Visual Rhetoric feb 26
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This document discusses public visual rhetoric and challenges the reader to create and deploy a piece of visual rhetoric to convey a public message. It provides suggestions for formats such as stickers or chalk stencils and locations like bulletin boards. It includes prompts for the reader to brainstorm potential messages, visual designs, placement locations, how to make the message memorable, required materials, and risks. The goal is for the reader to develop a plan to create and share a visual message in public space.
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The document provides guidance for a GCSE media exam on TV game shows. It outlines that the exam will be 1 hour and 30 minutes, with 3 questions worth 15 marks each. Design equipment should be brought for the design question. Possible questions include why game shows appeal to audiences and how social media has extended their appeal. For the design question, a 10-frame storyboard is expected that clearly shows the family focus. Marketing the game show to the target audience could involve traditional and digital media.
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At nasty
The document discusses redesigning a poorly designed party flyer to make it better. It begins by introducing the task of analyzing the flyer and identifying ways it could be improved. It then examines the flyer's elements, such as what the event is about, important brand information, and graphic elements. The document concludes by instructing the reader to redesign the flyer using design software and share the improved version.
Crap
Robin Williams wrote a popular design handbook for non-designers. The document then discusses C.R.A.P., a foundational design principle consisting of contrast, repetition, alignment, and proximity. It defines each concept, with contrast involving differences between elements, repetition as repeating colors or styles, alignment as positioning elements in relation to each other, and proximity as grouping similar elements together. Examples are provided to illustrate each C.R.A.P. principle.
Rhetanal
This document provides an overview of rhetorical analysis and its key components. It defines rhetorical analysis as reading a text with an understanding of its context and means of persuasion. It then lists elements to critically observe, including ethos, pathos, logos, kairos, style, audience, purpose, context, metaphor, story, delivery, and culture. The document encourages using concepts from prior readings as guides for analysis.
Visual Rhetoric 4
This document provides instructions for a student assignment to design a new logo and uniforms for the Cleveland Browns. It includes details like delivering final assets like the logo in black and white and color versions, an image of a helmet with the logo, uniform sheets in the chosen colors, and short write ups. It also discusses reviewing logo design rules and tips, with an example of 10 rules like making the logo identifiable and question-posing. The document teaches techniques for replicating a poster design and assigns related theoretical readings to review for the next class.
Visual Rhetoric 3
1) The document provides a brief overview of some design concepts including CRAP (Contrast, Repetition, Alignment, Proximity), color theory basics for different colors, and rhetorical analysis.
2) It discusses the CRAP principles of design - contrast, repetition, alignment, and proximity. Color theory basics are also summarized for colors like red, blue, yellow, green, orange, purple, pink, white, black, silver, and gold.
3) Rhetorical analysis is introduced as observing the means of persuasion in a "text" including ethos, pathos, logos, kairos, style, audience, purpose, context, metaphor, story, delivery, and culture. The
Capstone Day 3
This document provides guidance for students filming a video project interviewing partners. It outlines five criteria that will be graded: rule of thirds composition, lighting, sound, steady camerawork, and backdrop. It explains the rule of thirds grid and provides examples of strong and weak composition. It emphasizes the importance of lighting to make subjects visible without over or underexposure. Good sound is also stressed, as is using a tripod or stabilization techniques. Students are instructed to consider what is visible in the background as well. The next class will involve practicing filming techniques and students are assigned preparatory reading.
Capstone Day 4
This document discusses analyzing videos and preparing for a video project about the Butler County Special Olympics. It includes:
1) An introduction to analyzing videos rhetorically and being socially aware for the client.
2) A warning that some of the example videos may be offensive and checking if anyone is uncomfortable watching them.
3) Instructions to think about how the videos depict people with disabilities, what society finds acceptable, and how to know where to draw the line and be respectful for their own video project.
4) Directing students to partner up and practice with their phones for the first video project, and announcing there is no class on Monday.
Capstone Day 2
This document provides an overview of professional writing and discusses considerations for a capstone client project. It begins with icebreaker questions and a definition of professional writing as writing designed to do work. Various professional writing roles are listed such as copywriting, documentation, editing, content generation, design, social media, and PR. Flexibility in professional writing is noted but students are encouraged to consider their career goals. The document concludes by asking students to find a short YouTube video representing an idea and bring the link to the next class.
Capstone Day 1
The document discusses an icebreaker activity called "Two Lies and the Truth" where students write down their name and three statements about themselves, one of which is true. They hand their card to the person next to them who tries to guess which statement is accurate. It also mentions reviewing class policies and doing a skills assessment exercise where students email the instructor about their writing, editing, design, and video skills. Students are asked to come to the next class ready to ask a question about professional writing.
Visual Rhetoric 2
The professor begins class with an icebreaker question about favorite childhood toys. They then discuss briefly analyzing movie posters using Aristotle's rhetorical triangle of ethos, pathos and logos as well as Gunther Kress' approach of what the visual shows. The class is assigned a design task of picking a movie poster, taking a photo of their face, and compositing themselves into the poster. They are given examples and instructions on how to complete the task digitally. Students are also assigned reading for the next class and the first design task is due.
Visual Rhetoric 1
This document provides an overview of an upcoming class that will include introductions where students share two truths and a lie about themselves, a discussion of visual rhetoric, and an introduction to the technology and software that will be used in the class. The class will also include reading assignments and an introductory design task in Photoshop where students will bring and work with a photo of their own face.
224 summerfinal
The final exam will test students' understanding of key concepts covered throughout the course. These include defining rhetoric and digital rhetoric, conducting rhetorical analyses, understanding aura, assemblage, Kairos, semiotics, principles of new media like the five principles and Helvetica as the juggerfont. Students should review their notes on the readings and activities with a focus on rhetorical terminology like ethos, pathos, logos, style, audience, purpose, context, metaphor, story, delivery, and culture. The instructor emphasizes that the goal is to assess comprehension rather than trick students, and that reviewing the materials provided should sufficiently prepare them.
Dr philleval211
The document contains questions from an instructor asking students to reflect on their online summer class experience, including their favorite and least favorite parts, whether they got enough interaction, if they liked major assignments due at the end rather than throughout, what they wish they covered more, how they would describe the class in gaming terms such as a game or quest, and what advice they would give to an adventurer going on a quest from the instructor.
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The document provides a review for a final exam in an IMS 211 course. It lists several topics students should focus on studying, including key concepts and theories from readings, examples used in assignments, and games played in class. Students are advised to thoroughly review the material posted by Dr. Phill online as well as questions of the day. The exam will likely include questions testing knowledge of readings, concepts learned through games, and cases requiring critical thinking. Tips are provided on focusing study time, using resources during the exam, avoiding overthinking questions, and being specific in essay answers.
Week 2
This document provides an overview of rhetorical analysis and key concepts related to analyzing any text. It discusses Aristotle's definition of rhetoric as observing means of persuasion. Rhetorical analysis involves reading and critiquing a text while understanding its context and persuasive techniques. Key aspects that should be analyzed include ethos, pathos, logos, kairos, style, audience, purpose, context, metaphor, story, delivery, and culture. Examples are provided of analyzing a movie poster to demonstrate these concepts. Basic principles of design such as contrast, repetition, alignment, and proximity are also explained. Readers are then asked to redesign a poorly designed event flyer using these analytical and design skills.
Brief Video Game History
The first video game was created in 1958 and was called Tennis for Two. In the 1970s, Atari created early arcade games like Computer Space and Pong, popularizing the video game industry. In the 1980s, Nintendo launched the NES console and games like Super Mario Bros, The Legend of Zelda, and Metroid, starting the console wars between Nintendo, Sega, and others. World of Warcraft's success in 2004 demonstrated the popularity of online and PC gaming. The mobile gaming industry also grew significantly in the late 2000s with the rise of smartphones.
Dungeons & Dragons history
Dungeons & Dragons, conceived by Gary Gygax as an extension of his wargaming hobby to include fantasy elements, became one of the first role-playing games and an inspiration for many video games. Starting as a supplement for his wargames called Chainmail, Gygax added magical elements to engage players. With friend Dave Arneson, they expanded on this, forming the company Tactical Studies Rules to publish the seminal title Dungeons & Dragons in 1974. D&D went on to huge commercial success but also moral panics over its occult themes before being acquired by Wizards of the Coast and then Hasbro, who continue publishing new editions today.
Rhetoric of Advertising
Advertisements use visual rhetoric to convey messages and influence consumers. Imagery, color, layout, and other design elements all work together to appeal to audiences on an emotional level and shape perceptions. How an ad presents itself visually impacts what impressions it makes and what actions it inspires in viewers.
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The document discusses logos and their purpose from a rhetorical perspective. It emphasizes that logos must represent an organization or person completely and that decisions about logos must be precise and grounded rhetorically. It then lists 10 rules for effective logos, such as answering who, what and why, identifying rather than explaining, and designing for longevity and a variety of media. The document notes that personal logos can be challenging but that the key is understanding the occasion rhetorically and infusing unique personality elements. It stresses the importance of evoking feeling with a personal logo.
411 Personal Logo PowerPoint
This document contains notes from a class discussing logo design. It includes:
1) An assignment for students to email the instructor about their recent group project, describing what tasks each member completed, how well they worked as a group and individually, and how they managed their time.
2) A reminder that tags for another assignment are due on Thursday and should include a photo of the tag and where it was distributed.
3) A discussion of logo design principles, including the "10 logo rules" and considerations for personal logos like representing one's personality and audience.
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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Visual Rhetoric feb 26
- 1. Wishinโ on a Boot [then moving on]
- 2. We are about to Baudrillard this puppy, but firstโฆ I want you to think of this video as an act of public rhetoric.
- 3. โข Who is it for? โข What does it mean? โข Why is it funny? (is it funny?) โข What cultural capital makes you appreciate the humor?
- 4. โข What is the use value? โข The exchange value? โข Symbolic value? โข Sign value?
- 5. Switch. Weโre going to watch some videos.
- 7. That isโฆ rhetoric for a clearly defined public audience. Rhetorical moves that โsay somethingโ to society or a particular culture.
- 8. Behold, again, the Space Invader. He isโฆ I know itโs cheesy on some levelโฆ โinvadingโ your space. His is a message of art out-of-place or respect for craft lost.
- 9. Or Shepherd Fairey, with his โObeyโ motif. What is he REALLY saying to us? That we should take our advice from Andre the Giant?
- 10. And the high exalted master of the craft , Banksy. Why does Banksy do these things?
- 12. Brilliant or simply sarcastic, prolific and often vilified, Banksy uses graffiti to critique culture in ways that are at once obvious and slightly obscured. What is his point?
- 14. Sometimes his juxtapositions are obvious. But he does, indeed, make a point with each thing he โdefaces.โ
- 15. Your task, thenโฆ โฆ is to create a piece of public visual rhetoric and deploy it. As I have said before, you donโt need to be so brazen as to spray paint something. I donโt want to get you into trouble. But you want to make something that conveys a public message that you can place in public space.
- 16. Suggestions: 1) Think sticker sized. Make stickers and put them anywhere/everywhere. 2) There are lots of bulletin boards on a college campus and in a college townโฆ 3) A paint stencil might get you in trouble, but a chalk stencil is easy to remove. Just make sure you travel with a camera, because it is also easy to remove. :P ๏
- 17. 4. We have an internet full of public space and references. 5. This is still publicity work; itโs just a little off-of-center. So use the same sorts of strategies youโd use to advertise or brand. 5. Customize the medium to your message: what do YOU want to say?
- 18. Brainstorming! For each prompt, write for as long as I give you (about 5 minutes), or sketch, or whatever helps you. Prompt 1: What are things that matter to you, issues you have something very specific to say about?
- 19. Prompt 2: Remember that this is visual rhetoric, so this needs to be an argument that is more about the visual than the text. What images work with your chosen message?
- 20. Prompt 3: Think about places where your message could best be heard*seen*. What can you put there? How difficult would it be? How legal would it be?
- 21. Prompt 4: Think about the power of memory. How will you get your message to โstickโ with the audience? Why will they remember it a day later? A week?
- 22. Prompt 5: What can you use in this space to make this point? Where can you access the materials? Is it cost effective?
- 23. Prompt 6: What are the risks of doing this and can you afford to risk it? If the answer is no, return to prompt 1.
- 24. Armed with these responses, spend some time roughing out a general plan for what you want to create and how you want to deploy it. You can also get started on the actual design if you can get that far. Due to the weather and our Lynda timing, the due date for this
- 25. For next Tuesday: Make sure you are up-to-date on the readings. Weโll start by looking at hegemonic visualism and work to cover anything that slipped by us these last few weeks in the missed days shuffle.