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Welcome To GD: Form




Warm-up Project 1 Project 2 Project 3

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Course Description

This intermediate course examines procedural framworks
 for graphic communications. The class covers a range of topics including the utility of series and systems approaches, content generation models and strategies, and an expanded notion
of hierarchical content. Some of the project components require student responsibility in authoring content in both language
and imagery. At least one of the projects requires formal documentation illustrating the design process. Project outcomes range from experimental studies in image advancement to mark- making and identity systems. Prerequisite: intro to graphic design Course Objectives


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Practice various design methodologies with emphasis on: research, ideation, content development, exploration, revision and evaluation. Author and create ‘innovative’ content (form and language) whenever possible and/or appropriate. Experiment with form making— abstract to representational imagery.
 Successfully integrate type and image.
 Introduction to multiples, series, and systems.
 Definition of project rationale, framework, scope, reach
and outcomes.
 Consideration of audience and context.
 Further develop compositional and organizational grid structures to create visual hierarchy.
 To gain a better understanding of how visual principles of composition directly inform concept, ie. Effective’ messaging
and communication.
 Heighten personal investment, involvement and responsibility
for one’s own work and work habits. Course Methodology

Assignments and exercises are introduced in class, discussed, and then worked on both in class and as homework. Projects range from form-making experiments, to applied individual and collabora- tive projects. Various design methodologies, processes, and tools (from lo-fi traditional methods to specialized software) will be intro- duced as well as content development strategies: when to author, appropriate, source, and credit content. Students will actively par- ticipate in individual presentations, group discussions, critique, and ongoing studio activities. Critical and visual critique skills
will be further practiced; design decisions must be supported. Assigned readings, fieldwork and outings as

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they pertain to class activities, projects, and context will also occur. Compilation of sketches, research, project development, project variations and finals into a ‘process’ book. Project documentation required. Responsibilities And Requirements




You are expected to work in class during work periods unless you have permission to be elsewhere. Bring supplies in order
 to make good use of studio time. Projects must be turned in complete, to the best of your ability, and on time. Work-inprocess and final projects must be complete at the onset of c lass unless otherwise instructed. Projects will be downgraded one full letter grade for each class period they are late. Please purchase a three ring binder and sleeves to organize
 all handouts, notes, research, sketches, work in progress and completed assignments. All of your work should be saved, labeled, and dated. Make arrangements for digital storage and backup. Make arrangements for digital storage and backup files in two locations.
 Students are expected to actively participate in all discussions, critique and scheduled presentations. In collaborative projects,
it is crucial that you are a contributing partner.
 Become involved in the design community! Attend design/ artist lectures, workshops, opening, performances, etc.
 Final work is submitted in both print and digital form. Reading

There will be assigned and supplemental readings as they pertain to class activities and projects. They will be distributed in class,
via blackboard or available to you in the library. A three-ring binder with supplemental course readings is behind the library circulation desk. All handouts and assigned reading must be done in a timely manner—before projects are initiated. Communications

If you’re absent from class and are looking to find out what you missed, please see me during my office hours or speak to a reliable student. If you need extensive feedback or critique outside of class please attend my office hours. If there is something going on in your personal life that may affect your attendance and quality of your work, please let me know immediately. The best way to reach me out of class is during my office hours or via email. Please check your email for course updates and blackboard for syllabus, projects and resources.



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Attendance in classes is mandatory. There are no officially excused absences. For classes that meet once a week, two absences will result in one full grade deduction. Any additional absences will result in the loss of one half of a letter grade. Repeated tardiness will result in the loss of a letter grade. Grading: Procedure and Criteria

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Grades at mcad are based primarily on the quality of outcomes. Typically you will be graded on the following grading scale:
 a = excellent; b = good; c = average; d = passing, but below average, f = work unacceptable, not enough requirements to receive passing grade. Project grades are typically arrived at using four interdependent criteria:
 Nvestigation & Process
 Form making & Typography Composition & Aesthetics
 Overall Communication & Application Additionally, the following criteria will also be considered: class participation, process work, ability to follow instructions, magnitude of improvement, inventiveness, dedication, attendance and timeliness of project completion. If you’re interested in how your doing in class please visit me during office hours. Documentation / Archiving Work

Students must turn in one cd with images of course work. Projects must be professionally documented and saved at proper resolution. Image format and naming nomenclature must follow mcad archiving standards, which are found on mcad’s knowl- egebase. More information to follow. Learning Center Assistance

The learning center offers assistance with every level and style of writing, software & digital skills, professional development, and time management. Tutors provide one-on-one feedback and instruction for students and are available 65 hours/week. Special needs: students who have a learning disability, even those who do not plan to seek accommodations, are strongly encouraged to register with the learn- ing center director, margaret mcgee (mmcgee@mcad.Edu).















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Emails will typically be answered within hours.

Classroom Laptop Policy

You will find that participation in The new laptop initiative has
many benefits, but you will also find that along with those benefits come responsi- bilities. You are responsible to bring your laptop to class. Your laptop should be in good working condition. If you are experiencing problems with your machine, it is your responsibility to go to computer support for help. Technical difficulties (includ- ing printing, uploading, saving, etc.) Do not excuse late or missing work. During classroom discussion, demonstration, or lecture, you should not be con- nected to network resources unless specifically instructed to do so. Chatting or emailing during class is no more acceptable than talking on a cell phone during class time. Non class related use of the laptop (including homework for other courses) during class time will result in a request to close or turn off the laptop or a grade penalty. Avoid distractions—social networking, instant messaging, working on other coursework, etc. Unless otherwise indicated, you should never use head- phones during class time. Academic Integrity / Scholastic Dishonesty

All students enrolled in mcad courses are expected to complete coursework responsibilities with fairness and honesty. Failure to do so by seeking unfair advan- tage over others or misrepresenting someone else’s work as your own can result in disciplinary action. Within this course, a student who is responsible for scholastic dishonesty can be assigned a penalty up to an including an “f” for the course. If you have any questions regarding the expectations for a specific assignment or exam, please ask. See the student conduct code and scholastic dishonesty in the student handbook for more information.Using the same assignment in different courses. Studio projects are assigned and assessed according to the specific learning objectives for each course. Occasionally students may be assigned. a project in one course that shares many of the learning objectives of an assignment given in a different course. While turning in the same assignment for two courses is not en- couraged, students who wish to do so are required to first notify the faculty member of each course and get permission. Faculty may assign additional requirements. Failure to notify faculty can result in failure of the assignments in both courses.

Weekly 1.


Hello & Introductions. Warm-Up Exercise at the Fair. Warm-Up Due. Introduce Project One. Work in Class.







Show Experimentation. In-Class Type Workshop. Over-booked at the Walker. Project One due. Introduce Project Two. Content/Concept Development. Typography Critique.
 Gather, Make, Show and Tell. In-class Exercise: Handset type.D





Project Two Due. Introduce Project Three. In-Class Identity Research. Design Comps. Critique. Student Identity Design Presentation. Thanksgiving Break Week thirteen. Critique Applied Identity Components.Review. ` Last-minute Alterations. Project Three Due. 
 Project Documentation Due. Final Critique. Supplies


Abstract/Image Critique. In-class Exercise: Juxtaposition.

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Work in class. Desk Critiques.

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Poster Series Critique. Work in class.

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Final Production. Process Book Mockups. SB Binding Demo.

laptop sketchbook ruler+xacto tracing paper` storage media to back-up work 3 ring binder & hole punch push pins for hanging work digital camera $ for photocopies / service bureau transfer pen

Syllabus Warm-up Project 1 Project 2 Project 3

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Warm-Up :




Select a title from a Little Blue Book. Create an encyclopedic image-based response. Requirements And Considerations

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Image: All images must be sourced from either: scans from books objects placed on a flatbed scanner photography that you author. You will act as image editor and must determine the quantity of images, what images make the cut, what they look like, and how they will be ordered ie. alphabetic, sequential, narrative, spatially, formally, etc. Consider cropping, pacing, sequencing, image juxtaposition, treatment of images, scale, collage, texture/shape. What is the tone of your piece: educational, humorous, fictional, ethereal? Typographic Content

This can be sourced from books, internet, authored. Your choice of display and text fonts should be informed by your subject matter and relate to/communicate the theme of your visuals. Specifics

The Little Blue Book title will be the title of your book. Contents must answer the question visually and comprehensively. Format

16(+) page booklet. Consider: size, paperstock and production technique. Alternate solutions/formats are acceptable but must be approved. Quantity

2 Copies (if printed). If your outcome is a website, animation, etc. consider how you will direct viewers, for ex. a small printed card, mini poster, etc... Due @ onset of class two.

How to Think Clearly #1434 Home Removal of Spots and Stains #1466 Airplanes and How to Fly Them #1429 The Treasure in the Forest #1663 How to Overcome Self-Consciousness #1504 Facts you Should Know about Digestion #1330 Is Our Age Degenerate? #1799 How Man will Live in the Future #1621 Tales of the Mysterious and Weird #1161 Insects and Men: Instinct and Reason #53 Tales of the Grotesque and Weird # 940 What Great Women Learned About Men #304 On the Bum #1124 How to Get the Most Out of Recreation #1245 Famous Eccentric Americans #1524 An Idle Excursion #930 The Building of the Earth #275 Can We Change Human Nature? #1559 Is the Human Race Getting Anywhere? # 911 What’s the Matter with Human Nature? #1408