overarching profile given through the five threshold statements. |