Course Description:
The focus of this course is the investigation of complex design problems and solutions in design. Students will be expected to expand their proficiency in all aspects of the design process, including creative brainstorming, conceptualizing, critical thinking, and presentation. Students will be expected to produce design solutions that are applicable to professional practices.

Course Competencies:
Upon successful completion of this course, the student should have:
Developed an understanding of observation, documentation, investigation, and

research, extending skills learned in previous courses.
Developed a clear understanding of the design process.
Developed presentation skills.
Developed problem-solving skills.
Developed the ability to critique.
Use of the correct computer applications is required for all project applications.

Recommended Text(s):
Grid Systems, by Kimberly Elam
Envisioning Information, by Edward R. Tufte
Citizen Designer: Perspectives on Design Responsibility, by Steven Heller
Paul Rand by Steven Heller
Tibor Kalman: Perverse Optimist by Michael Bierut
Chip Kidd, Book One: Work: 1986-2006 by William Boyd

Additional handouts, worksheets, and suggested readings will be provided
throughout the quarter.

Week 1:

Lecture:
Working into a concept rather than a style.

Lab:
Select a book—either your favorite book, or a book you
recently read. Take all aspects of the book into account: its plot,
how it makes you feel, the topic, its effect on the world, etc.

Come up with 20 different thumbnail sketches depicting what you plan to do
with the text to visually interpret what the book is about.

Present concepts/thumbnails to class during group brain-storming session.

Homework:
Complete visual interpretation of the book using the actual book.
Select the best concept/direction from the thumbnail sketches you completed
in class, and execute it. Project due week 2.



Week 2:

Lecture:
Critique of visual interpretation of a book.
Begin poster design for the Make/Think: AIGA Conference

Lab:
Design a poster for the Make/Think: AIGA Conference
In-class brainstorming session.

Homework:
40 thumbnails of unique concepts for Make/Think: AIGA Conference poster.

Week 3:

Lecture:
Critique of student thumbnails. Lecture on understanding your demographic.

Lab:
Work in class on poster design comps.

Homework:
4 digital comps in a finalized state(Bring in all working files and assets,
be ready to work in class.)

Week 4:

Lecture:
Instructor works individually with students. End of class group critique.

Lab:
Work in class.

Homework:
Finalize Poster and prepare for presentation to class.

Week 5:

Lecture:
Critique and final presentations of Make/Think: AIGA Conference poster.


Week 6:

Lecture:
Hierarchy and the structure of Information. Students assigned information graphic project.

Lab:
Finalize main topic and the 5 topics it effects.

Gather all data for topic and its effects on 5 sub topics.

Present quick thumbnail sketches of 15-20 different design directions
for information graphic.

Homework:
30 Thumbnail sketches for information graphic.
All data collected for all topics and effects.
Bring everything needed to begin work in class.
(All data, files, and any other reference or resource)

Week 7:

Lecture: Iconography, and simplifying information.
Class critique of thumbnails, and brainstorming session.

Lab:
Review and structure all data.

Homework:

30 Revised thumbnails with buckets for actual data design and flow.

Week 8:

Lecture:
Class critique of thumbnails.

Lab:
Students begin digital comps in class.

Homework:
3 digital comps in a finalized state(Bring in all working files and assets,
be ready to work in class.)

Week 9:

Lecture:
Instructor works individually with students.

Lab:
Work in-class

Homework:
1 digital comp in a finalized state.

Week 10:

Lecture:
Class critique of digital comp. Instructor works individually with students.

Lab:
Work in-class.

Homework:
Finalize information graphic assignment, and prepare for final presentation.

Week 11: Final presentations of all materials to class.

Course Description:
This course will concentrate on a disciplined process to create and implement an effective brand identity. Students will conduct an in depth systematic study of the creation of a brand identity. Problem solving, information gathering, system development and application standards are discussed. Students will focus on color, logotypes, symbols, and branding.

Course Competencies:
Upon successful completion of this course, the student should be able to:
Identify communication needs of client and audience.
Develop and understand brand ideals including: Vision, Meaning, Authenticity,
Differentiation, Sustainability, Coherence, Flexibility, Commitment, and Value.
Develop and understand brand Identity and its functional criteria.
Review branding terminology.
Conduct typographic studies to choose appropriate typefaces for brand identities.
Develop and color systems for brand identities.
Develop and understand usage guidelines for brand identity.
Use of the correct computer programs.

Recommended Text(s):
The Brand Gap by Marty Neumeier.
The Dictionary of Brands by AIGA
Designing Brand Identity by Alina Wheeler
Emotional Branding by Marc Gobé

Logo Savvy by Perry Chua and Dann Illcic
Logo Design Workbook by Adams Morioka
Design Matters – Logos by Capsule

Also: Various Handouts, worksheets and suggested readings will be provided
throughout the quarter

Week 1:

Lecture:
What is a brand?
Brand ideals overview: Vision, Meaning, Authenticity, Differentiation, Sustainability,
Coherence, Flexibility, Commitment, and Value.

Lab:
Branding assignment part 1 issued to students.
(Students must choose specific marketplace for project.)
Brand brief and naming process begin in class.

Homework:
Brand briefing worksheet: Answer who, what, and why?
Brand naming worksheet: (5 names for each section)

Brand naming criteria evaluation: (5 top names from brainstorming worksheet).

Also check top 5 names to see if they are not already taken @ (www.uspto.gov)


Week 2:

Lecture:
What is a Brand Identity and it’s functional criteria?
Brand marks overview: Word Marks, Letterforms, Emblems, Pictorial Marks, and
Abstract/Symbolic Marks.
Examples of inspiration sources and ideation exercises will be shown.

Lab:
Presentation of brand worksheets and critique. Finalize name in class.

Homework:
Brand Identity concepts, 30 well developed thumbnails of 30 different concepts.


Week 3:

Lecture:
Typographic studies and choosing the appropriate typeface for a brand identity.

Lab:
Rough comps for logo design critiqued individually. Refining sketches based on critique.

Homework:
Refine top 5 concepts from thumbnails into black and white digital comps.
(Bring working files to class). Conduct 20 typographic studies (Bring working files to class).

Week 4:

Lecture:
Instructor works individually with students.

Lab:
Group critique, and refine brand identity and ideals.

Homework:
Finalize Brand identity and brand ideals and present next class.(Brand Identity must be printed 11 w x 8.5 t and mounted on black mat board with a 1 inch boarder, brand ideals along with student name must be mounted on the back.)

Week 5:

Lecture:
Choosing color for a brand identity:
The Basics, Color Strategy, Color Emotion
and Color systems.

Lab:Presentation of final black and white brand identity and brand ideals

Homework:
20 Variations of color systems applied to brand identity. 
Print (in color) all variations on
two 11 x 17 sheets of paper (10 variations on each printout.)

Week 6:

Lecture:
The Style Guide: Your Brands Standards and Guidelines for usage.

Lab:
Group critique of color variations. Branding assignment part 2 issued to students.

Homework:
3 Stationery System concepts, and 3 applications of the brand identity.
(For example: packaging, signage, products, advertisements, etc.)
Compile all branding assets created to date and layout first pass of style guide.
(Bring working files to class).

Week 7:

Lecture:
Overview of style guide outline.

Lab:
Group critique of stationery systems, and 3 applications of brand identity.
Work in class refining Style Guide.

Homework: Finalize stationery system, and refine 3 applications of brand identity.



Week 8:

Lecture:
Instructor works individually with students.

Lab:
Refine and continue with layout of Style Guide.

Homework:
Refine and continue with layout of Style Guide.

Week 9:

Lecture:
Instructor works individually with students.

Lab:
Group critique of style guide.

Homework:
Finalize style guide.

Week 10:

Lecture:
Present final project to instructor for individual critique.

Lab:
Fine-tune style guide, and prepare all materials for final presentation.

Homework:
Refine and continue with layout of Style Guide.

Week 11: Final presentations of all materials to class.

Course Description:
This class will teach core principles in grid development, information design, iconography, and brand messaging. Students will be instructed on working into a concept rather than a style, and a multitude of processes involved in the creation of a strong concepts/idea. A consideration of scale, hierarchy, composition, color usage, imagery, and typography will be enforced.

Course Competencies:
Upon successful completion of this course, the student should be able to:
Effectively apply principles of composition and design.
Integrate design concepts, materials, and skills.
Apply the design process to specific problem solving.
Explore nontraditional design options.
Develop concepts from thumbnail sketches through comprehensive output.
Develop an understanding of semiotics with the denotation/connotation of images, as they exist separately or together.
Develop an understanding of how messages can be constructed through images, using subject matter, context, juxtaposition, editing, scale, and color to determine the degree of communication.
Identify and use appropriate research methods.
Verify that outcomes meet design objectives.

Use of the correct computer programs is required for all project applications.

Recommended Text(s):
Grid Systems by Kimberly Elam
The Dictionary of Brand by Marty Neumeier
Envisioning Information by Edward R. Tufte
Designer: Perspectives on Design Responsibility by Steven Heller
Paul Rand by Steven Heller, George Lois
Tibor Kalman: Perverse Optimist by Michael Bierut
The Brand Gap by Marty Neumeier

Chip Kidd: Book One: Work: 1986-200 6 by Chip Kidd

Also: Various Handouts, worksheets and suggested readings will be provided
throughout the quarter

Week 1:

Lecture:
Working into a concept rather than a style and concept development.


Lab:
Students will choose an existing Hot Sauce bottle to brand as a completely new product. Creation of product name, choosing the demographic, stylistic direction and brand idea/story. Starting with thumbnails, a label will be developed along with a magazine advertisement to better convey the brands story. A positioning slogan must be used in the advertisement, and if needed a few lines of descriptive body copy. The ad and the bottle should speak to the chosen demographic and convey the overall brand concept.

All topics below must be explained when presenting:
What is the attitude?
What is the target market? (Gender, age, attitude, general income level, preferences that pertain to the product and other characteristics of your target market)
What are the products benefits?


Homework:
Bottle and ad comps will be presented the following week, along with demographic/target market data, and brand story.


Week 2:

Lecture:
Understanding the demographics of your target market.

Lab:
Critique of all student work.
Group brainstorming for product positioning slogans

Homework:
Continue work on hot sauce assignment.

Week 3:

Lecture:
Structuring information with the use of scale, hierarchy, composition, color usage, imagery, and typography to achieve design and communication goals.


Lab:
Critique of Hot sauce bottles and advertisement.
Following critique, a lecture on grid systems and the creation of a grid based on photographic reference. This grid will be the used for a book or poster series, which will be a biography of the 5 of the most important moments in the student’s life. This biography’s only main requirement is that it shows a measurement of information.
Whether it is time, growth, distance, etcetera.

Homework:
From chosen photographs students must create 3 hand drawn grids that are separated by arcs, horizontal, and vertical lines.
Hand drawn grids will be created at the student proposed dimensions of the book.
Begin finding imagery for each moment to be depicted in project.
Begin creating content for moments.
Naming of book.
Rework hot sauce project.
Research different styles of information design and bring in your favorite example.

Week 4:

Lecture:
Variations on key visual elements to persuasively communicate designs to a specific audience.

Lab:
Students will present gathered imagery and content for the biography project, along with grid sketches. Typography will also be chosen and baseline grids will be developed in class.

Homework:
Scan and import grid sketches into InDesign and recreate the horizontal and vertical lines of the grid with guides.
Finalize hot sauce project for final presentation and mid term grade.
Bring in sketches of grids with colored sections filled to show composition possibilities for the grid structure.
Bring in Imagery and content for project.
Be prepared to discuss your projects current direction.

Week 5:

Lecture:
Information design, and the use of iconography to communicate a message.

Lab:
Present final hot sauce project.
Instructor will work individually with students to answer any questions and give direction in going forward with biography project. (Typography, imagery, layout, ECT.)

Homework:
Assignment for next class meeting:
Bring in cover concepts and titles for biography project.
Final grids due. Bring final grids imported into InDesign.
Bring all imagery scanned with basic layouts created in InDesign.

Week 6:

Lecture:
The power of comparing and contrasting ideas to convey a point.

Lab:
Research and develop thumbnails for stamp project.

Homework:
Design a U.S. Postage Stamp. Finished color output to be 7" X 9"
Stamp is to represent a movement, political agenda, or a current issue.
Stamp must include all specs for current US stamp guidelines
.

Week 7:

Lecture:
Bookbinding and tactical uses of paper.

Lab:
Critique and review of student work, stamp project and biography project.
Work individually with students on projects.

Homework:

Continue with biography project.
Prepare layouts to present in class.
Bring in samples of materials to be used on project, and method project will be bound or mounted.

Week 8:

Lecture:
Creating a communication flow and pace.

Lab:
Critique and review of biography assignment.
Review of production ideas and feasibility.
Review and critique stamp project.

Homework:
Assignment for following week:
Initial digital designs of the in-store POP signage.
Turn in final brochure.

Week 9:

Lecture:
Creating the best visual solution to a problem.

Lab:
Critique and review of biography assignment.
Review of production ideas and feasibility.
Make any changes that will improve campaign

Homework:
Assignment for following week:
Prepare digital files for presentation, critique and review.
Bring in comps for any production or binding ideas.

Week 10:

Lecture:
Making an effective presentation.

Lab:
Review of the projects scope, and work to be completed for final presentation.
Create an outline for final presentation.

Homework:
Bring in all completed and bound book or mounted poster campaign.
Be prepared to make final presentation.
Bring in any ancillary products created to enforce projects concept.

Week 11: Final presentations of all materials to class.

Course Description:
This course will teach the structuring of typography to achieve design and communication goals. Core principles in grid development, Typography, composition, hierarchy, and scale will be emphasized thought out the course.

Course Competencies:
Upon successful completion of this course, the student should be able to:
Demonstrate the knowledge of hierarchy and placement of display type,
by lines, body copy, images, page numbering, and other elements pertinent
to page layout in typography.
Develop and use a grid structure that will organize type, images and graphic
elements for a successful layout.
Create professionally acceptable pencil and marker layouts for subsequent
electronic application.
Evaluate and discuss electronic visual solutions using graphic design criteria.
Use page design, digital imaging and illustration computer programs to
prepare layouts, composition and comprehensive executions of documents.
Develop facility in computer type usage and distinguish between traditional
and computer based type.
Import and manipulate data from other graphics software as part of the final
graphics assembly.
Collect and save documents using appropriate specialized file formats for
successful proofing and/or final output at a service bureau or other supplier.
Use of the correct computer programs is required for all project applications.

Recommended Text(s):
The Elements of Typographic Style by Robert Bringhurst
Anatomy of a Typeface by Alexander Lawson
Grid Systems by Kimberly Elam
Typographic Design: Form and Communication by Rob Carter, Ben Day, Philip Meggs

Recommended Web Blogs:
www.typographi.com
A journal of typography featuring news, observations, and open commentary on fonts and typographic design.
www.typographer.org
A regular digest and commentary on the typography and design industry, written by designers from around the world.
www.typophile.com
Collaborative blog with typographic news and views from around the world.
www.clagnut.com/archive/typography
An ever growing list of typographic links at Clagnut.

Also: Various Handouts, worksheets and suggested readings will be provided
throughout the quarter

Week 1:

Lecture:
The anatomy of a typeface.

Lab:
Start research for anatomy of a typeface poster project.

Homework:
Choose two distinct parts of a letterform – or a method of measurement used in Typography. Focus on this distinct aspect of anatomy and research a suitable typeface that can be best be used to define the term you have chosen.
Design a poster that both defines your chosen term and captures its essence.
(What is notable, unique or specific about it? What exactly is it, and where is it found?)
The poster must be printed and mounted.
The size of the posters are to be 11" x 17" and mounted on black presentations board with a 1" boarder.
Final mounted presentation ready pieces will have the dimensions of 13" x 19".

The posters must use only 1 Typeface for each.

You cannot use photography or illustration as part of the design.
This project must utilize type only.

20 Thumbnail layouts due next class

Week 2:

Lecture:
Hierarchy in typography, setting body copy, and working with letter
 spacing and leading. Grid development, and the structure information.

Lab:
Work on anatomy of a typeface poster project.

Homework:
3 Digital Poster design comps presented next class in PDF form.

Week 3:

Lecture:

Lab:

Homework:

Week 4:

Lecture:

Lab:
Work in class on project, and preparation for final presentation.

Homework:
Research and choose a typeface to report on. A thorough understanding of the typeface and its historical and visual attributes need to be covered. You will be responsible for the following:
Write at 2 page report on your findings. (Set in Helvetica;11 pt. / 13 pt. leading /justified)
Present a brief on your typeface. In addition, a well designed 1 page type specimen sheet is required as a mandatory handout to be distributed to the class.

For both your report and your presentation, focus on the following topics:
Historical Context – who created the typeface, when, and why?
Visual Characteristics – what is unique about the design of the typeface?
Type Category – Classify the typeface, is sans-serif, slab serif, modern, old style,
transitional, a display face?
Cultural Significance – where has this typeface been used?
Licensing and Ownership – what type foundry owns and sells the font? Are there imitators?


Week 5:

Lecture:
Hierarchy, the grid, and grid development.

Lab:
Project # 1 due and presented.

Homework:
Finalize project #1 and prepare presentation.

Week 6:

Lecture:
Grid systems and the creation of a grid based on Photographic or typographic reference.

Lab:
Grid developed in class.
Project # 2 due and presented. Intro to final Project.

Homework:
Using the Information gathered for assignment create a series of 4 Black and White posters cubes for your typeface, highlighting the noteworthy aspects of the typeface. Consider a conceptual and visual theme that expresses your chosen typeface.
Each side of the cube will measure 10” x 10”.
A template will be given.
Develop a grid system that is used on each box.
Keep you message clear for each box. Focus on single, clear , and concise aspect of your typeface for each box.
The dominant artwork should be type, but you are permitted to use other artwork (illustration, lines, shapes, ect.)as long as your concept supports it.


Week 7:

Lecture:
Review of hierarchy and the development of grid structures to organize type,
body copy and images and graphic elements for successful layouts.

Lab:
Continue working on thumbnails, and develop grid.

Homework:

Refine sketches of boxes, bring in digital files of each box.

Week 8:

Lecture:
Visualizing typographic compositions and grid structure on a 3-dimensional surface, and creating a proper typographic hierarchy within your grid structure.

Lab:
Review of refine sketches of boxes, and digital files of each box.
Teacher to work individually with students.

Homework:
Bring in rough drafts comped up of all 4 boxes the following week.

Week 9:

Lecture:
Creating multi-page documents: style sheets, master pages, grids and page numbering.

Lab:
Teacher to work individually with students.

Homework:
Finish refined comp for class critique.

Week 10:

Lecture:
Digital scanning and importing images from Photoshop to QuarkXpress and InDesign.
Collecting and saving documents using appropriate formats for final output.

Lab:
Work on final project

Homework:
Finalize final project and prepare presentation.

Week 11: Final presentations of all materials to class.