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DESIGNING EFFECTIVE DIGITAL PROJECTS FOR ADV1100* PROFESSOR JENNA SPEVACK* GRAPHIC DESIGN PRINCIPLES 1
WORKSHOP GOALS & OUTCOMESGOALS Present and discuss ADV1100 curricular needs Share pedagogical methods Plan curricular solutionsOUTCOMES Collectively contribute a master list of Basic Design Principles and Learning Outcomes Implement digital tasks in your course. Collectively design two “bridge” projects to be used to more effectively translate design principles into real-life projects. Follow up online at the ADV1100 Instructional Resource.
WORKSHOP TIMELINE2:40 - 3:00 P.M. Introductions3:00-4:00 P.M. Present and discuss ADV1100 curricular needs4:00-5:00 P.M. Share and workshop pedagogical methods5:00-5:40 P.M. Design curricular solutions: digital “bridge” projects
CURRICULAR NEEDSCONNECT FOUNDATION PRINCIPLES WITH REAL-WORLD PROJECTS.Students are not effectively synthesizing basic design principlescovered in Foundations in subsequent course work. What is causingthis disconnect? insufficient exposure to digital tools in their foundation courses? a focus on a "fine art" rather than "design" approach in foundations? lack of consistency across the course curriculum? i.e.: each faculty is teaching a different set of principles? the principles are not being repeated, reinforced, and synthesized in courses beyond foundation year? faculty do not effectively communicate how principles are translated into real- world projects?
CURRICULAR NEEDSREVIEW AND REFINE THE OFFICIAL COURSE DESCRIPTION.Ofﬁcial ADV1100 “Graphic Design Principles 1” Course Description:This basic design and color theory course explores graphic communication through theunderstanding of the elements and principles of design, as well as the design process,including idea development through final execution. Students develop basic skills in two-dimensional design, color and content creation while employing the design process ofresearch, sketching and experimentation. Communication designers use the conceptsexplored in this course in disciplines such as advertising, graphic design, web design,illustration, broadcast design, photography, and game design. * What’s missing here? Creative, visual thinking, problem solving, reflection, assessment, experimentation... ???
CURRICULAR NEEDSREVIEW AND REFINE THE OFFICIAL LEARNING OUTCOMES.Ofﬁcial Learning Outcomes:Students should be able to: Use a variety of materials and tools including Understand the basic concepts of electronic designers gouache, brush, graphite pencil, color color systems used in publication and web pencils, rubber cement, exacto knife, t-square, design. triangle Design a pattern of three-dimensional forms Use the elements and principles of design in a in one-point and two-point perspective. composition. Communicate a concept through the use of Create a composition by employing the design the design elements and principles. development process. Create various design styles to define different Utilize the concept of compositional balance, visual identities. including symmetrical, asymmetrical and radial balance. Define and explain the design concepts and vocabulary in a critique. Apply color theory to a specified design. Present a basic portfolio of the projects in this course for final review.
CURRICULAR NEEDSCOLLECTIVELY DEFINE “THE” DESIGN AND DEVELOPMENT PROCESS Create a composition by employing the design development process.
CURRICULAR NEEDSCOLLECTIVELY DEFINE “THE” DESIGN AND DEVELOPMENT PROCESSSuggested Process: 1. Research or Inspiration 2. Experimentation or Iteration 3. Development of Skill, Craft and Voice 4. Expression of Form, Emotions or Concepts 5. Execution 6. Professional Presentation 7. Thoughtful Assessment (verbal and written) 8. Record of work hours committed
CURRICULAR NEEDSCOLLECTIVELY DEVELOP A LIST OF BASIC DESIGN PRINCIPLES & ELEMENTS Communicate a concept through the use of the design elements and principles.
CURRICULAR NEEDSCOLLECTIVELY DEVELOP A LIST OF BASIC DESIGN PRINCIPLES & ELEMENTSSuggested List of Principles: Figure (positive space) Rhythm Ground (negative space) Repetition Figure/Ground: Pattern Obvious (stable) Interval / Timing Reversal Proportion Ambiguous Scale Economy Emphasis Unity Focal Point Harmony Dominance/Visual Hierarchy Contrast Information Hierarchy Balance / Visual Weight Proximity Symmetrical balance Density and Whitespace Asymmetrical balance Alignment Radial / Rotational Symmetry Bilateral / Reflection Symmetry Translational Symmetry
CURRICULAR NEEDSCOLLECTIVELY DEVELOP A LIST OF BASIC DESIGN PRINCIPLES & ELEMENTSSuggested List of Elements and Related Concepts: Point Muted Color Line Chromatic Gray Shape Shade Organic shape Tint Geometric shape Luminosity Texture Primary Triad Value Secondary Triad Achromatic Intermediate Triad Chromatic Analogous Grayscale Complements Low-Key Near-Complements High-Key Split-Complements Narrow Range Tetrads Broad Range Monochromatic Shadow Simultaneous Contrast Highlight Optical Mixing Color: RGB Hue CMYK Saturation Prismatic Color
CURRICULAR NEEDSIMPROVE ASSESSMENT OF PRINCIPLES & ELEMENTS VOCABULARY Define and explain the design concepts and vocabulary in a critique.
CURRICULAR NEEDSIMPROVE ASSESSMENT OF PRINCIPLES & ELEMENTS VOCABULARYLet’s clarify how students demonstrate an understanding of the Principles and Elementsvocabulary. I also think of this as PROFESSIONAL INTERPERSONAL SKILLS.All projects should give the students opportunities to demonstrate their understandingof the vocabulary both verbally and in writing using: 1. Written Assessments 2. Verbal Critique 3. Group Collaborations and Presentations 4. ePortfolio Reflections 5. Blog Posts & Comments 6. Discussion Board 7. Email Communication 8. ???
CURRICULAR NEEDSDEFINE IMPORTANT AND RELEVANT MATERIALS AND TOOLS Use a variety of materials and tools including designers gouache, brush, graphite pencil, color pencils, rubber cement, exacto knife, t-square, triangle * * What’s missing here? sketchbook, digital tools, research tools... ???
CURRICULAR NEEDSDEFINE IMPORTANT AND RELEVANT MATERIALS AND TOOLSWhat are the primary tools that students will be using for the remainder of theiracademic career?1. Sketchbook + Drawing tools2. Organizational and research tools3. Data capture/creation/editing tools4. Presentation and communication tools
SHARE PEDAGOGICAL METHODSIMPLEMENTING DIGITAL TASKS INTO YOUR PROJECTSHere are a few examples where I introduce digital tasks:Assignment #6 Color Harmony: Create proportional color inventoryAssignment # 2 Added Value Portraits Create a digital collageAssignment # 5 Color Interaction Pairings Create color interaction experiments
SHARE PEDAGOGICAL METHODSDIGITAL TASKS : PROPORTIONAL COLOR INVENTORY Outcome: Student will successfully produce a color inventory palette that proportionally represents a chosen color reference and clearly demonstrates visual hierarchy through color by identifying Dominant, Sub-Dominant, and the Accent colors. Concepts: visual hierarchy, tint, shade, color scheme, psychology of color, dominance
SHARE PEDAGOGICAL METHODSDIGITAL TASKS : DIGITAL COLLAGE PROJECT Outcome: Student will successfully produce an abstract broad or narrow value range composition based on an achromatic photographic portrait, which will demonstrate an understanding of repetition, movement and emphasis. Concepts: value range, grayscale, achromatic, repetition, scale, contrast, visual movement, emphasis.
SHARE PEDAGOGICAL METHODSDIGITAL TASKS : COLOR INTERACTION EXPERIMENTS Outcome: Student will successfully produce a series of interaction color studies by pairing contrasting squares and making 1 color appear as 2 different colors. Concepts: Simultaneous Contrast, Hue, Value, Temperature
SHARE PEDAGOGICAL METHODSADV1100 FACULTY DIGITAL TASK OR PROJECT TO SHARE * 10 minutes each *
SHARE PEDAGOGICAL METHODSGETTING UP TO SPEED WITH DIGITAL DESIGN TOOLS1. Lynda.com: lynda.com2. Adobe TV: tv.adobe.com/channels3. Adobe Education Exchange: edexchange.adobe.com
PLAN CURRICULAR SOLUTIONS“BRIDGE” PROJECT BRAINSTORM1. A culmination project that allows students to demonstrate basic design principles using digital tools in a format that is consistent with real-world design approaches and problems, but still allows for experimentation and freedom to fail.2. These projects should address the following principles: Structural Thinking (i.e.: Organizational Frameworks, Planning Systems, Visual Filling Cabinet, The Grid) Visual & Information Hierarchy (i.e.: Classification, Data Chunking, Visual and Conceptual Order) Proportional Color (i.e.: Schemes, Palettes, Inventories)3. An idea to connect ADV1100 "Graphic Design Principles 1" with ADV1200 "Graphic Design Principles 2" -- to improve student understanding and implementation of basic design principles and identify the pedagogical differences between the courses.
SHARE PEDAGOGICAL METHODS“BRIDGE” PROJECT BRAINSTORM : START HERE... Outcome: Student successfully deconstructs an contemporary magazine layout, web page, game interface, etc. and reduces the structure down to a grid framework and limited color palette. Essentially a page of hierarchically ordered colored boxes. Ask student to identify the visual hierarchies and explain how design principles (color, proximity, scale, balance etc.) are used to reinforce the information hierarchy and create a unified composition. * Build bridge from here! Concepts: Figure/Ground, Economy, Unity, Harmony, Contrast, Balance,Visual Weight, Rhythm, Repetition, Pattern, Interval / Timing, Proportion, Scale, Emphasis, Focal Point, Dominance,Visual Hierarchy, Information Hierarchy, Proximity, Density, Whitespace, Alignment
DOT... DOT... DOT...PLEASE CONTINUE THIS CONVERSATION ON OPENLAB1. Visit openlab.citytech.cuny.edu2. Login to access ADV1100 Instructional Resource3. Click on the word “Discussion” in the sidebar Add your comments to the Topic: Workshop Discussion Add your list of design principles & elements to the Topic: Design Vocabulary Upload PDFs of or links to your digital projects to the Topic: Digital Projects Upload a PDF of or link to your syllabus to the Topic: SyllabiThank YOU for your brilliant ideas and on-going commitment!