Course Title: Interpret and respond to a design brief
Part B: Course Detail
Teaching Period: Term1 2014
Course Code: GRAP5306C
Course Title: Interpret and respond to a design brief
School: 320T Architecture & Design
Campus: Brunswick Campus
Program: C5316 - Diploma of Graphic Design
Course Contact : Leigh Milward
Course Contact Phone: +61 3 9925 9426
Course Contact Email:leigh.milward@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 20
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
There are no prerequisites for this unit, however this unit is delivered alongside CUVGRD501A Research visual communication history and theory in a studio cluster called Design 1.
Course Description
In this course, you will interpret and respond to a brief that requires specific design outcomes. You will develop a concept in discussion with your client/teacher and set clear timelines for completion. You will also document your design process and present these for feedback throughout the production phase and on completion.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
BSBDES402A Interpret and respond to a design brief |
Element: |
2. Explore and develop design concept |
Performance Criteria: |
2.1. Generate ideas for design concept through research, exploration and experimentation |
Element: |
3. Liaise with client |
Performance Criteria: |
3.1. Agree on communication process and frequency of communication with the client |
Element: |
4. Plan production of work |
Performance Criteria: |
4.1. Assess specific design production risks |
Element: |
1. Interpret design brief |
Performance Criteria: |
1.1. Correctly interpret the specifications of the design brief |
Element: |
5. Complete production of work |
Performance Criteria: |
5.1. Collect and/or organise required components for the work |
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 studio and computer laboratory using industry standard tools and resources. You will complete exercises and industry style projects. You will also be required to undertake independent study.In class activities will include:
class exercises
tutorials
practical demonstrations
workshops
group discussion
review and revision
peer learning
peer teaching and class presentations
teacher directed group activities/projects
workshopping of student projects including peer/lecturer feedback
Out of class activities may include:
independent research
independent project based work
studio practice
online tutorials and activities
review and revision
Teaching Schedule
| 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. | |||
| Week | Session description | CUVGRD501A | BSBDES402A |
| 1 | Intro - icebreakers and design games. Introduction to Graphic Design Show and tell sketchbooks - how to make a good sketchbook. Late 19th century Graphic Design influences |
1-4 | 1 |
| 2 | Lecture: Difference between graphic design and fine art. Role of designer in relation to client and target audience. Exercise 1. Mindmapping, brainstorming, conceptualizing, record and collect data Exercise 2. Presenting ideas and concepts |
1-4 | 1,2 |
| 3 | Formative task presentation and feedback- What’s inside a brief? Examine the components of a brief, discussion on how it can be answered. Go backwards - find a logo or brochure and write the brief for it. Lecture: Early nineteenth century Graphic Design influences 1920s, Dada/Constructivism, Composition Exercise 3: Colour Blocking Exercise 4. Form, space, line, balance/symmetry or asymmetry, rhythm Exercise 5. Framing, cropping, hierarchy |
1-4 | 1,2 |
| 4 | Assessment Task1 Brief 1 - Write a brief/respond to a brief - Introduction. Write a brief. Give the brief to another student. Respond to the brief. Marked on written, sketched ideas. Must have meetings with the ‘client’. Self evaluation/reflection and peer evaluation. Demonstration - roughs. Exercise 6. Create a collage/montage based Dada/Constructivism lecture from last week |
1-4 | 1,2 |
| 5 | Lecture: The Poster, The Manifesto Exercise 7. Manifesto create your own written Manifesto for social cause based on lecture. Brief 1 - write a brief/respond to a brief continued. |
1-4 | 1,2 |
| 6 | Brief 1 - write a brief/respond to a brief. Feedback and evaluation/progress report. Formative task: Students to take notes to improve their work. Lecture: Modernism The square format. Exercise 8: elements of design: Colour, contrast, harmony |
1,4 | 1-5 |
| 7 | Look Upstairs Conference - In class exercises/ research for those not attending. | 1-4 | 1-5 |
| 8 | Brief 1 DUE start of class Lecture: Otto Neurath, symbols/pictograms Exercise 9: Create symbols/pictograms |
1-4 | 1-5 |
| 9 | Lecture: Pop Art, Psychedelia. Exercise 10: Create a pop art style poster. Use the design process from roughs to finished sketch. |
1-4 | 1-5 |
| 10 | Assessmnent Task 2 |
1-4 | 1-5 |
| 11 | Design theory - Lecture: Environmental concerns in design - use of materials. Exercise 11: Project using found objects: Re-using and recycling. |
1-4 | 1-5 |
| 12 | Brief 2 Quote poster - Formative task: sketch presentation - consultation and feedback, student to take notes on the feedback and use in their folio |
1-4 | 1-5 |
| 13 | Brief 2 - student presentations. Each student is to present their work to the others, outlineing their process and the designer that they have chosen. A 10 minute presnetation with visual elements (could be Powerpoint, or other method). |
1-4 | 1-5 |
| 14 | Lecture: Punk | 1-4 | 1-5 |
| 15 | Brief 2 Quote poster due at start of class. Lecture: Punk Exercise 12: Create a photocopied flyer. |
1-4 | 1-5 |
| 16 | Assessment Task 3 |
Learning Resources
Prescribed Texts
None required |
References
Lupton, 2008, Phillips Graphic Design: The New Basics |
|
Heller, Steven and Vienne, Veronique, 2012, 100 Ideas that Changed Graphic Design, Laurence King Publishing. |
|
You are advised to look at the course myRMIT site for ongoing updated information. |
Other Resources
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 of the library resources. The University Library has extensive resources for Graphic Design students. The Library has produced a subject guide that includes quality online and print resources for your studies http://rmit.libguides.com/graphicartanddesign
The Library provides guides on academic referencing http://www.rmit.edu.au/library/referencing and subject specialist help via your Liaison Librarian Mary Mavroudis mary.mavroudis@rmit.edu.au
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:
- Design Project 1 (100% of final grade)
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 assessment
Design principles and elements exercises which will be delivered throughout the semester and explore the following:
• components of a brief
• image creation
• intellectual property and copyright
• environmental concerns
• class discussions and presentations
• feedback
Summative Assessment Tasks
Assessment Task 1: Write and Respond to a Brief. 35%
Write a brief/respond to a brief. Write a brief. Give the brief to another student. Respond to the brief with written and sketched ideas, and verbal/visual communication. Must have meetings with the ‘client’. Self evaluation and peer evaluation
DUE week 9
Assessment Task 2: Quote Poster. 45%
Research a graphic designer - make a poster with a quote and design the poster in the style of the designer.
DUE: Week 15
Assessment Task 3: Folio of class work (collection of all formative tasks and any notes or sketches made during class or own research). 20%
Folio of formative tasks. This should be in the form of a sketchbook which includes formative in-class tasks and any sketches, reference images, and annotations completed during the semester.
DUE: Week 16
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 gradedassessment are:
CHDCompetent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved - Graded
NYCNot Yet Competent
DNS Did Not Submit for Assessment
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency. These are available from the course contact person (stated above).
Other Information
Attendance
The major 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 to gain the competency.
Feedback - 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)
Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of submitted work. This signed sheet acknowledges that you are aware of the plagiarism implications.
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
Course Overview: Access Course Overview