Typography and Image Creation

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GRA4004

BA (Hons) Graphic Design

Design History and Critical Thinking

Assessment

Date for Submission: Please refer to the timetable on ilearn

(The submission portal on ilearn will close at 14.00 UK time on the date of submission)

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Assignment Brief

As part of the formal Assessment for Design History and Critical Thinking you are required to

submit:

Coursework: There are 6 Assessed Activities labelled as parts 1-6 (each requiring between

500-1000 words written responses). The total maximum word count for the assessed

responses should be 3000 words (excluding headings and appendices). For the final

submission, edit and compile your responses into one PDF document and label each one

with the title of the assessed activity as stated in each lesson. (See the checklist at the end

of this assignment.)

Bibliography and List of Figures: Submit a full bibliography in Harvard format listing all the

academic sources you have consulted, including ones you do not reference directly in your

text. The bibliography should be comprised of a range of different sources: books, journals,

articles, catalogues, websites, and broadcast material. In a separate ‘list of figures’, list all

the images you have included in your document in Harvard format. Insert the list of figures

and the bibliography the after your coursework (and before your appendices).

Appendix (optional): In the course material, there are 10 reflective research questions

asking you to consider lesson content in light of your personal practice. These are labelled

as ‘Personal Practice’, parts A-J. To support your coursework, you may edit and compile a

selection of four of your responses into a ‘Personal Practice Appendix’ (limit your word count

to 1200). List your appendix at the end of the document (after the bibliography / list of figures

and any appendices associated with the Assessed Activities).

Please refer to your Student Handbook for full details of the programme assessment

scheme and general information on preparing and submitting assignments.

Learning Outcomes:

After completing the module you should be able to:

1. Appraise works of art & design, media texts, objects and images in the light of modern and contemporary design practices and histories.

2. Understand artistic, cultural, historical technological, social and political contexts relevant to graphic design.

3. Research, evaluate and employ information from a variety of sources using appropriate technologies.

4. Undertake research and communicate ideas and information in written form, using appropriate academic conventions.

5. Possess a breadth and depth of knowledge within design. This assignment will assess all Learning Outcomes 1-5

Your assignment should include: a title page containing your student number, the module

name, the submission deadline and a word count; the appendices if relevant; and a

reference list in Arden University (AU) Harvard format. You should address all the elements

of the assignment task listed below. Please note that tutors will use the assessment criteria

set out below in assessing your work.

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Maximum word count: 3000 words (see listed tasks for specific activity word counts).

Please note that exceeding the word count will result in a reduction in grade proportionate to

the number of words used in excess of the permitted limit.

You will upload your pdf file through the ilearn submission page to Turnitin. Details on

uploading can be found on the module homepage.

Re-sits:

If you are re-sitting this assessment for the first time, you may re-work your original

submission if you wish. However, if this is your third attempt at this assessment, you must

submit a piece of work, which is substantially different from your first two attempts.

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Checklist of activities for submission:

Assessed Research Activity 1: Academic Writing on Art Nouveau

Word count: 400 words

Brief:

After researching Art Nouveau styles and artists, I would like you to choose one of the

tendencies of Art Nouveau (e.g., Art Nouveau in France, English Art Nouveau, The Glasgow

School of Art, etc.) to produce a short essay (400 words) in which you explain the peculiar

characteristics of the style and analyse two examples of works produced in that context.

This activity introduces you to the requirements of academic writing. Remember that an

academic essay is a fluent text written with a precise structure:

1. Introduction: outlining your topic.

2. Main text: presenting your research and your argument.

3. Conclusion: summarising your key points.

Remember the academic requirements of short essays and think about structure, language

and references.

Assessed Research Activity 2: Synopses of Early Modernist Movements

Word count: 600 words

Brief:

We would like you to select one image for each movement (Cubism, Futurism,

Constructivism, Suprematism, Bauhaus, De Stijl, Early Modern Expressionism, Dada and

Surrealism), and explain in a short paragraph why it can be defined as a Modernist artwork.

You may do so by considering how each movement can be understood in relation to the key

words outlined in the lesson:

• Representing the invisible

• Self-Awareness

• The use of new techniques as means to convey meanings

• The breaking of traditional conventions

We would also like you to start becoming familiar with the correct way of labelling images.

Every time you use a figure (image) in your writing, it should be referred to three times:

1. In a caption, just below the image. This should include: a number (e.g., Fig. 1), the name of the author/artist/designer, date, and title of the work.

2. In your writing. You should include an in-text citation (name of author/artist/designer and date) and a sentence or two about the image explaining what it illustrates and why it is there.

3. As a reference in your bibliography in a separate List of Figures. This should include: the number (e.g., Fig. 1), the author/artist/designer, date, title, format, and source (publisher / ULR link and viewed date in square brackets [ ]

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Assessed Research Activity 3: Image Analysis of El Lissitzky’s Beat the Whites with

Red Wedge

Word count: 400 words

Brief:

Research the meaning of El Lissitzky’s Beat the Whites with Red Wedge. Explore a range of different sources in libraries and online and put together a bibliography. Once you have gathered sufficient information, analyse the image and discuss on the following points (300 words):

• The political context of the poster

• What the forms and colours represent

• How the poster reflects the aesthetic of Suprematism Then respond to the following question (100 words):

• Do you think the poster is effective?

• Do you think the poster would have been effective if El Lissitzky had used a naturalistic and figurative image?

Assessed Research Activity 4: Image Analysis of Cassandre’s Poster Normandie

Word count: 400 words

Brief:

After reading the description of Cassandre’s Nord Express in lesson 07, we would like you to

research another poster of Cassandre’s titled Normandie, and write a short essay (400

words) in which you analyse the poster in the light of Art Deco aesthetic.

Remember the academic requirements of short essays and think about structure, language

and references.

Assessed Research Activity 5: Academic Writing on Postmodern Designers

Word count: 600 words

Brief:

We would like you to choose two Postmodern designers that you find particularly interesting.

Write a short essay (600 words) discussing the following points:

• Why their work can be considered Postmodern

• Similarities and differences between their work (two major and three minor)

• How and why you relate their work to your own practice

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Remember the academic requirements of short essays and think about structure, language

and references.

Note: when you write about your work and your practice you can use the first person (‘I’)

Assessed Research Activity 6: Academic Writing on Essay Question

Word count: 600 words

Brief:

Choose one of the following two topics and produce a short essay (600 words).

1. Select two examples of early websites (between 1993 and 1998). Describe, analyse and

compare them in the light of their historical context.

2. Select a work from each of the three designers: Erik Adigard, John Maeda, and Aaron

Koblin. Describe, analyse and compare the work in the light of their historical context.

Remember the academic requirements of short essays and think about structure, language

and references.

Formative Feedback

You have the opportunity to upload work to the forums week by week to receive formative

feedback. The feedback is designed to help you develop areas of your work and it helps you

develop your skills as an independent learner.

Submission:

Check that you have completed all of the above and prepare for submission.

Your assignment should include: a title page containing your student number, the module

name, the submission deadline and a word count; the appendices if relevant; and a

bibliography and list of figures in Arden University (AU) Harvard format. You should address

all the elements of the listed assignment tasks. Please note that tutors will use the

assessment criteria set out below in assessing your work.

Maximum word count: 3000 words (see listed tasks for specific activity word counts).

Please note that exceeding the word count will result in a reduction in grade proportionate to

the number of words used in excess of the permitted limit.

You will upload your pdf file through the ilearn submission page to Turnitin. Details on

uploading can be found on the module homepage.

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Re-sits:

If you are re-sitting this assessment for the first time, you may re-work your original submission if you wish. However, if this is your third attempt at this assessment, you must submit a piece of work, which is substantially different from your first two attempts.

Guidelines:

You MUST underpin your analysis and evaluation of the key issues with appropriate and

wide-ranging academic research and ensure this is referenced using the AU Harvard

system. The My Study Skills Area contains the following useful resources:

Guide to Harvard Referencing

http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Harvard_Quick_Ref_Guide.pdf

Guide to Harvard Citation

http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Guide_to_Harvard_Citation.pdf

You must use the AU Harvard Referencing method in your assignment.

Formative Feedback

You have the opportunity to upload work to the forums week by week to receive formative

feedback. The feedback is designed to help you develop areas of your work and it helps you

develop your skills as an independent learner.

Additional Notes: Students are required to indicate the exact word count on the title page of the assessment. The word count excludes the title page, executive summary, bibliography, list of figures, and appendices. Where assessment questions have been reprinted from the assessment brief these will also be excluded from the word count. ALL other printed words ARE included in the word count. Printed words include those contained within charts and tables. See ‘Word Count Policy’ on the homepage of this module for more information. Assignments submitted late will not be accepted and will be marked as a 0% fail. Your assessment should be submitted as a single Word (MS Word) or PDF file. For more information please see the “Guide to Submitting an Assignment” document available on the module page on iLearn. You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments, which show evidence of academic unfair practice. (See the Student Handbook, which is on the homepage of your module and also in the Induction Area). For more information please see the “Guide to Submitting an Assignment” document available on the module page on ilearn.

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Level 4 introduces students to HE. Students are expected to demonstrate relevant skills and competencies; to be articulate in expressing ideas orally; and to be coherent and structured in terms of written or other media. Forms of expression at this level may be descriptive or imitative, but students are expected to demonstrate an increasing understanding of the theoretical background of their study and the analytic competence to explore it, as well as its relationship, where appropriate, to particular skills. Students are expected to develop an awareness of strengths and weaknesses in their skill sets

Mark Bands Outcome

Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)

Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills

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90-100%

Achieves module outcome(s) related to GLO at this level

Exceptional information base, exploring and analysing the graphic design discipline, its theory and historical issues with considerable originality and in depth.

Work of exceptional distinction, which shows evidence of extensive, appropriate reading and research, independent thought, critical reflection, and excellent organisation of the material and presentation.

Exceptional management of learning resources, complemented by self- direction and exploration. Structured and accurate expression. Very good academic and intellectual skills.

Exceptionally high level of creativity and personal engagement, and excellent self-reflective and evaluative skills demonstrated in the Personal Practice Appendix

All activities completed to an exceptionally high and consistent standard, demonstrating accurate understanding of what each brief requires.

80-89%

Outstanding information base, exploring and analysing the graphic design discipline, its theory and historical issues with considerable originality and in depth.

Work of very high standard, which shows evidence of extensive, appropriate reading and research, independent thought, critical reflection, and excellent organisation of the material and presentation.

Outstanding management of learning resources, complemented by self- direction and exploration. Structured and accurate expression. Very good academic and intellectual skills.

High level of creativity and personal engagement, and excellent self-reflective and evaluative skills demonstrated in the Personal Practice Appendix

All activities completed to a very high and consistent standard, demonstrating accurate understanding of what each brief requires.

70-79%

Excellent information base, exploring and analysing the graphic design discipline, its theory and historical issues with considerable originality and in depth.

Work of a high standard, which shows evidence of extensive, appropriate reading and research, independent thought, critical reflection, and excellent organisation of the material and

Excellent management of learning resources, complemented by self- direction and exploration. Structured and accurate expression. Very good academic and intellectual skills.

Good level of creativity and personal engagement, and excellent self-reflective and evaluative skills demonstrated in the Personal Practice Appendix

All activities completed to a high and

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presentation. consistent standard, demonstrating accurate understanding of what each brief requires.

60-69%

Good information base, exploring and analysing the graphic design discipline, its theory and historical issues with some originality and depth.

Above average work, which shows evidence of a good range of appropriate reading and research, some measure of independent thought and critical engagement, thorough organisation of the material and presentation.

Good management of learning resources with good self-direction. Structured and mainly accurate expression. Good academic and intellectual skills.

Some creativity and personal engagement, and good self-reflective and evaluative skills demonstrated in the Personal Practice Appendix.

All activities completed to a high and consistent standard, demonstrating good understanding of what each brief requires.

50-59%

Satisfactory information base that begins to explore and analyse the graphic design discipline and its theoretical and historical issues but is still mainly imitative and/or descriptive.

Competent work, which shows evidence of appropriate reading and research, some engagement with the object and processes of study, some critical ability, and reasonable organisation of the material and presentation.

Satisfactory use of learning resources, complemented by some self-direction and exploration. Some lack of structure and accuracy in expression. Acceptable academic and intellectual skills.

Some personal engagement, and satisfactory self-reflective and evaluative skills demonstrated in the Personal Practice Appendix.

The majority of activities completed to a good standard but with some inconsistency, mostly demonstrating good understanding of what each brief requires.

40-49%

A marginal pass in module outcome(s) related to GLO at this level

Basic information base: omissions in understanding of major theoretical and historical issues related to the graphic design discipline. Largely imitative and/or descriptive.

Acceptable work that, despite showing evidence of some relationship with the topics of study, does not succeed in grasping them coherently or producing an organised account of them. Little evidence of research. Limited or no critical skills. Basic presentation of material.

Basic use of learning resources with limited self-direction. Some difficulty with structure and accuracy in expression. Some difficulties with academic and intellectual skills. Limited personal engagement and basic self-reflective and evaluative skills demonstrated in the Personal Practice Appendix.

Inconsistent completion of activities, varying standard of responses, and omissions in understanding of the requirements of the briefs

30-39%

A marginal fail in module outcome(s) related to GLO at this level. Possible compensation.

Limited information base: limited understanding of the graphic design discipline and its theoretical and historical issues.

Inadequate or seriously incomplete work, showing poor evidence of research. Lack

Limited use of learning resources. Hardly no self-direction, and difficulty with structure and accuracy in expression. Weak academic and intellectual skills. Hardly no personal engagement and limited self-reflective and evaluative skills

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Sat-isfies qualifying mark

of critical skills. Poor structure and organisation of the material and presentation.

demonstrated in the Personal Practice Appendix.

Less than half of activities completed, limited understanding of the requirements of the briefs.

20-29%

Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available

Little evidence of an information base and/or research. Little evidence of understanding of discipline and its theoretical and historical issues.

Fails to demonstrate sufficient understanding of the material presented in module. Lacks even basic academic structure and presentation.

Little evidence of use of learning resources. No self-direction. Very weak academic and intellectual skills and significant difficulties with structure and expression. Fails to demonstrate personal engagement and self-reflective and evaluative skills in the Personal Practice Appendix.

Less than 1/3 activities completed responses, inaccurate understanding of the requirements of the briefs.

10-19%

Inadequate information base and/or research. Inadequate understanding of discipline and its theoretical and historical issues.

Inadequate understanding of the material presented in module. Lacks academic structure and presentation.

Inadequate evidence of use of learning resources. No self-direction. Inadequate academic and intellectual skills and inadequate structure and expression. Fails to demonstrate personal engagement and self-reflective and evaluative skills in the Personal Practice Appendix.

Mostly incomplete responses to the activities, inaccurate understanding of the requirements of the briefs.

1-9%

No information base and/or research. No understanding of discipline and its theoretical and historical issues.

No understanding of the material presented in module. No academic structure and presentation.

No evidence of use of learning resources. No self-direction. No academic and intellectual skills and significant difficulties with structure and expression. Fails to demonstrate personal engagement and self-reflective and evaluative skills in the Personal Practice Appendix.

All responses to the activities are incomplete with no understanding of the requirements of the briefs.

0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question)

and/or related learning outcomes