Course Title: Produce graphic designs for 2-D and 3-D applications

Part B: Course Detail

Teaching Period: Term2 2014

Course Code: GRAP9451C

Course Title: Produce graphic designs for 2-D and 3-D applications

School: 320T Architecture & Design

Campus: Brunswick Campus

Program: C5316 - Diploma of Graphic Design

Course Contact : Ann Langusch

Course Contact Phone: +61 3 9925 9438

Course Contact

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 60

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

In this unit you will develop the skills and knowledge required to plan and produce a body of two-dimensional (2-D) and three-dimensional (3-D) graphic design work in response to a variety of visual communication challenges. Your outcomes will display a well-developed command of relevant software programs as well as your creative ability to generate ideas to meet different needs.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CUVGRD502A Produce graphic designs for 2-D and 3-D applications


1. Interpret briefs for 2-D and 3-D work

Performance Criteria:

1.1 Confirm the objectives of the work based on the design brief

1.2 Evaluate design brief specifications

1.3 Source and evaluate other information pertinent to design brief


2. Collaborate and liaise with others

Performance Criteria:

2.1 Identify relevant people who contribute to the design process

2.2 Enhance the design process through collaboration with others as required

2.3 Be open to critical analysis of own work by others
2.4 Proactively seek and act on feedback


3. Develop and present ideas for 2-D and 3-D work

Performance Criteria:

3.1 Inform ideas for work through exploration of a range of sources

3.2 Evaluate ideas and options for meeting the brief using critical and creative thinking approaches

3.3 Experiment with techniques, equipment and media as a mechanism for developing ideas

3.4 Consider new and different approaches to format, type and visuals

3.5 Evaluate and review ideas for technical feasibility and suitability for communicating key messages

3.6 Produce and present visual representations of the design proposal. 
Support visual representation with coherent written information


4. Plan and organise the production of work

Performance Criteria:

4.1 Assess specific processes, materials and technologies needed to realise technical and creative aspects of proposed designs

4.2 Determine and organise the financial, physical and other resources required to complete the project

4.3 Develop a realistic timeframe for the production of work

4.4 Evaluate and respond to possible project constraints and risks

4.5 Monitor the project workflow against the plan

4.6 Develop production specifications supported by accurate and complete documentation


5. Realise 2-D and 3-D designs

Performance Criteria:

5.1 Fulfil the objectives of the brief by extending skills with selected processes, materials and technologies

5.2 Manipulate format, type and visual elements to achieve desired effects

5.3 Work confidently with the elements and principles of design

5.4 Engage in ongoing evaluation and refinement of creative and technical aspects

5.5 Apply safe work practices during the production process


6. Finalise artwork

Performance Criteria:

6.1 Prepare artwork to meet technical production specifications

6.2 Create documentation to support the final artwork

6.3 Conduct final checks and proofing processes

6.4 Make necessary adjustments and confirm final artwork with others as required


7. Evaluate own work

Performance Criteria:

7.1 Review work in progress and final work against requirements of the brief

7.2 Identify and respond to opportunities for refinement and re-thinking

7.3 Evaluate efficiency and effectiveness of the work process

7.4 Reflect on completed work in terms of own professional practice and skill development needs

Learning Outcomes

On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.

Details of Learning Activities

Learning activities will take place in a classroom using industry standard tools and resources. You will complete exercises and industry style projects. You will also be required to undertake independent study.

Reference mode of delivery for this course: face-to-face

In class activities may include:
• class exercises to review discussions/lectures
• practical demonstrations
• lectures
• design activities or projects
• seminar presentations
• group projects
• peer learning
• peer teaching and class presentations
• group discussion
• independent project based work
• teacher directed group activities/projects
• studio practice
• tutorials
• ‘workshopping’ of student projects including peer/lecturer feedback
• other activities as decided by teaching staff

Out of class activities may include:
independent research
independent project based work
studio practice
online tutorials and activities
review and revision


Teaching Schedule

<thead> <th scope="col"></th> <th scope="col">Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources.</th> <th scope="col"> </th> <th scope="col"> Week </th> <th scope="col">Class Content</th> <th scope="col">Learning Elements</th> </thead>
1 18/7Watch HELVETICA movie, discuss.
Formative Task 1. Draft Helvetica letterforms
CUVGRD502A Elements 1-7
2  25/7

Early history. Development of alphabet, Roman lettering
Formative Task 2. Lettering exercise, monoline Roman capitals. Intro to broad nib

CUVGRD502A Elements 1-7
3  1/8

History of scripts. Middle Ages.
Formative Tasks 3 & 4  Uncial & Foundational scripts with broad nib.

CUVGRD502A Elements 1-7
4  8/8

History of type. Gutenberg and early type. 
Formative Task 5. Blackletter lettering. Introduce Project 2, Typographer Research presentation. 

CUVGRD502A Elements 1-7
5  15/8History: Type since Gutenberg.
Formative Task 6. Worksheet on 4 classes of Serif Typefaces
CUVGRD502A Elements 1-7
6 22/8History: Italics.
Formative Task 7. Italic script with broad nib.
CUVGRD502A Elements 1-7
7  29/8 Project 2. Typographer research presentation.CUVGRD502A Elements 1-7
8  5/9

Formative Task 8.  Copperplate script with flexible nib.
Formative Task 9.  Missing character exercise

CUVGRD502A Elements 1-7
 9 12/9Formative Task 10. Casual / gestural lettering with a range of broad edged tools. Scripts such as Uncials, Blackletter, Gothicised Italic with brushes, automatic pens, Copic wide markers etc.CUVGRD502A Elements 1-7
10 19/9

Project 1. Submit folio of 10 tasks
Project 3. Custom lettering or 3D Letterforms.

CUVGRD502A Elements 1-7


11  3/10Present ideas for 3D letterforms. For custom Lettering project, experiment with formatting (script combinations, line space, line breaks etc).CUVGRD502A Elements 1-6
12  10/10Project 3 CUVGRD502A Elements 1-6
Project 3CUVGRD502A Elements 1-6
Project 3 dueCUVGRD502A Elements 1-7
Workshop chosen techniquesCUVGRD502A Elements 1-6

Learning Resources

Prescribed Texts

There are no compulsory prescribed text in this course – This course has recommended books listed under ‘References’


Bosler, D., 2012, Mastering Type, HOW Books

Coles, S., 2012, The Geometry of Type, Thames & Hudson

Williams, J., 2012, Type Matters, Merrell

Kane, J., 2011, A Type Primer, Laurence King

Highsmith, C., 2012, Inside Paragraphs, Font Bureau

Tselentis, J., 2012, Typography, Referenced, Rockport Publishers

Craig, J., 2012, Designing With Type (5th Edition), Random House

Lupton, E., 2010, Thinking With Type (2nd Edition), Princeton Architectural Press

Spiekermann, E., 2014, Stop Stealing Sheep & find out how type works, (3rd edition) Adobe Press

Cheng, K., 2005, Designing Type,  Laurence King

Waters, Sheila, 2014, Foundations of Calligraphy, John Neal, Bookseller

The Art of Calligraphy & Lettering, 2011, Walter Foster Publishing

Schulte, E. & Reaves, M. 1994, Brush Lettering, Design Books

Godfrey-Nicholls G, Mastering Calligraphy, Chronicle books 2013

Grebenstein M, 2012, Calligraphy Bible, Watson-Guptill 

Heller, S, Fili, L., 2011. Scripts. Elegant Lettering from Design's Golden Age, Thames & Hudson

Loxley, Simon. Type. The Secret History of Letters

Other Resources

You are advised to look at the Learning Hub at myRMIT site and also for Google Docs and Google Groups via your student Google Account for ongoing updated information. A range of learning resources and references are provided throughout the year. Additional information relating to this will be provided on an ongoing basis.

You will require a personal storage device and tools as outlined in tool kit list.

Amongst the library’s electronic resources is the ability to access for online tutorials and lessons. You may be given these tutorials (and other resources) to supplement your classroom learning.

RMIT will provide you with resources and tools for learning in this course through our online systems and access to specialised facilities and relevant software. You will also have access to the library resources.

Overview of Assessment

Assessment is on-going throughout the course. Assessment tasks will require you demonstrate the application of knowledge and skills through practical projects and/or written tasks. Assessment tasks in this course are:

  • Series of exercises (40% of final grade)
  • Design Project 1 (35% of final grade)
  • Design Project 2 (25% of final grade)

An assessment charter summarises your responsibilities as an RMIT student as well as those of your teachers.

Assessment Tasks

 Tasks in this course are either formative or summative. Feedback throughout the course may be written, verbal or a combination of both.
Formative tasks provide the basis for ongoing feedback and can be considered essential building blocks for the more substantial summative assessment tasks and you should engage in all formative tasks.
This course has 3 Summative Tasks, all of which must be completed/submitted. Each task has an allocated percentage of the total grade. You are required to demonstrate all learning outcomes to a satisfactory standard.

Formative Tasks

Tasks 1-10  20%

Complete a series of 10 short in-class tasks.
Present for feedback by date specified (in most cases the following week).
Each task will be worth 2 marks if submitted for feedback by the due date.

Summative Assessment Projects

Project 1. Folio of tasks – 20%

Respond to feedback on all tasks for Project 1 and collate all into a folio of evidence.
Due week 10

Project 2 – 10%

Research a Typographer and make class presentation.
Due Week 7

Project 3 – 50%

Custom lettering project or 3D letterforms project
Due week 14

At the completion of the course, grading will be offered in addition to, and after, competency based assessment.

Grades which apply to courses delivered in accordance with competency-based assessment, but which also use graded assessment are:
CHD - Competent with High Distinction.
CDI - Competent with Distinction
CC - Competent with Credit
CAG - Competency Achieved - Graded
DNS - Did Not Submit for Assessment
NYC - Not Yet Competent

Assessment Matrix

An assessment matrix demonstrating alignment of assessment tasks with the relevant Unit of Competency is available from the course contact person (stated above).

Other Information

The major aspect of your learning experience involves studio based exercises, demonstration and production. It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity for success.
You will receive verbal and written feedback by teacher on your work. This feedback also includes suggestions on how you can proceed to the next stage of developing your projects. Student feedback at RMIT
Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Student progress policy
Special Consideration Policy (Late Submission)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Special consideration, appeals and discipline (unresolved)
When submitting work for assessment you are required to complete a declaration of authorship. This must be done for every summative assessment task. This statement acknowledges that you are aware of the plagiarism implications. For non-digital submission use the printed form provided. For digital online submission please use e-Submission process. Information regarding the e-Submission process can be located at  e-submission

Academic Integrity and Plagiarism - RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy go to Academic Integrity


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