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 Email:ann.langusch@rmit.edu.au
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
None
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 |
Element: |
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 |
Element: |
2. Collaborate and liaise with others |
Performance Criteria: |
2.1 Identify relevant people who contribute to the design process |
Element: |
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 |
Element: |
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 |
Element: |
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 |
Element: |
6. Finalise artwork |
Performance Criteria: |
6.1 Prepare artwork to meet technical production specifications |
Element: |
7. Evaluate own work |
Performance Criteria: |
7.1 Review work in progress and final work against requirements of the brief |
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
1 18/7 | Watch HELVETICA movie, discuss. Formative Task 1. Draft Helvetica letterforms |
CUVGRD502A Elements 1-7 |
2 25/7 | Early history. Development of alphabet, Roman lettering |
CUVGRD502A Elements 1-7 |
3 1/8 | History of scripts. Middle Ages. |
CUVGRD502A Elements 1-7 |
4 8/8 | History of type. Gutenberg and early type. |
CUVGRD502A Elements 1-7 |
5 15/8 | History: Type since Gutenberg. Formative Task 6. Worksheet on 4 classes of Serif Typefaces |
CUVGRD502A Elements 1-7 |
6 22/8 | History: 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. |
CUVGRD502A Elements 1-7 |
9 12/9 | Formative 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 |
CUVGRD502A Elements 1-7 |
|
||
11 3/10 | Present ideas for 3D letterforms. For custom Lettering project, experiment with formatting (script combinations, line space, line breaks etc). | CUVGRD502A Elements 1-6 |
12 10/10 | Project 3 | CUVGRD502A Elements 1-6 |
13 17/10 |
Project 3 | CUVGRD502A Elements 1-6 |
14 24/10 |
Project 3 due | CUVGRD502A Elements 1-7 |
15 31/10 |
Workshop chosen techniques | CUVGRD502A Elements 1-6 |
Learning Resources
Prescribed Texts
There are no compulsory prescribed text in this course – This course has recommended books listed under ‘References’ |
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 Lynda.com 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
Attendance
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.
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)
Submissions
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
Course Overview: Access Course Overview