University of the West of England
MODULE SPECIFICATION
Code: UADAAF-20-1 |
Title: |
COMMUNICATING WITH WORDS |
Version: 5 | ||
Level: 1 |
UWE credit rating: 20 |
ECTS credit rating: 10 | |||
Module type: Project | |||||
Owning Faculty: Creative Arts |
Field: Design | ||||
Faculty Committee approval: Quality & Standards Committee |
Date: Chairs action – Sept 2010 | ||||
Approved for delivery by: n/a | |||||
Valid from: Sept 2010 |
Discontinued from: | ||||
Contributes towards: BA(Hons) Graphic Design | |||||
Pre-requisites: | |||||
Co-requisites: | |||||
Entry requirements: If the module is offered as CPD or stand alone, indicate the entry requirements An honours degree or equivalent in a creative arts-related subject or appropriate prior experience within the animation or associated industries. | |||||
Excluded combinations: |
Learning outcomes:
To enable students to:
Knowledge and Understanding
i) evidence knowledge of the development of letterforms and typography;
ii) research and analyse examples of typography and letterforms in relation to historical and cultural contexts;
iii) understand accepted terminology and conventions in the description and use of typography;
Intellectual Skills
i) reflect on the effectiveness of their practical outcomes and the communication of meaning in their own work and the work of others;
ii) recognise the importance of high standards of literacy, and the understanding of language, in graphic design;
Subject/Practical Skills
i) select and use type and letterforms to explore and resolve communication design problems;
ii) analyse copy and introduce emphasis and hierarchy through the use of type and space;
iii) apply attention to detail in the development, resolution and presentation of their work;
Transferable Skills
i) communicate their ideas both visually, verbally and in written form;
ii) show personal organisation and time-management in their engagement with, and participation in, the module.
Syllabus outline:
An understanding of the use of lettering and typography, and how this functions with imagery, is a key component in the process of graphic design. This module enables students to develop understanding of the development and function of letterforms and typography, and engage with the practical application of letterforms with reference to visual communication. The module concentrates on the communication potential of typography in a number of different contexts, enabling students to develop a level of awareness and confidence in incorporating it into their practice.
The module will include an historical survey of the development of letterforms including the evolution of the roman alphabet, moveable type, printing development and digital forms, aspects of type usage and the development of historical and contemporary styles (modern, Swiss, international, punk, deconstruction, post-modern etc.) Students will be directed to further reading/and sources including web sites.
Practical exercises will enable students to make and use letterforms in various media and explore the
use of type taking into account such matters as typeface selection, arrangement,
legibility/readability, prioritising through the use of size, weight, colour etc. Also students will consider the appropriateness of their proposals as effective communication to a given audience.
A series of workshops and demonstrations run during the module to support the development of practical skills and encourage students to experiment while linking the practical to their conceptual ideas These include, for example:
• Typography and publishing software; Quark Xpress and/or In-Design
• Letterpress printing
• Commercial printing processes
At the end of the module students are assessed on the presentation of a series/set of design solutions, together with supporting research and developmental work.
The module file is a key component, reflecting the student's engagement with the module, their research and reading, and personal reflection on the issues raised in the module. It is introduced to students during this module.
Teaching and learning methods:
Learning is supported through a range of practical projects, lectures, workshops, seminars and progress reviews/critiques.
Students explore the subject through lectures, seminars and practical work that set questions and require them to explore the origination and application of words and letterforms in relation to their own intentions. The set brief/s allow students to test and explore their own ideas within set parameters and a given context. This activity is supported by group and individual tutorials that encourage students to test and develop their conceptual ideas.
The module file is an important element of teaching and learning in the programme. It is a working tool, part of the design process and a vehicle for students to reflect on engagement with the module, their research and reading, within and beyond the specific focus of the module. It is introduced to students during this module and therefore carries a defined assessment weighting.
Relevant technical skills are delivered through workshops that enable students to explore the subject further and experiment with their ideas.
Assessment criteria:
Students will be assessed on the level of their ability to:
Criteria |
Relates to Learning outcomes |
Source of evidence |
i) research the history and development of type and letterforms and recognise its importance in graphic design; |
i), ii), iii) |
Module file, portfolio of practical project work, supporting material, sketchbooks. |
ii) explore the creative and communication potential of language in written and typographic forms; |
i), ii), iii), iv), v), vi), vii) |
Portfolio of practical project work, supporting material, sketchbooks and module file |
iii) use typography and letterforms with attention to detail and a knowledge of accepted conventions and terminology; |
v), vi), vii) |
Portfolio of practical project work, supporting material, sketchbooks and module file |
iv) show self management and organisation in the creation, discussion, development and presentation of a body of work. |
viii), ix) |
Portfolio of practical project work, supporting material, sketchbooks and module file |
Reading strategy:
As part of your induction you have been given an introduction to the library and guidance on accessing and using resources including e-journals and UWE online. Within the teaching and learning of this module you will be required to carry out research using these sources.
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.
Required reading
Baines P, Haslam A 2002 Type and Typography Laurence King
Blackwell L, 2004 20th Century Type, Revised Edition Laurence King
Firmage RA, 2000 The Alphabet Abecedarium Bloomsbury
Lupton E, 2004 Thinking with Type Princeton Architectural Press
Pipes A 2000 Production for Graphic Designers Laurence King
Suggested further reading
Crowe D 2003 Visible Signs Phaidon
Lupton E, Abbot Miller J 1999 Design Writing Research Phaidon
Spiekermann E, Ginger EM 1993 Stop Stealing Sheep Adobe Press
Fiell C & P 2003 Graphic Design for the 21st Century Taschen
Friedl F, Ott N, Stein B, 1998 Typography: When, Who, How Koneman
Gatter M, 2004 Getting it Right in Print Laurence King
Jury D 2002 About Face Laurence King
McLean R 2000 How Typography Happens British Library
Perfect C & Rookledge G 2004 Rookledge’s Classic International Typefinder Lawrence King
Poyner R 1998 Design Without Boundaries Booth Clibborn
Spencer H Pioneers of Modern Typography Lund Humphries
Triggs T 2003 The Typographic Experiment Thames & Hudson
Web sites
There are many web sites that you may find relating to typography, type designers, collections in museums etc. The following are some that you should be aware of, and may find useful.
www.tyopgraphy.net (Jeremy Tankard Type designs)
www.atypi.org (Association Typographique Internationale)
www.designwritingresearch.org (Ellen Lupton’s site)
www.istd.org.uk International Society of Typographic Designers
www.agfamonotype.co.uk Typefounders
www.type.co.uk Fontworks Ltd.
Assessment:
ATTEMPT 1
First Assessment Opportunity
Component A
Description of each element
Element weighting
1 Portfolio of practical project work, supporting material, sketchbooks 80%
2 Module file 20%
Second Assessment Opportunity (further attendance at taught classes is not required)
Component A
Description of each element
Element weighting
1 Portfolio of practical project work, supporting material, sketchbooks and Module file 100%
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:
Communicating with Images - UADAAF - 20-1 | |
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) research the history and development of type and letterforms and recognise its importance in graphic design |
Your module file, project/support work and workshop activities should demonstrate that you have collected and practically explored wide ranging examples of letterforms and typography and examined how they communicate meaning. |
ii) explore the creative and communication potential of language in written and typographic forms |
Your project work and module file show you have explored a wide range of techniques to create type and letterforms and ways to create meaning in those images. |
iii) use typography and letterforms with attention to detail and a knowledge of accepted conventions and terminology |
In your project work/sketchbooks and module file it is evident that you have developed technical skills in computer and hand generated working. You are aware of and able to use correct technical terminology when discussing and making your work |
iv) show self-management and organisation in the creation. discussion, development and presentation of a body of work |
Your module file, portfolio of practical project work and support work show you have successfully completed all the required elements of the projects [including workshops] on time and with consideration to the presentation of the work for assessment. |
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 pupose of assessment the level of achievement is measured against the overarching profile given through the threshold statements