Graphic Design (20371)
Degree/study: Bachelor's Degree in Advertising and Public Relations
Year: Second
Term: Third
Number of ECTS credits: 4 credits
Hours of studi dedication: 100 hours
Teaching language or languages: Catalan / Spanish
Teaching Staff: Juan Arrausi and Jordi Sábat
1. Presentation of the subject
This course is a continuation of the contents taught in the previous level. The syllabus will deal with analytical, experimental and projective aspects within the graphic design field. The subject's dynamics will cover design aspects at a concept and proposal level.
Lessons will be taught in the classroom. Contents will be distributed in two blocks a session: a fast performance one and an evolution development one.
The subject matter to deal with revolves around the antagonic concept.
Resources such as speeches, readings, demonstrations, slide presentations, practical tasks, in-class debates and projects monitoring will be used.
2. Competences to be attained
2.1. General skills
- Analysis and synthesis skills.
- Organizing and planning skills.
- Communication skills aimed at expressing information, ideas, problems and solutions to expert or non- expert audiences.
- Problem solving skills.
- Communication skills aimed at expressing knowledge, conclusions and their conceptual framework in a clear and unambiguous way to expert or non -expert audiences.
- Information managing skills (researching and analyzing multiple sources information).
2.2. Systemic skills
- Applying knowledge into practice skills.
- Researching skills.
- New ideas generating skills (creativity).
- Ability to work autonomously.
- Project design and managing skills.
- Quality concern.
2.3. Interpersonal skills
- Self-assessment skills.
- Team work skills.
- Initiative and interest in expressing one's feelings.
2.4. Specific skills
- Creativity and innovation skills: ability to evolve towards the unknown, based on a sound project and strategy knowledge.
- To build up a strategy that can detect suitable means to graphically communicate a specific thing.
- Creation, design and development skills and abilities aimed at graphic elements, images, symbols or texts.
- Understanding and commanding projective practice vocabulary.
- Knowing and being able to use the sector technological tools, as much the equipment as the IT and audiovisual applications.
3. Contents
Block 1: Antagonics I. A single concept = two completely opposite points of view.
A concept that can be considered from two totally opposite points of view will be proposed (i.e.: organic products / transgenic products). To foster and encourage a discussion environment, two groups will be created, so the students from one group will bring up a concept and the other group will bring up the antagonic concept.
1.1 To carry out a photography and content research project about an assigned topic. With this material, a magazine layout (cover and four inside pages) must be done, following the same structure, diagram, typographies, size, etc. Contents must be topic related.
1.2 Communication campaign: To conceptualize, graphically and textually (copy and slogan), a promotion campaign. To develop two graphic elements in order to promote the product: an A4 sized advertisement and a billboard (8x3 m).
Once this work block is finished, an assessed debate amongst the different tasks will take place. Next, students will change their roles: those who made campaign A will take on its antagonist concept to carry it out during the second part of the task.
Block 2: Antagonists II. Event.
To conceptualize an event (fair, show, presentation...), to name it and to place it geographically (where will it take place, when?, etc).
2.1 To design a graphic image for the fair / event.
2.2 Applications (choose five)
- Basic stationery: (cards, letter paper, envelopes and folder).
- Signal pictograms.
- Outdoor sign writing (pennants, placards).
- Promotion elements and merchandising (bags, caps, t-shirts...).
- Brochure (leaflet) in 100 x 210 closed format and A4 open format to explain the event.
- Other (to be proposed by the student).
Block 3: Concept book
In parallel with blocks I and II, the teacher will keep one class hour everyday (the last hour) to work on the writing of a concept book.
Students must always carry with them, and especially in class, an A5 format notebook (Moleskine-like). They will have to develop a concept or topic assigned by the teacher, i.e.: apple, in a connotative/ denotative level, through questions such as what?, who for? and why?
All this work will be started in class and handed in during the next session, where three or four works will be randomly selected to be presented in front of the class. Therefore, the student can finish the started work.
Only basic graphic tools can be used (pencils, marker and pen). The results will be conceptual reflections presented as images (drawings), text and composition; arguments, messages and reflections always revolving around the assigned topic.
4. Assessment
The course requires a minimum of 80% attendance to the classes. The assessment system is continuous, and it consists of several tasks to be done throughout the course, plus the final project and the seminar work. Teachers will assess the acquired knowledge, as well as active participation in class, attendance, handing in tasks on time and presentation.
4.1. Assessment criteria
The course's assessment is compulsory and continuous. The following elements will be assessed:
- Reaching the task's goals. Understanding the topic and the working methodology.
- Study and research's intellectual content depth.
- Quality, quantity and diversity of the proposals.
- Originality and innovation.
- Attendance and active participation in class.
- Documentation of the working process: notes, sketches, outlines, attempts, additional exercises, supporting exercises, print proofs, pictures and all the material generated during the working process.
- Interest and dedication.
- Tasks' presentation.
- Analysis and assessment of examples proposed by students.
- Group and individual comments on the project and the print proofs.
- Final project: synthesis final document -portfolio-.
4.2. Assessment criteria in %:
75 %: Finished and on-time tasks.
15 %: Students' attitude in class.
10 %: Final document.
5. Bibliography and teaching resources
5.1. Basic bibliography
Aicher, O. Tipografía. València: Campgràfic, 2004.
Ambrose, G.; Harris, P. Diccionario visual de diseño gráfico. Barcelona: Index book, 2006.
Baines, P.; Haslam, A. Tipografía, función, forma y diseño. Barcelona: Gustavo Gili, 2002.
Frutiger, A. En torno a la tipografía. Barcelona: Gustavo Gili, 2001.
Hyland, A.; King, E. Cultura e identidad; el arte de las marcas. Barcelona: Blume, 2008.
Julier, G. La cultura del diseño. Barcelona: Gustavo Gili, 2008.
Lupton, E. Thinking with type. Nova York: Princeton Architectural Press, 2004.
Minguet, J. (ed.) Publicidad de impacto. Barcelona: Monsa, 2008.
Parramón (ed.) Comunicación visual; de la teoría a la práctica. Barcelona: Parramón, 2006.
Rom J. Els fonaments del disseny gràfic. Barcelona: Trípodos, 2002.
Viction: workshop (ed.). Si hablamos de diseño, estamos hablando de identidad. Barcelona:
Index Book, 2004.
Zappaterra, J. Diseño editorial; periódicos y revistas. Barcelona: Gustavo Gili, 2008.
5.2. Complementary bibliography
Aicher, O. El mundo como proyecto. Barcelona: Gustavo Gili, 1994.
Baines, P.; Dixon, C. Signs. Lettering in the enviroment. London: Lairence King Publishing, 2003.
Balius, A. Type at work; usos de la tipografía en el diseño editorial. Barcelona: Index book, 2003.
Baur, R. et asc.: Identity of places. Paris: Pyramyd, 2004.
Cases i Associats. Diseño de la noticia. Barcelona: Sol90, 2008.
Hoschuli, J.; Kinross, R. El diseño de libros. Valencia: Campgráfic, 2005.
Klante, R.; Mischler, M.; Bourquin, N. (ed.). Los logos. Berlin: Die Gestalten Verlag, 2002.
Loewy group; WilsonHarvey. 1000 diseños con tipografía. Barcelona: Gustavo Gili, 2005.
O'Reilly, J. Sin briefing; proyectos personales de diseñadores gráficos. Barcelona: Index Book,2002.
Reyes, F. Fuentes de inspiración. Barcelona: Instituto Monsa de ediciones, 2007.
Roberts, L.; Thrift, J. The designer and the grid. East Sussex: Rotovisión, 2002.
5.3. Teaching resources
The examples that have been proposed and analyzed in class will be given as a copy to every student or will be uploaded on the intranet to be consulted.
- Online information (Aula Global): compulsory and recommended readings, units blocks dossiers, information documents regarding every task, selection of interesting links, discussions, etc.
- Slides presentations
- Study cases
- Additional material: magazines, catalogues, websites, etc.
6. Metodology
Teaching dynamics:
- Theoretical and practical explanations.
- Teacher demonstrations, supported by showings, practical cases and examples of similar applications.
- Display of different examples for every task's approach.
- Adjustment to the different presentation and working modalities for every task.
- Group corrections.
- Individualized attention.
- Analysis and assessment of examples proposed by students.
- Group and individual comments on the project and the print proofs.
- Final synthesis document.
- Group discussions.
7. Planning of activities
|
Week 1 |
Activity Type |
Activity |
|
Block 1: Antagonics I/ |
Theory |
Course presentation |
|
Study cases and visual examples |
Slide presentation and comments |
|
|
Debate |
Antagonics |
|
|
Assignment |
Making groups |
|
|
|
|
|
|
Personal work |
Project developing |
|
Week 2 |
Activity Type |
Activity |
|
Block 1: Antagonics I/ |
Correction |
Revision of the magazine proposals |
|
Work |
Individual proposals for the magazine |
|
|
Theory |
Editorial design |
|
|
Demo |
Illustrator |
|
|
Assignment |
Campaign approach |
|
|
|
|
|
|
Personal work |
Project developing |
|
Week 3 |
Activity Type |
Activity |
|
Block 1: Antagonics I/ |
Correction |
Revision of the magazine and campaign proposals |
|
Work |
Individual proposals for the campaign |
|
|
Demo |
Illustrator |
|
|
Assignment |
Concept book |
|
|
|
|
|
|
Personal work |
Project developing |
|
Week 4 |
Activity Type |
Activity |
|
Block 1: Antagonics I/ |
Correction |
Revision of the campaign proposals |
|
Work |
Individual proposals for the campaign |
|
|
Handing in and correction |
Magazine proposal |
|
|
Assignment |
Concept book |
|
|
|
|
|
|
Personal work |
Project developing |
|
Week 5 |
Activity Type |
Activity |
|
Blocks 1 and 2: Antagonics I and II |
Presentation in front of the class and handing in |
Campaign proposals |
|
Assignment |
Event approaches |
|
|
|
|
|
|
Personal work |
Project developing |
|
Week 6 |
Activity Type |
Activity |
|
Blocks 2 and 3: Antagonics II/ Concept book |
Correction |
Revision of the campaign proposals |
|
Work |
Individual proposals for the event |
|
|
Assignment |
Concept book |
|
|
|
|
|
|
Personal work |
Project developing |
|
Week 7 |
Activity Type |
Activity |
|
Blocks 2 and 3: Antagonics II/ Concept book |
Correction |
Revision of the event proposals |
|
Work |
Individual proposals for the event |
|
|
Demo |
Illustrator |
|
|
Assignment |
Concept book |
|
|
|
|
|
|
Personal work |
Project developing |
|
Week 8 |
Activity Type |
Activity |
|
Blocks 2 and 3: Antagonics II/ Concept book |
Correction |
Revision of the event proposals |
|
Work |
Individual proposals for the event |
|
|
Demo |
Illustrator |
|
|
Assignment |
Concept book |
|
|
|
|
|
|
Personal work |
Project developing |
|
Week 9 |
Activity Type |
Activity |
|
Blocks 2 and 3: Antagonics II/ Concept book |
Correction |
Revision of the event proposals |
|
Work |
Individual proposals for the event |
|
|
Assignment |
Concept book |
|
|
|
|
|
|
Personal work |
Project developing |
|
Week 10 |
Activity Type |
Activity |
|
Blocks 2 and 3: Antagonics II/ Concept book |
Correction |
Revision of the event proposals |
|
Assignment |
Concept book |
|
|
Personal work |
Course dossier |
NOTE:
The teacher will readjust the tasks order depending on the academic calendar (festive days, etc).