Course outline. Code: DES105 Title: Introduction to Design

Transcription

1 Faculty of: Arts and Business School of: Communication and Creative Industries Teaching Session: Semester 2 Year: 2015 Course Coordinator: Dr Ian White Room: D1.39 Phone: (07) iwhite@usc.edu.au Course outline Code: DES105 Title: Introduction to Design 1. What is this course about? 1.1 Course description This course introduces you to the three strands of design study available in years two and three of the Bachelor of Design degree. A series of lectures and practical design projects are undertaken which combine theoretical, practical and technical skills with an understanding of the broader issues relating to contemporary, past and future trends in Graphic Design, Electronic Media Design and Three Dimensional Modelling and Design. You will be introduced to the key design principles and creative strategies that inform design work in the three strands and will be required to consider the creative, commercial, ethical and environmental implications of your work whenever possible. 1.2 Course content This course is divided into three projects, each of four weeks (plus one introductory week). Each project introduces you to the creative strategies and theories, as well as the tools and working methods that will be developed and refined in further courses in the three major strands of the Bachelor of Design. content and design principles flow across all three strands of study, although each design strand will have its unique applications. More detailed information may be found in the Course Schedule. Key content includes: Introduction to Graphic Design concept development and the use of creative strategies such as the Synectic Toolbox, as a means of generating new and unique ideas an introduction to design research, including appropriate methodologies and strategies visualising ideas in order to explore the inherent possibilities of initial concepts experimenting with software and image manipulation to create unique digital images documenting the working process producing work suitable for client presentations Introduction to Electronic Media Design principles of screen based graphical communication

2 Page 2 content mapping and user navigation the use of layout to provide direction and flow and to highlight levels of importance within content selecting type for the screen rather than paper colour models and the effective use of colour on screen designing, selecting, preparing and editing images for screen-based applications effective presentation techniques understanding the difference between screen-based and print based presentation Introduction to Three Dimensional Modelling and Design (Sustainable Design) Understanding physical space and navigating in a three-dimensional environment using simple solid forms to construct more complex objects basic modelling techniques file formats and export options introduction to life cycle assessment (LCA) principles visualisation and rendering strategies lighting and presentation 2. Unit value 12 units 3. How does this course contribute to my learning? Specific Learning Outcomes Assessment Tasks Graduate Qualities On successful completion of this course you should be able to: Apply effective design research to inform creative outcomes and document your design process. Identify and use a range of self-directed learning strategies to maintain up-to date technical skills and knowledge. Produce and present design outcomes in a professional and technically appropriate manner. Demonstrate an understanding of the ways in which design decisions have an impact on social, ecological and economic outcomes. You will be assessed on the learning outcome in task/s: Completing these tasks successfully will contribute to you becoming: 1, 2 and 3 Creative and Critical Thinkers. 1, 2 and 3 Empowered. 1, 2 and 3 Empowered. 3 Sustainability-focussed. 4. Am I eligible to enrol in this course? Refer to the Coursework Programs and Awards - Academic Policy for definitions of pre-requisites, corequisites and anti-requisites

3 4.1 Enrolment restrictions Nil 4.2 Pre-requisites None 4.3 Co-requisites Nil 4.4 Anti-requisites ADN100 Page Specific assumed prior knowledge and skills You should be familiar with working with computers and design software at a moderately advanced level. If you are new to digital design you are strongly encouraged to attend our Design Prep sessions prior to the start of semester How am I going to be assessed? 5.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL) 5.2 Assessment tasks Tas Assessment k Tasks No. 1 Creative strategies and designing for print (100 ideas, 20 images, one print) plus documentation 2 Web-based design for screen-based outcomes plus documentation 3 Designing for the physical world. Container and external packaging plus documentation Individual or Group Weighting % What is the duration / length? Individual 30% 100 Ideas, 20 Final Images When should I submit? Week 5 Where should I submit it? In the workshop Individual 30% 8 screens Week 9 Present in the workshop Individual 40% 1 Poster Monday, first week of the central examination period 4pm 100% Blackboar d Drop Box saved as PDF

4 Page 4 Assessment Task 1: Creative strategies and designing for print (100 ideas, 20 images, one print) The full project brief plus support resources can be found in the project 2 folder on Goal: To use synectic strategies as a tool for generating creative concepts and new ideas. Product: An A2 poster with 20 images Format: In this project, you will explore strategies for developing ideas and undertake research to inform the creative outcome. Each image will illustrate one of the synectic strategies. The poster will be mounted and presented in a professional manner suitable for a client presentation. 1. You are required to select one object from the creative brief and produce 100 sketches or designs (5 sketches exploring each strategy) each of which explores a unique solution to the brief. 2. From these drawings, twenty of the best concepts will be selected and re-imaged to produce a high quality poster using Adobe PhotoShop and printed using a high resolution printer. 3. The poster will be mounted in a manner suitable for use in a client presentation situation. 4. You will be required to document your working process in your journal and justify in writing your design selections. The full project brief, along with relevant readings, links and examples is available on Blackboard in the Project 1 Folder. Criteria 1. Clear documentation of the working and developmental process in the journal. 2. Evidence of self-directed research extending beyond class based content or readings. 3. Clarity and originality of selected outcomes based on each synectic strategy. 4. Evidence of self-directed learning through problem solving or application of techniques not covered in class. 5. Quality and professionalism of final presentation Generic skill assessed Skill assessment level Applying technologies Organisation Assessment Task 2: Designing for screen-based outcomes The full project brief plus support resources can be found in the project 2 folder on Goal: Product: Format: Criteria To understand the requirements of designing for screen-based outcomes. To learn more about the work of an assigned designer, artist or photographer. To design and use a website as the vehicle for a group/client presentation. A well designed, informative web site with functional external and internal links. A five minute presentation (supported by your web site) about the designer randomly allocated to you at the start of the semester. The web site will consist of: 1. Eight interconnected web pages with functional internal and external links. Three of the pages may be used for introduction and relevant support content. 2. Evidence of research related to the designer, along with examples of their work. 3. Links to further content / information about the designer. 4. All supporting research and design process fully documented in the journal. 1. Design, layout and navigability of the website. 2. Readability and depth of information provided. 3. Effectiveness of navigation and links. 4. Quality and appropriateness of Graphics i.e, file format and resolution. 5. Success of the in class presentation.

5 Page 5 6. Appropriate documentation of process. Generic skill assessed Applying technologies Information literacy Communication Skill assessment level Assessment Task 3: Designing for the physical world. Container and external packaging The full project brief plus support resources can be found in the project 2 folder on Goal: Product: Format: Criteria Using 3D modelling software you are to create an environmentally responsive product and package design. To provide context, you will re-create a number of simple objects to produce a 3D scene providing a sense of proportion to the product design. An A3 poster showing the final package in a real world scene. In this project you will work with the item used in project 1 and: 1. Develop three versions of imaginary product and it s package, using the freeware modelling software Google Sketchup to create an accurate model of each. 2. The package design will take into consideration the product, it s intended use, the materials from which it is made, how it might be transported and stored and how it will be presented and eventual recyced or re-used. This will be documented in your journal. 3. All labels and packages will include the relevant product information normally required by law (such as weight, contents, health warnings etc). 4. You will create a simple scene showing two views of each package design (6 objects in all). For realism, you may add other objects as appropriate. 5. The final scene should be exported as a 2D image and scaled and cropped to A3 for submission. The logo and any additional editing should be done in Photoshop. 6. For extra credit, the scene may be rendered in a freeware renderer such as Kerkythea and/or post edited in Photoshop to add additional detail and effects. 1. Quality of response to the brief. 2. Functionality, usability and sustainability of the product and package. 3. All labelling requirements are met (and visible). 4. Originality and uniqueness of the design. 5. Overall effectiveness of the final rendering. Skill assessment level Generic skill assessed Applying technologies Problem solving Organisation Documentation: All projects must supported by clear documentation of the research and design process. For projects one and two, this should be in the form of a workbook or journal. For project three this will be in the form of a pdf document submitted with your project on

6 Page Additional assessment requirements SafeAssign In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via SafeAssign. This software allows for text comparisons to be made between your submitted assessment item and all other work that SafeAssign has access to. If required, details of how to submit via SafeAssign will be provided on the Blackboard site of the course. Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct 5.4 Submission penalties Late submission of assessment tasks will be penalised at the following maximum rate: 5% (of the assessment task s identified value) per day for the first two days from the date identified as the due date for the assessment task. 10% (of the assessment task s identified value) for the third day 20% (of the assessment task s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome. 6. How is the course offered? 6.1 Directed study hours On campus : 1 hour per week On campus computer Workshop: 3 hours per week 6.2 Teaching semester/session(s) offered Semester Course activities Teaching What key concepts/content will I Week / learn? Module 1 Introduction to the Course. This week s lecture examines some of the technical and social developments that have changed our lives during the past 40 years and how these developments might influence the next ten or more years. You, as the next generation of designers, will be working with things in 10 years that we cannot even imagine at this moment. It is design What activities will I engage in to learn the concepts/content? Directed Study Independent Study Activities Activities NOTE: Download the DES 105 weekly planner for a complete overview of weekly activities.

7 Page 7 and the new generation of designers that will change the world. 2 Developing Ideas and Concepts. Rouke s creative analysis, Synectic strategies and the Synectic toolbox. Brainstorming, lateral thinking, concept development. How to develop creative strategies and the need to think outside the square. The role of the designer as creative individual and team member. Working around "creative block". Tutorial: On-line and Other Images. 3 Future Trends. How designers and good design can really do something to change the world. Inclusive design. Future trends and the rapid pace of technological change and how these will influence not just what you do, but how you will do it in the future Tutorial: Producing screen shots (Mac and PC). Creating multiple thumbnails in a single document for use in journal. Journal production and documentation. 4 Design Research. What exactly do we mean when we talk about research in Design? This lecture explores some of the terms, theories and strategies that form the basis of design thinking. Through a structured approach to design and through the application of appropriate research methods it is possible to develop design solutions that produce both effective and aesthetic solutions. Tutorial: Editing and saving files according to different print and screen requirements. 5 Graphic Design to Envision Information. An examination of the role of the Graphic Designer in explaining, interpreting and visualising simple and complex information for both commercial and educational outcomes. The use of design to challenge and reveal facts and to change or confuse information. An overview of the work

8 Page 8 of Edward Tufte and other information designers. Tutorial: mounting and presenting work for assessment and presentation. Preparing files for output. 6 Design for screen based outcomes. Creating images for on-screen presentation. Resolution, colour issues, scalability, TV vs computer screens, aspect rations, legal and illegal colour. Use of colour palettes, dithering and low resolution images. Aliasing/anti-aliasing, Compression and file formats. Principles of screen based graphical communication. Content mapping, storyboarding and user navigation, the use of layout to provide direction and flow and to highlight levels of importance within content, typography and legibility issues in an on-line (on-screen) environment. Maintaining a balance between text and image. Tutorial: Introduction to Project Two. Pros and cons of type in Photoshop. Type on screen vs type in print. Production strategies for project 2, presentation, file formats and output requirements. 7 Sustainable Design and Inclusivity. A brief history of the growth of the green movement as it relates to design from Neutra, Packard and Nader to Papanek, Mc.Donough & Braungart, Lovegrove, and of course Gore. BOP design, Inclusive design, and the seven principles of Universal design. Global issues and the new aesthetic. Tutorial: Producing a simple web page using Adobe Photoshop. 8 Exhibition Design. Structuring graphics, objects, text and copy to communicate complex ideas. Identifying purpose, audience and audience needs, writing content for interpretive use, planning the space and the environment. Several

9 Page 9 examples are discussed. Buildings, tools and materials. Guest r. Tutorial: Basic copy production for onscreen use, designing and placing text into the presentation. 9 Design by Intent. An overview of the strategies used in designing and constructing images, content and objects to work in multiple modes of presentation, production and delivery. Using semiotic principles to create images with an intended focus / reading. The power of design and the social, ethical and commercial responsibilities that this knowledge brings upon the designer. Tutorial: Individual showings of preliminary client presentations, plus group critique and lecturer feedback. 10 Monday, 5 th October Labour Day Public Holiday Mid Semester Break Design and Space Creating and Representing Dimension Moving from a Two to a Three Dimensional Environment. This lecture explores the concept of space and dimension and encourages you to think beyond the flat surface of the page or screen. An examination of the visual cues and conventions used in the representation of space through both contemporary and historical perspectives including Abbott s Flatland, Islamic design and mathematical philosophy, medieval art, and a contemplation of the difference between Bart Simpson and Santa Claus. A brief overview of early 3D computer graphics and the possibilities of present technologies. Tutorial: Introduction to 3D modelling using Google Sketchup. 11 Three D Thinking Considering the Big Picture. Creating an object on a computer entails much more than simply creating something that looks good on screen. Whilst a model for animation may need be only a shell with moving parts, today s technology allows properly designed

10 Page 10 objects to be brought into the world through custom manufacturing. You will be introduced to the concepts of Life Cycle Assessment, interrelated systems and the impact of design decisions on diverse issues such as air quality and embodied energy. New generation thinking. Tutorial: On-going modelling and practical work. 12 Challenging Current Thought Harmonising Technology and Nature. Taking ideas into the fourth dimension (time?) and thus animation, utilisation and application. This lecture explores such ideas techno clothing and the Scream Bag, printing your own bicycle and why your car could be a streetlamp. The future thinking design work of Ross Lovegrove, Paul Bennett, the MIT media lab and others is considered. Tutorial: Considering materials and uses, identifying alternative applications and value adding for resource efficiency. On-going modelling and practical work. 13 Overview of the course content for the Graphic Design, Electronic Media Design and Three Dimensional Modelling and Design (Eco Design) strands. Tutorial: Full workshop session. You will continue to work on Projects 2 & 3. You should have your journal available in class for final feedback from their lecturer and can work on the project of their choice. Please note that the course activities may be subject to variation. and Full workshop Session. 7. What resources do I need to undertake this course? 7.1 Prescribed text(s) Please note that you need to have regular access to the resource(s) listed below: Author Year Title Publisher Adobe Creative Team 2013 Adobe Photoshop CS6 Classroom in a Book Adobe Press, USA.

11 Page Required and recommended readings Lists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course. 7.3 Specific requirements A3 or A4 Art Journal 7.4 Risk management There is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas. 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Student Life and Learning provides additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: or StudentLifeandLearning@usc.edu.au 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations Deferred Examinations Student Academic Misconduct Students with a Disability Faculty specific information LOCATING JOURNAL ARTICLES If you have been notified that the journal articles in this course are available on e-reserve, use the on-line library catalogue to find them. For journal articles not on e-reserve, click on the "Journals and Newspapers" link on the Library Homepage. Enter the journal title e.g. History Australia, then search for the volume and issue or keyword as needed. ASSIGNMENT COVER SHEETS The Faculty of Arts and Business assignment cover sheet can be found on Blackboard or on the USC Portal at: Faculty of Arts and Business (Students) > Forms. It must be completed in full identifying student name, assignment topic, tutor and tutorial time. This must be attached securely to the front of each assessment item prior to submission. Claims of loss of assignments will not be considered unless supported by a receipt. HELP: If you are experiencing problems with your studies or academic work, consult your tutor in the first instance or the Course Coordinator as quickly as possible.

12 Page 12 DIFFICULTIES: If you are experiencing difficulties relating to teaching and assessment you should approach your tutor in the first instance. If not satisfied after that you should approach in order your Course Coordinator, Program Coordinator then Head of School. General enquiries and student support Faculty Student Centre Tel: Fax: FABinfo@usc.edu.au