Graphic Design Principles 1 (Fall 2018)

Fall 2018 | COMD1100_D108 | Prof. Spevack

Author: Jenna (page 3 of 4)

Class 11 | Inked Mashup

October 3, 2018 / / Comments Off on Class 11 | Inked Mashup

October 4, 2018

What’s needed for this class?

  1. Project #2: Phase 2 > Inked Mashup  completed or in progress
  2. Materials: Inking pens, 9×12″ bristol, ruler, t-square, triangle, thumb drive

Check Your Project #1 Grade

  • Find your private Project #1 grade and a comment on your Phase #4 Deliver post.
  • You may also locate the “Check Your Grade” link in the sidebar of the Ways of Seeing site to see your grade.

Notes about your grade:

  • If you have any problems accessing your grade or have questions about the grade you received, please let me know immediately.
  • If you did not “Deliver” your coursework via the Phase #4 Deliver post or would like to improve your grade, you have until Midterm (Class 15) to rework and resubmit your work.
  • When you fail to submit your work on the date due, points are deducted from your grade.
  • An F means that you did not post your Phase #4 Deliver post.
  • An INC or — means you are missing some part of the project, but have the opportunity to submit it to improve your grade.
  • Check the Project Rubric to see how your project was graded.

Peer Critique

  • Pair up with an fellow student. Someone you haven’t worked with before.
  • Present your Inked Mashup for critique.

Mashup Discussion

Student Examples:

Mashup REFERENCES:

Lab

  • Work independently, diligently, and quietly to finish your Inked Pattern Mashup.
  • Meet with Professor to make sure you are on track for success in this course.
  • If you finish your inked mashup, please come up to have it scanned.

Homework

  1. DUE: Phase 2: Define > Inked Mashup 
    • Final inked version of your Pattern Mashup on 9″x12″ bristol board.
  2. DUE: Documentation and Feedback
    • Create a new blog post called Sound Visualizations: Phase 2.
    • Take a photo or scan of your finished Inked Pattern Mashup and add it to the post (make sure it is well-lit and in focus.)
    • Include the hours that you worked on this part of the project and a brief description of the work.
    • Don’t forget to comment on at least 1 other student’s post.
  3. We will not have class on Monday, but the work is still due via your post. 🙂

Materials Need for Thursday (next class):

  1. Bring the final inked version of your Pattern Mashup on 9″x12″ bristol board.
  2. Your Glossument Book with at least (2) glossary words visualized in the graphic style of your choosing.
  3. Thumb drive to save your animation work.

Class 10 | Pattern Mashups

September 30, 2018 / / Comments Off on Class 10 | Pattern Mashups

October 1, 2018

What’s needed for this class?

  1. Completed Project #2: Phase 2 > Staccato / Legato Pattern Mashup Prep
  2. Materials: Sketchbook and variety of pencils — plus inking pens, 9×12″ bristol.

Anything to Share?

  • Video, sound, poster, game, app, or anything interesting that you saw on the way to school?

Lecture

Peer Critique

  • Divide into groups of two or three
  • Present your refined Staccato / Legato Pattern drawings
  • When critiquing your peer’s work, remember to identify which patterns are successful AND WHY THEY ARE SUCCESSFUL and which patterns are not successful AND WHY THEY ARE NOT SUCCESSFUL.
  • The goal is to help your peers successfully realize this part of the project and “solve” the design problems presented.
  • Try to use of the vocabulary: Line, Rhythm, Repetition, Variety, Pattern, Organic, Geometric and Movement

Lab

Pattern Mashup Work

Once you have created at least 4 strong pattern squares (2 Staccato and 2 Legato) move on to the next step in Phase 2: Define > Inked Mashup.

Before the end of class

  • Review Phase 2: Define > Inked Mashup guidelines. Create a layout grid.
  • Complete at least 3 drawings in your sketchbook to explore how you will arrange your final inked Pattern Mashup. These are NOT thumbnails. These are preparatory drawings that you will use to complete your final inked compositions.
  • Ask the Professor to review your work. If the work is approved, you may begin work on your final inked Mashup on 9″x12″ bristol board.

Homework

  1. DUE: Finish the final inked mashups on bristol next class.
  2. Materials: Thumb drive
  3. Contact me with questions.

Class 9 | Line, Rhythm & Pattern

September 26, 2018 / / Comments Off on Class 9 | Line, Rhythm & Pattern

September 27, 2018

Materials Need for Class:

  • Sketchbook
  • Pencils (wide range from 4h to 4B)
  • Inking pens (new-  if you ran out)
  • 9×12″ Bristol

Due this class:

  • Bring your Glossument book, inking pens, pencil, and/or other materials available to work in class.
  • Have your Project #2: Phase 1 posted to the class blog and ready for discussion.
  • Complete your Field Trip post. See Class Blog for details.

Field Trip Feedback (15 min)

Glossument Work (1 hour)

  1. You will choose one word from the reading, Saint-Exupery, Antoine de. “The Tool.” Wind, Sand and Stars. 1939. New York: Harcourt Brace, 1967. 41-47.
  2. Create a new Glossary entry on the class blog, following the ENG1101 guidelines.
  3.  Create a “2-page spread” in your Glossument, using any materials or methods you wish. On one page, write the word and on the opposite page, visualize the word.
  4. You have 1 hour to complete this task.

Demo/Discussion (15 minutes)

  • Review Project #2: Phase 1 posts
  • Thumbnail sketches How and Why (Video)
  • Thumbnail sketching is important, because it’s a beginning place for brainstorming ideas. It allows you to quickly get your ideas down on paper. This should happen before you jump on the computer and go with the first concept that comes to mind. Thumbnail sketches are part of the Design Process. If an idea or message doesn’t work well in a sketch then it’s unlikely to work in a final design.

Lab: Phase 2 – Define (1 hour)

1. Pattern Mashup PREP: Staccato / Legato

Take out a soft pencil #3B and your sketchbook.

Rhythmic Line Test 1: Listen to this song: Another One Bites the Dust and draw a line representing its rhythm across your first sheet of paper. Repeat and refine until you get a variety of interesting lines. How would you describe these lines?

Rhythmic Line Test 2: Listen to this song: Summertime and draw a line representing its rhythm across your second sheet paper. Repeat and refine until you get a variety of interesting lines. How would you describe these lines?

Patterns Squares: Now create at least 12 thumbnails: 6 for Staccato and 6 for Legato. Using your rhythmic line tests as a guide, create 6 patterns that represents STACCATO and 6 patterns that represents LEGATO.

  • Continue to refine these patterns. Try varying the line weight (thick and thin) and the spacing (tight and wide) between the lines. Let the rhythm of the music dictate the look and feel of your patterns.
  • Once you have created at least 4 strong pattern squares (2 Staccato and 2 Legato) move on to the next step…

 2. Inked Mashup > Create a Layout Grid

Homework

  1. Attend the Grace Gallery opening– right after this class!
    • Imported from Brooklyn
      City Tech Alum, Antonio Di Spinga Retrospective
      Opening Reception: Thursday, September 27th
      Grace Gallery 5:30pm to 8:30pm
  2. Complete Staccato / Legato Pattern Mashup PREP and Layout Grid (Phase 2: Define).
  3. Materials needed next class: Sketchbook and variety of pencils, inking pens, 9×12″ bristol, ruler.

Class 8 | Field Trip Cooper Hewitt

September 24, 2018 / / Comments Off on Class 8 | Field Trip Cooper Hewitt

September 24, 2018

Due this class:

Post Project #2: Phase 1 to the class blog 

  • Comment on at least 1 other student’s post.

Field Trip Prep:

  • Listen to THE SENSES: DESCRIPTIVE AUDIO TOUR
  • Choose one work in the exhibition that you can imagine most clearly, just by hearing the Curator describe it.
  • In  your sketchbook, write down what you imagine this experience will be like. Try drawing a picture of the work she is describing.
  • On our Field Trip on Monday, we will compare your imaginings of this work from the audio recording with the real-life experience using all of our senses.

FIELD TRIP!

  • We will be leaving from ENG1101 at 1pm. PLEASE DON’T BE LATE!
  • If you are late, meet us at the Cooper Hewitt Design Museum. We will be there until 4pm.
  • Bring your sketchbook and a pencil or pen to take notes.

Cooper Hewitt Design Museum
2 East 91st Street 
(between 5th and Madison Avenues)
New York, New York 10128

Homework

  1. Bring your Glossument book, inking pens, pencil, and/or other materials available to work in class.
  2. Have your Project #2: Phase 1 posted to the class blog and ready for discussion.
  3. Complete your Field Trip post. See Class Blog for details.

Class 7 | Line & Rhythm

September 19, 2018 / / Comments Off on Class 7 | Line & Rhythm

September 20, 2018

Due this Class:

  • Your final post (Phase 4: Deliver) for Project #1
  • IMPORTANT NOTE: You will receive a grade and comments from the Professor on this post. If you do not create this post, you will not receive a grade for the project.
  • Turn in your reworked inked compositions. They should be professionally presented with a protective tracing paper cover. (Demo: Protecting and submitting your work)

Materials Need for This Class:

  • Sketchbook
  • Pencils (wide range from 4h to 4B)
  • A favorite song or piece of music that you like
  • Headphones / Earbuds

Discussion (60 min)

The Elements: basic components used as part of any composition, independent of the medium.

  • Line: An series of points, which has length and direction. It can be the connection between two points, the space between shapes, or the path of a moving point. A closed line creates a shape.

The Principles: basic assumptions that guide the design practice.

  • Rhythm: Is a repeated pattern, such as what we hear in music. In different art forms, it can be a very complex interrelationship or a regular, steady beat.
    • Repetition: Repeating a sequence; occurring more than a few times. In design, repetition can create visual consistency and a sense of unity.
    • Pattern: Unbroken repetition, the repeating of an line, object or symbol.
    • Variety: Visual rhythm is often punctuated with variations or changes in color, texture, or form. Creating variety is easy. Too much variety can lead to chaos and confusion for the viewer. A designer must effectively use pace and spacing to create rhythm and achieve unity in a composition.
    • Monotony: Without variety or change, excessive repetition (or no repetition) can lead to uninteresting compositions.

References:

Everything is a Remix

Everything is a Remix on Vimeo

Field Trip Prep

  • Listen to THE SENSES: DESCRIPTIVE AUDIO TOUR
  • Choose one work in the exhibition that you can imagine most clearly, just by hearing the Curator describe it.
  • In  your sketchbook, write down what you imagine this experience will be like. Try drawing a picture of the work she is describing.
  • On our Field Trip on Monday, we will compare your visualization of this work (based on the auditory explanation) with the in-person experience.

Lab: Project #2 | Sound Visualization Mashup

Phase 1: Discover

Listening and Drawing

  • In your sketchbook, while listening to your favorite piece of music, draw the sounds that you hear.
  • Imagine how the sounds would look if they were lines or shapes and consider how they relate to each other.
  • Do you hear repeated patterns and an overall rhythm?
  • Are some sounds rough or sharp and other smooth and flowing?

Writing

  • Compose a minimum 2-paragraph description of the sounds you hear.
  • Describe them in terms of pattern, line, shape, variety. Consider how some sounds repeat to create rhythm.
  • Do any of these observations affect how you understand the meaning of the music or the intention of the composer/songwriter/artist?

Documentation

  • Create a new blog post called Sound Visualizations: Phase 1.
  • Add a link to the piece of music via  YouTube, SoundCloud, or similar.
  • Refine your writing and add it to the post.
  • Include the hours that you worked on this part of the project.

Feedback

  • Don’t forget to comment on at least 1 other student’s post.

Homework

Post Project #2: Phase 1 to the class blog 

  • Comment on at least 1 other student’s post.

Field Trip Prep:

  • Listen to THE SENSES: DESCRIPTIVE AUDIO TOUR
  • Choose one work in the exhibition that you can imagine most clearly, just by hearing the Curator describe it.
  • In  your sketchbook, write down what you imagine this experience will be like. Try drawing a picture of the work she is describing.
  • On our Field Trip on Monday, we will compare your imaginings of this work from the audio recording with the real-life experience using all of our senses.

FIELD TRIP NEXT CLASS!

  • We will be leaving from ENG1101 at 1pm. PLEASE DON’T BE LATE!
  • If you are late, meet us at the Cooper Hewitt Design Museum. We will be there until 4pm.
  • Bring your sketchbook and a pencil or pen to take notes.

Cooper Hewitt Design Museum
2 East 91st Street 
(between 5th and Madison Avenues)
New York, New York 10128

Class 6 | Project #1 Critique

September 16, 2018 / / Comments Off on Class 6 | Project #1 Critique

September 17, 2018

ALL PARTS OF Project #1* are DUE:

  • Bring finished Inked Compositions on 9×12″ Bristol Board (1 stable, 1 ambiguous) to class for critique.
    • Your inked compositions should be labeled in pencil, ON THE BACK with your full name and the project number (ie: Your Name  – Project #1)
      NOTE: Presentation is part of your grade. Points will be deducted if your work is smudged, wrinkled or bent. Protect your work with tracing paper and transport in a portfolio (refer to recent class demo).
  • Design Process – Class Blog posts Phases 1-3 for Project #1 are due.
    • We will use the class blog to present finished work during the critique.
      * You will complete your final post (Phase 4: Deliver) after the critique

Materials Needed for THIS Class:

  • The used book that you are using for your Glossument
  • Materials of your choice: paint, brushes, collage materials, glue stick, X-ACTO knife, scissors, inking pens, etc.
  • We will spend time working on your Glossument in class after the critique.

Discussion (30 minutes)

In the design fields, why is understanding Figure-Ground (positive-negative space) important for communication?

And, lastly, check out these student portfolios!

How to Critique

How to talk about design, using your own words and design vocabulary:

HOW TO GIVE AND RECEIVE A GOOD DESIGN CRITIQUE:

Project #1 Critique (30 minutes)

  • Review Project #1 Guidelines: Project #1
  • Present and analyze your finished work in terms of concept, craft, your learning experience, and the design process.
  • State your name, your understanding of the project goals (ie: what is the point?), which parts are successful and which parts need more work.
  • Your peers and the professor will provide feedback. You will have an opportunity to revise your work based on the feedback and improve your grade.
  • When critiquing other student’s work, clearly describe what works and what doesn’t work using the project vocabulary:
    • Shape (Organic, Geometric)
    • Figure-Ground (Obvious, Ambiguous, positive space, negative space)
    • Framing
    • Economy
    • Unity

Glossument Work (90 minutes)

  • Cut out windows
  • Glazes, paint and gesso
  • Work in class to visualize 1 glossary word in your book by the end of class.

Homework

  1. Complete the final phase (Phase 4: Deliver) for this project
    • Create a new blog post called Urban Artifacts: Phase 4.
    • In the post, document your thoughts about this project. Think about what you learned, what you could have done better (planning, material use, craft), and how you will apply what you learned to your next project. Consider and respond to the comments made in class during the critique.
    • Include links to your three other Design Process posts for this project. (ie: Phase 1: Discover, Phase 2: Define, Phase 3: Develop). Here’s an EXAMPLE!
    • Don’t forget to comment on at least 1 other student’s Phase 4 post. Review commenting guidelines first.
    • NOTE: You will receive a grade and comments from the Professor on this post. If you do not create this post, you will not receive a grade for the project.
  2. Materials needed for next class:
    • your favorite piece of music
    • headphones
    • sketchbook (always)
    • Pencils (wide range from 4H to 4B)

Class 5 | Inked Compositions

September 12, 2018 / / Comments Off on Class 5 | Inked Compositions

September 13th, 2018

Due THIS CLASS:

Monday Show and Tell

  • Do you have an art or design-related video, image, blog post, article or field trip idea to share?

Critique

Demo

Introducing Project #1: Phase 3 – Develop

Protecting and submitting your work

When submitting your final class work, demonstrate a dedication to your design practice and show a sense of professionalism. Protect your work from smudges, wrinkles and bends by covering it with a piece of protective tracing paper and store it in your portfolio during travel to and from school.

  1. Cut a piece of tracing paper to the width of your work with about 1″ overhang on the top.
  2. Fold the 1″ overhang and tape it with a piece of drafting tape to the back of your work.
  3. In pencil write your full name and the project number (ie: COMD1100 Project #1) on the BACK of the work in lower right corner.

 Lab

  • Work independently (and quietly) on Project #1: Phase 3 – Develop. Feel free to listen to music using headphones!
  • By the end of class you should have completed at least one of the two compositions.
  • Meet with Professor to review Phase 1 and Phase 2 of Project #1 — and to make sure you are on the path to success in this course. If you have questions or need extra help, now is the time to ask!

Homework

  1. Finish Inked Compositions (1 stable, 1 ambiguous) to present to class for critique.
    NOTE: Don’t forget to protect your work with tracing paper. Points will be deducted from your grade if your work is smudged, wrinkled or bent.
  2. Complete all Design Process Blog posts Phases 1-3 for Project #1.
    We will use the class blog to present work during the critique next class.

Materials Needed for NEXT Class:

  • The used book that you are using for your Glossument
  • Materials of your choice: paint, brushes, collage materials, glue stick, X-ACTO knife, scissors, inking pens, etc.
  • We will spend time working on your Glossument in class after the critique.

Class 4 | Figure-Ground Compositions

September 6, 2018 / / 1 Comment

September 6th, 2018

Materials Needed (check Supply List):

A Glossument Demo (15 min)

Project #1 Demo (15 min)

Lab (1 hr 30 min)

Lab Time

Individual Meetings

  • Meet with Professor to review Phase 1 and Phase 2 of Project #1 — and to make sure you are on the path to success in this course.
  • If you have questions or need extra help, now is the time to ask!

Homework

  1. Complete Project #1: Phase 2 – Define.
  2. Prepare your book for altering.
  3. Come prepared with required materials to work on Phase 3: Develop.
  4. Materials Needed (check Supply List):

Class 3 | More Figure-Ground

September 4, 2018 / / Comments Off on Class 3 | More Figure-Ground

September 5th, 2018

Due THIS CLASS:

  1. Completed Project #1: Phase 1: Discover
  2. Have your urban artifact photographs available to work with. (via Dropbox, Google Drive, flash drive)
  3. Materials Needed (check Supply List):

Groupwork Vocabulary Review (15 min)

Goal: To better understand the Project 1 Principles.

Activity: We will break into groups of 3-4 students, review and present project Principles.

Your group will be given one of the following compositional concepts to present:

  • Obvious Figure-Ground Relationship: An obvious figure-ground will have an imbalance of figure and ground (70/30), wherein the ground “supports” or surrounds the figure.
    OR
  • Ambiguous Figure-Ground Relationship: An ambiguous figure-ground will have a closer balance of figure and ground (50/50), wherein the differentiation between figure and ground become unclear. Often elements of the composition will intersect the boundaries of the frame.

Research and discuss your group’s concept. Follow these guidelines:

  • Designate 1 speaker and 1 idea recorder
  • Make a free-flowing list of ideas related to your concept.
  • Refine definitions in your group’s own words.
  • Use examples to present your concept (student work, drawing on chalkboard, book, magazine, or online images)
  • Present the definition and at least 2 examples of the principle.

Discussion: Providing feedback

Tips:

  1. As a critiquer, your job is to understand the designer’s goals and help them to achieve those goals.
  2. Reread the assigned project guidelines before commenting.
  3. Start by telling the designer what you think the work is about, and what you think it is trying to do.
  4. Using the course vocabulary, explain what works (positive feedback) and what doesn’t work (constructive feedback) about the work presented.
  5. Comments such as “I like it.” or “Needs improvement” should be expanded to clarify WHY you like it or WHAT needs improvement.

Peer Critique Project #1 |  (30 min)

Return to your groups of 3-4 and  gather around a computer.

Each person will present their blog post for critique.

  • Based on the Project #1: Phase 1: Discover guidelines, discuss what is successful and what needs improvement.
  • What does your blog post communicate? How could the presentation be improved?
  • Did anyone leave a comment? If so, was it helpful? Why?
  • Take notes. Plan to improve your posts and comments based on feedback before next class.
  • NOTE: You can still comment on at other student’s posts, even if you don’t have access to your City Tech email and OpenLab account.

Demo (15 min)

Lab (1 hr 30 min)

Homework

  1. Refine/rework Project #1: Phase 1: Discover posts and comments.
  2. If you haven’t kept up with posting and commenting on the Class Blog… ASK FOR HELP!
    Timely online sharing with and feedback from your peers is part of your grade.
  3. Materials Needed:

Class 2 | Figure Ground & Design Process

August 29, 2018 / / Comments Off on Class 2 | Figure Ground & Design Process

August 30th, 2018

Materials needed for THIS CLASS (see Supply List for details):

** Note: if you are unable to afford these items due to financial aid delays, please make arrangements with a classmate to borrow or share supplies.

Discussion

The Elements: basic components used as part of any composition, independent of the medium.

  1. Point: An element that has position (x,y), but no extension or mass. A series of points forms a line, a mass of points becomes a shape.
    Seurat La Parade detail | Seurat La Parade du Cirque
  2. Line: An series of points, which has length and direction. It can be the connection between two points, the space between shapes, or the path of a moving point. A closed line creates a shape.
    Mondrian | Klee | Norman McLaren
  3. Shape: Created by line (contour) or a grouping of points, it is an area that is separate from other areas, defined by its perimeter.
    Popova    | Gris | Gris | Jacob Lawrence
  4. Organic shape: is one that resembles the flowing contours of an organism.
  5. Geometric shape:  such as circles, triangles or squares often have precise, uniform measurements.

The Principles: basic assumptions that guide the design practice.

  1. Frame: This boundary (rectangle, square, circle) is represented by the edges of the paper or the margins drawn within.
  2. Figure (positive space): The shape of a form that serves as a subject in a composition.
    Craig Stephens | Matisse
  3. Ground (negative space): The space surrounding a positive shape or form; sometimes referred to as ground, empty space, field, or void.
    Matisse | Rubin’s vase
  4. Figure/Ground: The relationship between positive and negative space.
    MC Escher | GDBasics
  5. Obvious (stable) Figure/Ground:  A figure/ground relationship that exists when a form stands clearly apart from its background.
    John Currin | Rousseau
  6. Ambiguous Figure/Ground: A figure/ground relationship that challenges the viewer to find a point of focus. The figure and ground seem unclear.
    Casa Rex | Turner Duckworth (Coco Cola Campaign)

STUDENT EXAMPLES: Can you determine which image demonstrates Obvious and Ambiguous Figure/Ground? And why? Are they all successful or could some be improved? How?
Example 1 | Example 2

Let’s look at some professional design examples from 2017

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