2000 words work

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Module Context of Graphic Communication Code 5VC5037

Credit 40 Level 5

howdesign.com (1.10.18)

Module Tutors

[email protected] - Module Lead

[email protected] [email protected] [email protected] [email protected] James [email protected] [email protected] Module Overview In this module students will interpret their own practice in the context of the professional world and consider communicating in a wide range of ways. The focus will be addressing the world of graphic communication in a professional context. Interrogation of studio practice with live briefs, competitions and the in-house agency will allow students to expand their knowledge through the two routes, Graphic Design and Advertising and Branding. Students will consolidate and further develop their creative graphic, typographic and technical skills alongside a theoretical underpinning of their areas of specialism. The module has been designed to allow students to understand economic, social, cultural and environmental issues and to effectively use this knowledge to answer design challenges. Students will engage with a mixture of theoretical lectures, visiting lectures/workshops, one- day projects, group and individual tutorials, group critiques and integrated analogue and digital skills workshops. The structure of this module encourages the development of the

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multi-faceted skills that are required within the creative industry today.

The brief 1 Articulate the contextual relationship between research, communication and design will be fulfilled by a 1500-word Critical Reflection. Using literature from one or more of the lectures you will have attended over the semester, you will critically reflect upon the body of work you have submitted for the Context module. You will locate your own work within contemporary and historical contexts, supporting your arguments with theoretical understanding, as well as making reference to examples of contemporary practice. This piece of writing, while reflective in nature, should be correctly referenced using the Harvard system, including a reference list and list of images. These lists will not be included within the word count. (Learning Outcome 1) 2 You will record a reflective blog. Each week, record your responses to the work in both the Module and Contextual Studies sessions, to expand your knowledge of contemporary design and designers within the industry. (Learning Outcome 2) 3 You will create final designs based on one competition brief (YCN or Starpacks or ISTD). Select and utilise appropriate 2D and 3D media and materials that will best communicate your design. You will present your design to the staff team. You will produce a Reflective Visual Journal, to visually demonstrate your design processes throughout the module. This will record your tests, experiments and design processes. (Learning Outcome 3) 4 You will demonstrate how you are developing professionally through: design sprints, cv, online and offline profile, portfolio development, adobe training. Consider visiting external companies, events, museums and exhibitions to further enhance your individual personal direction. (Learning Outcome 4)

Module Learning outcomes:

1. Articulate the contextual relationship between research, communication and design.

2. Devise a critical commentary informed by current debate and contemporary practice.

3. Select, test and make appropriate use of materials, techniques and processes.

4. Identify, engage and reflect upon a range of opportunities to develop an individual personal direction.

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Library & Learning Resources – available through REBUS

Purchase

Skolos, N, Wedell, T. (2012) Graphic Design Process: From Problem to Solution, Laurence King

Cottrell, S. (2013) The Study Skills Handbook, Palgrave, Macmillan

Essential (Books/Journals/Specific chapters/Journal Articles)

Heller, S. Vienne, V. (2012) 100 Ideas that Changed Graphic Design. Laurence King

Crow. D. (2003) Visible Signs, Ava Publishing

Pipes, A. (2009) Production for Graphic Designers, 5th Edition, Laurence King

Recommended

Roberts, L. Wright R. (2009) Design Diaries, Laurence King

Shumate, M. (2016) Logo Theory: How Branding Design Really Works. Elfstone Press

Background

Crow, D. (2006) Left to right: The cultural shift from words to pictures. Lausanne, Switzerland: Distributed in the USA & Canada by Watson-Guptil Pub.

www.eyemagazine.com/

www.itsnicethat.com

www.iconeye.com/

https://www.lynda.com

Learning Schedule

Pre-session Activities/Learning Session Topic/s (incl. delivery style and indicative formative learning activities)

Post-session Activity

Research consumerism Week 1 08 Oct

• Module Launch • Lecture 15:30 P350

Begin Blog and RVJ Critically evaluate lectures and add into your weekly blog. Discuss lecture with tutors

Research Gender debates Week 2 15 Oct • Lecture 15:30 P350

Critically evaluate lectures and add into your weekly blog. Develop your RVJ Discuss lecture with tutors

Research Anthropocene Week 3 22 Oct • Lecture 15:30 P350

Critically evaluate lectures and add into your weekly blog. Develop your RVJ Discuss lecture with tutors

Research global discourse Engage with Graduate plus week activities

Week 4 29 Oct • Competition selection

process • Studio work • Design sprint 1

Critically evaluate lectures and add into your weekly blog. Develop your RVJ Discuss lecture with tutors

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• External clients (TBC) • Lecture 15:30 P350

Record design processes (design sprint )

- Week 5 05 Nov • Competition brief ideation • OPTICAL research • Studio work • Lecture 15:30 P350 • Engage with Graduate plus

week activities

Critically evaluate lectures and add into your weekly blog. Develop your RVJ Discuss lecture with tutors Engage with Graduate plus week activities

Research the image of politics Week 6 12 Nov • Competition brief

development • ALS tutorials • Studio work • Design sprint 2 • Lecture 15:30 P350

Continue Blog and RVJ Critically evaluate lectures and add into your weekly blog. Develop your RVJ Discuss lecture with tutors Research Competition brief project Record design processes (design sprint )

Research psychoanalysis Week 7 19 Nov

• Group Presentation (LP 9.30-15:00)

• Lecture 15:30 P350

Critically evaluate lectures and add into your weekly blog. Develop your RVJ and Competition brief project Record design processes (digital and analogue) Amend LP work

Research queer theory Week 8 26 Nov • Self directed work

(staff assess LP)

• Lecture 15:30 P350

Critically evaluate lectures and add into your weekly blog. Develop your RVJ Discuss lecture with tutors Develop and experiment Competition brief project Record design processes for design sprint 2 Prepare for presentation (LP)

Research the hyper connected world

Week 9 03 Dec • Studio work • Design sprint 3 • Lecture 15:30 P350

Critically evaluate lectures and add into your weekly blog. Develop your RVJ Discuss lecture with tutors Record design processes (design sprint )

Week 10 10 Dec • Competition brief work

check • Feedback LP • Submit written work for

Context module. 14.12.18

Amend and refine Competition brief projects Prepare all written work to submit for assessment deadline

Week 11 7 Jan 2019 • Competition brief extensions • Studio work • Design sprint 4

Critically evaluate lectures and add into your weekly blog. Develop your RVJ Discuss lecture with tutors

Week 12 14 Jan • Group presentations

Amend designs from presentation Prepare for final assessment

Week 13 21 Jan • Assessment of Context

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Assessment Assessment method:

100% coursework LO1 – 25% LO2 – 25% LO3 – 25% LO4 – 25%

Assessment outline

Learning Outcome 1 - 1,500 word critical reflection Learning Outcome 2 – Reflective Blog Learning Outcome 3 - Final design for Competition brief with RVJ Learning Outcome 4 – Continued Professional development (CPD): design sprints, cv, online and offline profile, portfolio development, Adobe training. Evidence your CDP with external company visits, events, museums and exhibitions to further enhance your individual personal direction.

Assessment Scope

1 . The completion of competition brief designs for peer and/or tutor review. 2 . A submission, that demonstrates how the competition and design sprints design have: -Been informed by a process of research -Emerged from the acquisition of new skills and techniques -Given consideration to a range of ideas and visual approaches -Been subject to an iterative design process through the student undertaking mini cycles of reflection and evaluation - An exploration of wider contextual issues relating to the discipline, evidenced through a written submission and/or equivalent presentation

Feedback Scope

Student will access feedback via Moodle 20 days from submission. This will be located in the assessment part of the module Context of Graphic Communication

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Assessment submission deadline(s)

Submission method (e.g. electronic/Moodle/other)

Return of work (Date)

Friday 14th December 11.55pm

Moodle – W r i t t e n w o r k in PDF format

08.02.19

Monday 14th January 9:30am for 10.00am start

Moodle – practical work as a PDF Submission of RVJ and presentation in studio

08.02.19

Monday 21st Jan Collaborative Practice begins Context GC assessments

Plagiarism:

You are reminded of the University’s Disciplinary Procedures that refer to plagiarism. A copy of the Disciplinary Procedure is available from iCity. Except where the assessment of an assignment is group based, the final piece of work that is submitted must be your own work. Close similarity between assignments is likely to lead to an investigation for cheating. You must also ensure that you acknowledge all sources you have used. Submissions that are considered to be the result of collusion or plagiarism will be dealt with under the University’s Disciplinary Procedures, and the penalty may involve the loss of academic credits. If you have any doubts about the extent to which you are allowed to collaborate with your colleagues, or the conventions for acknowledging the sources you have used, you should first of all consult module documentation and, if still unclear, your tutor.

*R e s u b m i s s i o n d e a d l i n e ( s ) are only relevant if you are unsuccessful in your first attempt – please see University Regulations on resubmission policy and procedure.

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0 – 39%

Fail

Not met

40 – 49%

Third

Satisfactory

50 – 59%

2:2

Good

60 – 69%

2:1

Very good

70 – 79%

First

Excellent

80 – 100%

First

Exceptional

Learning Outcome 1

Mark: 25%

Articulate the contextual relationship between research, communication and design.

Little or no understanding of the context of individual practice; incomprehensibly presented

Basic understanding of the context of individual practice; presented with a basic level of comprehension

Evidence of fundamental research into and understanding of the context of individual practice; research material adequately articulated

Evidence of substantial research into and understanding of the context of individual practice; ideas and analysis of research material clearly articulated

Evidence of significant research into and understanding of the context of individual practice; ideas about, analysis and synthesis of research material clearly and comprehensively articulated

Evidence of exceptional research into and understanding of the context of individual practice; sophisticated articulation of ideas about, analysis and synthesis of research material

Learning Outcome 2

Mark: 25%

Devise a critical commentary informed by current debate and contemporary practice.

Little or no evidence of critical commentary

Evidence of a basic critical commentary and limited awareness of contemporary practice

Evidence of a fundamental level of critical commentary adequately informed by current debate and contemporary practice

Evidence of a substantial level of critical commentary clearly informed by current debate and contemporary practice

Evidence of a significant level of critical commentary comprehensibly informed by current debate and contemporary practice

Evidence of an exceptional level of critical commentary sophisticatedly informed by current debate and contemporary practice

Learning Outcome 3

Mark: 25%

Select, test and make appropriate use of materials, techniques and processes. Little or no evidence of exploration and understanding of the appropriate use of materials and technique.

A basic level of exploration and understanding of the appropriate use of materials and technique.

Evidence of a fundamental engagement with exploration and adequate application of appropriate materials and techniques.

Evidence of a substantial engagement with exploration and clear application of appropriate materials and techniques.

Evidence of a significant engagement with exploration and comprehensive application of appropriate materials and techniques.

Evidence of a exceptional engagement with exploration and sophisticated application of appropriate materials and techniques.

Learning Outcome 4

Mark: 25%

Identify, engage and reflect upon a range of opportunities to develop an individual personal direction. Little or no evidence of engagement with or understanding of appropriate opportunities.

Demonstrates a basic level of understanding and application of appropriate opportunities.

Evidence of a fundamental level of understanding and an application of appropriate opportunities; adequately articulated

Evidence of a substantial level of understanding and an application of appropriate opportunities; clearly articulated

Evidence of a significant level of understanding and an application of appropriate opportunities; comprehensively articulated

Evidence of an exceptional level of understanding and an application of appropriate opportunities; sophisticatedly articulated