Visual Communication Table of Contents · readings or lecture materials but doesn’t go beyond the examples presented in class or the readings . Makes an attempt to apply concepts

Visual Communication Table of Contents

Course and Instructor Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3About this Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Student Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Textbook and Other Course Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Grading Criteria and Due Dates For Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Attendance Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Class Decorum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Drop Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Americans With Disabilities Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Acadmic Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Resources for Self-Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Weekly Overview of Course Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

CTEC 3320-001, Visual Communication and the Internet

About this Course

Class Time and Location: Tuesday and Thursday, 8:00AM - 9:20AM . Fine Arts Building 412 .Dr. Brian W. Horton [email protected] 817-272-2163 (main office)

This course focuses on finding visual solutions to communication problems . In order to help you craft effective solutions, you will learn about design principles and elements, including Gestalt, figure-ground relationships, space, framing, grids and hierarchy, balance, rhythm, scale and proportion, dots, lines, planes, texture, pattern, value, color, layers, and transparency . Assignments have been created to help you focus on a particular set of problems that will help you solve visual problems, including but not limited to web design, print design, interactive technologies, information graphics, photography, and interface design . By the end of the class, you should have developed a portfolio of your design work, showcasing your design solutions . Some class time will be spent on developing software skills . However, you should expect to spend time outside of class learning software on your own .

Office Hours: Tuesday and Thursday, 11:00 AM - 12PM or by appointment .

Student Learning Outcomes

Requirements

Textbook and Other Course Materials

Students will demonstrate their knowledge of Visual Communication principles through in-class activities, structured projects, and exams . The course is organized around a set of projects meant to provide students experience in preparing and composing digital content for a variety of mediums, including print, web, mobile, and video . A successful student will be able to craft effective, visually pleasing design solutions, articulately describe and defend a design, work well in teams, manage time effectively, demonstrate strategies self-learning, keep an open mind, and exhibit curiousity about learning .

CTEC 2350 or meet the UTA computer competency requirement .

Lupton, E ., & Phillips, J .C . (2008) . Graphic design: The new basics. Princeton Architectural Press: New York .

Tondreau, B . (2009) . Layout essentials: 100 design principles for using grids. Rockport: Beverly MA .

Graphic Design: New Basics Website gdbasics.com

Grading Criteria and Due Dates For Assignments*Module Activities: 500 pts

Actvitiy 1 - Gestalt, Figure/Ground, Space: 30pts January 27

Activity 2: - Framing: 40pts February 3

Activity 3 - Grid/Visual Hierarchy: 40pts February 10

Activity 4 - Balance - : 40pts February 17

Activity 5 - Scale and Proportion: 40pts February 24

Activity 6 - Rhythm: 40pts March 2

Activity 7 - Point, Line, Plane: 50pts March 9

Activity 8 - Texture/Pattern: 50pts March 30

Activity 9 - Value: 50pts April 6

Activity 10 - Color: 50pts April 13

Activity 11 - Layers and Transparency: 70 April 20

Activity 12 - Transitions: 100pts May 4

Written Exam 1: 100pts March 6

Design Exam I and Presentation: 100pts March 8

Written Exam 2: 100pts May 8

Final Project: 100pts May 10

*Participation: 100pts

*SEE THE PAGES FOR HOW POINTS ARE EARNED

Criterion 4 3 2 1

Demonstration of learning

(40%)

Takes concepts from readings or lecture materials and extends them in new ways .

Applies concepts from readings or lecture materials but doesn’t go beyond the examples presented in class or the readings .

Makes an attempt to apply concepts from readings or lecture materials in assigment, but does so incorrectly .

Does not make an attempt to apply concepts from readings or lecture materials in assignment .

Conceptual Development

(30%)

Strong “resonance” between visual and conceptual theme . Organization and presentation of visual elements support theme .

Some degree of “resonance” between visual and conceptual theme . Organization and presentation of visual elements loosely support theme .

Only a small degree of “resonance” between visual and conceptual theme . Organization and presentation of visual elements barely support theme, if at all .

No resonance . No organizational or presentational strategy present .

Craftsmanship

(25%)

Design is polished . There are no blemishes or errors . The design is ready to be included in a portfolio . Demonstrates mastery of software in crafting the design .

Design is basically polished with only a few blemishes or errors . The design needs minor revisions before including it in a portfolio . Demonstrates proficiency in software with some areas of improvement .

Design needs a lot of work . There are major blemishes and errors . Design is far from being included in a portfolio . Shows difficulty in using the software in solving the design problem .

Design is unpolished . Shows no facility in using software to solve the design problem .

Technical Requirements

(5%)

Meets all of the technical requirements of the assignment .

Meets most of the technical requirements of the assignment .v

Only meets a few of the technical requirements of the assignment .

Does not meet any of the technical requirements of the assignment .

ASSIGNMENT RUBRIC

Criterion 4 3 2 1

Degree to which student integrates reaadings and lecture material into classroom participation

(30pts)

Often cites from readings and lectures; uses readings and lecture materials to support points; often articulates “fit” of readings or lecture materials with topic at hand

Occasionally cites from readings and lectures; sometimes uses readings and lecture materials to support points; occasionally articulates “fit” of readings or lecture materials with topic at hand

Rarely cites from readings and lectures; rarely uses readings and lecture materials to support points; rarely articulates “fit” of readings or lecture materials with topic at hand

Unable to cite from readings or lecture materials; cannot use readings or lecture materials to support points; cannot articulate “fit” of readings with topic at hand

30/30 22 .5/30 15/30 0/30

Interaction/participation in classroom discussions

(25pts)

Always a willing participant; responds frequently to questions; routinely volunteers point of view

Often a willing participant; responds occasionally to questions; occasionally volunteers point of view

Rarely a willing participant; responds able to respond to questions; rarely volunteers point of view

Never a willing participant; never able to respond to questions; never volunteers point of view

25/25 17 .5/25 10/25 0/25

Interaction/participation in classroom learning activities

(30pts)

Always a willing participant; acts appropriately during classroom activities; responds frequently to questions; routinely volunteers point of view; routinely extends the comments of classmates

Often a willing participant; acts appropriately during classroom activities; responds occasionally to questions; occasionally volunteers point of view; occasionally extends the comments of classmates

Rarely a willing participant; acts inappropriately during classroom activities; rarely able to respond to direct questions; rarely volunteers point of view; rarely extends the comments of classmates

Never a willing participant; often acts inappropriately during classroom activities; never able to respend to direct questions; never volunteers point of view

30/30 22 .5/30 15/30 0/30

Demonstration of professional attitude and demeanor

(15pts)

Always demonstrates commitment through thorough preparation; always arrives on time; often solitics my perspective outside of class .

Rarely unprepared; rarely arrives late; occasionally solitics my perspective outside of class .

Often unprepared; rarely arrives late; occasionally solitics my perspective outside of class .

Rarely prepared; often arrives late; never solitics my perspective outside of class .

15/15 11 .25/15 7 .5/15 0/15

PARTICIPATION RUBRIC

Attendance Policy

Class Decorum

Drop Policy

Attendance will be taken each class . You are granted two freebies . Documentation for absences must be on an official letterhead and contain contact information in case I need to verify the absence . If you have a pre-existing health condition, please alert me at the beginning of the semester so that we can make appropriate arrangements .

Come to class on-timeNo outside guestsBe considerate to others while discussing topics: Conversation management strategies (be willing to distribute turns-at-talk) Offer constructive comments when discussing other’s contributions Make your comments relevant to the discussion at hand

If for any reason you need to drop this course, you will need to initiate the drop and follow the proper procedures as outlines in the UTA Undergraduate Catalog and Schedule of Courses before the “last day to drop a course” .

CENSUS Date: February 1

LAST DAY TO DROP: March 30

Americans With Disabilities Act

Acadmic Integrity

The University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 92-112 - The Rehabilitation Act of 1973 as amended . With the passage of federal legislation entitled Americans with Disabilities Act (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens .

As a faculty member, I am required by law to provide “reasonable accommodations” to students with disabilities, so as not to discriminate on the basis of that disability . Student responsibility primarily rests with informing faculty of their need for accommodation and in providing authorized documentation through designated administrative channels .

Information regarding specific diagnostic criteria and policies for obtaining academic accommodations can be found at www .uta .edu/disability . Also, you may visit the Office for Students with Disabilities in room 102 of University Hall or call them at (817) 272-3364 .

It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form . All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures . Discipline may include suspension or expulsion from the University .

“Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit suctions, Series 50101, Section 2 .2)

Student Support Services

E-Mail Policy

The University of Texas at Arlington supports a variety of student success programs to help you connect with the University and achieve academic success . These programs include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs . Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals .

I am happy to respond to your e-mails . When sending e-mails, be sure to include the following in the subject line:

course ID (COMM5320) followed by the actual subject of your e-mail (e .g ., research topic) .

=> COMM5320 research topic

I use a filtering algorithm on my e-mail client to sort my e-mails into appropriate folders . I try to check my e-mail once a day during the school semester . I have experience of UTA e-mails landing in my “spam” folder . I also try to check that as much as possible . However, if you do not receive a reply from me in an expedient manner, please try resending the e-mail . I do not want to miss the opportunity to respond to you .

Frequently Asked QuestionsI am not good at drawing or art. Can I still take this class?You do not need to have a background in art or design, although it certainly wouldn’t hurt . Design principles and elements will be covered in this class . From time-to-time, you will be asked to sketch out a design . However, you will not be evaluated on how your design looks . Rather, the sketches should serve as a communication tool such that you can externalize your thoughts in a visual manner .

Do I need to have previous experience in Photoshop and Illustrator?According to the course prerequisites, you only need to meet the University’s Computer Competency requirements . However, basic knowledge of Photoshop, Illustrator, and/or InDesign would be helpful . My advice is that you should take Communication Graphics (COMM 3303) before taking this class, not concurrently .

Isn’t this basically a class where we just learn Photoshop and Illustrator?No . Although we do use software, this is just a tool . The major foci of this class are developing critical thinking skills as it applies to visual communication, identifying problems related to communication, and creating visual solutions for these problems . Sometimes this requires the use of Photoshop, Illustrator, or InDesign . Sometimes it does not . However, you should constantly be working on developing your knowledge of software . There are plenty of resources online . I have listed some valuable resources in this next section .

Why is this class at 8AM? Why can’t it be offered earlier?I have no control over scheduling . At some point in your tenure as a student, you will have to take an 8AM class . You are welcome to bring coffee or tea to class .

Why is this class called Visual Communication and the Internet? Why do we have to learn about art theory and photography? What does this have to with the Internet? First, I did not name the class . The communication technology major at UTA dates back to the 1990’s when use of the Internet was becoming wide spread . First, you should think about that to which the Internet refers . Internet does not equal WEB PAGE . It is a collection of technologies that allows for the transmission of information over several channels . The manner people access information is quite varied . No longer are we primarily sitting in front of a computer monitor viewing web content . The internet includes smart phones, kiosks, game consoles, DVD players, and TV’s . This means that you should be prepared to be flexible . It is hard to predict that what technology will become prevalent . For example, tablets are becoming quite popular . Should there be a class just on Visual Communication and the Tablet? That would be a great seminar or workshop, but it is too narrow

in focus . However, you should still be able to apply what we learn in class to whatever new technology emerges in the future . One thing will not change: design principles and elements . Few if any of the students who take this class have a background in design, apart from the occasional art or photography student . I am not a professional designer or artist, although I utilize design principles and elements in my work . You should be able to do the same . Once you learn the foundations, you can apply it to anything .

The primary reason that I cover photography is because I would like you to be able to create communication products that use original materials . A primary means of achieving this is through photography . Moreover, we are now living in a visual age where meaning is primarily derived from the image and supplemented by text . The more control you have over your designs, the better off you will be in the future .

What do I need to do in order to get a good grade in this class?Come to class on time, do the assignments on time, do a good job on the assignments, cooperate with your classmates, actively participate in class, come to class prepared, don’t make excuses, visit me during my office hours or outside of class to clarify what you do not understand, and take responsibility for your own learning . Really, this is no different than any other class . Imagine that you want me to write a letter of recommendation for a job and that you want me to be favorable . What is it that you should do to earn such a favorable recommendation? Consider the following, which comes from an actual letter (I have changed the name and made the gender ambiguous:

“Pat was enrolled in two of my classes . S/he was a positive influence in class, making learning fun for me as well as for his/her classmates . S/he was punctual and always turned his/her assignments in on time, often earlier than the due date . S/he would also solicit advice about how to improve and would seek enrichment materials . This is quite impressive considering that works full-time and takes care of his/her mother, who has Alzheimer’s . Another great aspect of Pat’s character is that s/he is involved in helping other students with their learning . Whenever another student has a problem, s/he works with them to find a solution . In essence, I felt like I had another teacher in the class . Truth be told, Pat got learned the material so well that s/he taught me new things . I love when a student does that because I want to return the favor . I felt like Pat pushed me to be the best teacher I could be . Based on these outstanding qualities, I whole-heartedly endorse Pat . If you would live additional information about Pat and his/her qualifications, please do not hesitate to contact me .”

What are your exams like? How can I prepare?I base my exams off of lecture material and readings . Anything that I cover in class is fair game, whether it be something I say, write down, convey through a PowerPoint slide, or relate to your readings . One week before your exam, I will distribute a study guide . Many of the exam questions come straight off of the study guide . I am not here to trick you . I am here to evaluate different aspects of your learning .

The exam questions are varied and include multiple choice, true-false, fill-in-the-blanks, short answer, essay, and design . Multiple-choice questions assess your knowledge of a conceptual domain . True-false questions assess how well you are able to grasp the meaning of material . It requires you to interpret a problem and come up with a criteria for assenting or rejecting a proposition . For the true-false questions, you will be asked to justify your

answer . Fill-in-the-blank questions assess the degree to which concepts are accessible in your long-term memory . There may be more than one correct answer . For example, when we discuss visual hierarchy, you will hear the phrase, “When everything is emphasized than nothing is emphasized .” A fill-in-the-blank question for this might look like “In creating a visual hierarchy, it is important to remember that when __________ is emphasized than ____________ is emphasized .” Short answer questions assess how well you can apply learned materials in new and concrete situations . For example, I may show you a navigational system for a web design and ask you to explain how you would modify it to enhance its usability emplying principles discussed in class or in the readings . Essay questions assess your ability to analyze a problem . It requires higher-level thinking skills such as comparing and contrasting, distinguishing X from Y, recognizing unstated assumptions, analyzing relationships, inter alia .

I am unable to come to class. What should I do?If you know that you are going to miss class, I appreciate that you tell me in advance . If it is an officially documented absence, you have 1 week to make up the assignment . Also, you should make plans to get the notes from a classmate . I am happy to meet with you over office hours to clarify material that you do not understand .

Can I take the final early? I need to go out of town.No . You should take the final on the day it is assigned .

Resources for Self-Learning % ADOBE TV: http://tv.adobe.com

% PHOTOSHOP USER TV: http://kelbytv.com/photoshopusertv

% LAYERS MAGAZINE: http://layersmagazine.com

% BURT MONROY: http://revision3.com/pixelperfect

% DEKE McCLELLAND: http://www.deke.com

% COMPUTER ARTS: http://www.computerarts.co.uk

% PHOTOSHOP TUTORIALS: http://psd.tutsplus.com

% ILLUSTRATOR TUTORIALS: http://vector.tutsplus.com

% VECTOR DIARY: http://www.vectordiary.com

% VEERLE’s BLOG: http://veerle.duoh.com

% SPOON GRAPHICS: http://blog.spoongraphics.co.uk

% SMASHING MAGAZINE: http://www.smashingmagazine.com

% ABDUZEEDO: http://abduzeedo.com

% PRINT MAGAZINE: http://www.printmag.com

% AIGA: http://www.aiga.org

Weekly Overview of Course Topics

Week 1: Now You See Me, Now You Don’t January 17, 19, 2012In our first week, we will begin discussing the fundamentals of human perception, including principles of Gestalt, figure-ground relationships, space, coherence and cohesion .

Concepts/topics prägnanz, principles of totality and psychophysical isomorphism, emergence, reification, multistability, invariance, organizing principles (similarity, proximity, continuity, closure, common fate), gestalt switch, activation of space, perception of space, qualities of space

Instructional Material Lecture GD pp . 84-99

Assignment Activity #1: gestalt, figure-ground, space

Skills Creating screen captures, pathfinder and shape tools in Illustrator, type-on-path tool, threading text frames

Week 2: Thinking outside of the frame January 24, 26 2012Building upon or discussion of perception, we will explore the functions of a frame and how the frame is a powerful device for focusing perception . We will discuss strategies for when to stay within a frame and when to go outside the boundaries . As preparation for class, you should identify examples of frames (real or conceptual) and how they influence perception (e .g ., the browser, camera viewfinder, alleyways, picture frames, political frames) .

Concepts/topics frames, boundaries, internal relations, open vs. closed form, cognitive biases, schema of interpretation

Instructional Material Lecture, GD pp . 100-113

Assignments Activity #2: Browser frames, creative cropping

Skills Using symbols, cropping tools, simple masking techniques

Week 3: Pay Attention! January 31, February 2 2012Grids and visual hierarchies are design tools that make it easier for humans to find what they are looking for . Grids organize space by diving up regions into columns and rows . Grids are essential tools for designers because they create a sense of unity in a composition . Grids are not monolithic . There are many possible ways to divide up space . We will discuss strategies for enhancing the stability of a grid, focusing on grouping principles as well as axial and perimeter relationships . Visual hierarchies bias an individual’s attention, making it easy to find particular types of information . We will discuss various ways to increase the salience of a visual hierarchy .

Concepts/topics grids, grouping principles, axial relationships, perimeter relationships, patterns of looking, visual hierarchy, visual salience, visual weight, dominance

Instructional Material Lecture, GD pp . 126-145, 174-18

Assignment Activity #3: Grids and Hierarcies - Redesigning Craig’s List .

Skills Creating grids in Illustrator, setting up guides, changing the orientation of the grid, creating paragraph styles

Week 4: Lives in the Balance February 7, 9 2012Balance is the next principle up for discussion . Balance is desirable in almost every design you create . In class, we will discuss the four types of balance in design as well as principles for achieving balance . In particular, we will concentrate on asymmetrical balance, the most common type of balance in design .

Concepts/topics symmetry, asymmetry, radial balance, crystallographic balance, felt axis, visual weight


Assignment Activity #4: Balance

Skills Scanning documents, using layers, grouping and ungrouping objects

Week 5: The Big and Small of It: Visualizing ‘-er’ RelationshipsWhat does size indicate? What does it mean for something to be bigger or smaller? This week, we will discuss size relationships and why it is important in design . Additionally, we will examine guidelines for creating harmonius, pleasing layouts that account for internal proportions .

Concepts/topics size, scale, proportion, internal proportions, relative scale, golden mean, root 5 rectangles, hieratic scaling, dominant scaling, perceptions of scale, reactions to scale


Assignment Activity #5: Typographic Scale, Golden Mean, Ambiguous Scale

Skills Creating a Golden mean, creating a rule-of-thirds grid, resizing tools

Week 6: I’ve Got Rhythm...Who Could Ask For Anything More?Rhythm is a concept that is often associated with music . However, it is possible to simulate rhythms visually . Rhythm is associated with repetition of objects over time or space . Rhythm is present in mundane activities . For example, there is a rhythm associated with reading . This is something that designers can influence . When you “get into a rhythm”, you tend to be more efficient in completing a task . We will explore rhythm as it applies to our living out our lives collectively and individually .

Concepts/topics rhythm, visual rhythm, repetition, staccato, legato, alternating rhythm, progressive rhythm, rhythmic sensation, kinesthetic rhythm


Assignment Activity #5: Rhythm and Lyrics

Skills Alignment tools, identifying color palettes, creating grids, grouping objects, isolation mode, copying Illustrator paths to Photoshop

Week 7: Visual ABCs: Point, Line, and PlaneThis week is focused on the building blocks of visual design, point (dots), lines, and plane . You can think of this as the ABC’s of design . The point (dot) is the simplest element of visual communication . Lines are comprised of dots and represent the simplest visual communication statement . A plane is the path of the moving line . Shapes are planes with edges . Everything comes back to these fundamentals of design .

Concepts/topics dot, point, pixel, halftone, lines, functions of lines, parallel lines, perpindicular lines, juxtaposed lines, linear perspective, axonometric projection, vanishing point


Assignment Activity #6: Transforming basic elements

Skills Creating custom brushes in Illustrator and Photoshop, converting text to outlines, transform commands, basic shapes, Photoshop’s Vanishing Point

Week 8: Exam 1On March 6, you will have the written portion of exam . On March 8, you will turn in your design take home exam . You will be presenting your design solutions to your classmates in class .

Week 9: The Bumpy/Smooth Road of Texture and Pattern In week 6, we talked about the concept of rhythm . This week, we will talk about two related concepts, texture and pattern . We will concentrate on texture as a trend in design (it comes and goes) and how it adds or subtracts from a visual theme .

Concepts/topics texture, tactile sensation, Trompe l’Oeil, photorealism, textual harmony and contrast, motifs, emblems

Instructional Material Lecture, GD pp, 52-69, 184-197

Assignment Activity #7 - Creating textures and patterns for web page elements

Skills Identifying textures, creating textures, filters, clipping masks, creating patterns in Photoshop and Illustrator, Photoshop’s layer styles

Week 10: I can see clearly now...(Value) March 27, 29 2012Perhaps no element of design is more important to human perception than value . We will discuss why this is the case and explore how to adjust or manipulate value relationships to achieve particular effects . We will also explore the relationship between value and color .

Concepts/topics value, high key, low key, value as a form of emphasis, dramatic lighting, contrast rations, reverse type, opponent process theory, emotional response

Instructional Material Lecture

Assignment Activity #8: Get the light right

Skills Identifying textures, creating textures, filters, clipping masks, creating patterns in Photoshop and Illustrator, Photoshop’s layer styles

Week 11: Color Me BADD (as in GOOD) April 4, 2012What does color add to design? Is it really that important? In this module, we will discuss how we perceive color

Instructional Material Lecture, GD 70-83

Concepts/topics hue, saturation, value, color constancy, color and symbolism, color relationships, warm vs. cool colors, spatial properties of color, perceptual mixing

Assignment Activity #9

Skills Creating color relationships, creating color groups, color enhancement techniques, creating duotone and tritone images, layer blend modes

Week 12: People Who Live In Glass Houses (Shouldn’t Throw Stones) What is meaning? How is meaning established? Is it simply matter of two (or more) people have the same mental representation, or is it more complicated? In order to answer this question, we will talk about two elements of design, layers and transparency, and assess how these techniques/properties contribute to intersubjective meaning .

Concepts/topics layers, transparency, translucent, opaque, felicity conditions, cooperative principle, prototype theory, family resemblences, visual modalities

Instructional Material Lecture, GD 126-157

Skills Layer styles, masking, opacity, blend-if, selection techniques

Week 13: “...And Cut!” April 17, 19 2012Entrance . Exit . Entrance . Graduating high school and commencing studies at university . Birth - life - death . Going from point A to point B . These are all examples of transitions, the topic for this week . We fill focus on different types of transitions and explore how these types are represented in our minds . Additionally, we will revisit the previous topics of framing and rhythm to better understand the nature of transitions .

Concepts/topics transitions, orienting responses, pacing, framing of shots, storyboarding

Instructional Material Online videos on Vimeo (videos I have created for the workshops)

Skills video cuts, adjusting the duration of film clips

Week 14: “That’s a wrap” April 24, 26 2012We will continue to focus on transitions . This week, we will explore the combination of visual and audio transitions and discuss what the video and audio channels index . Additionally, we will debate whether the audio or video channel is more important in achieving continuity between scenes . If the two are not synchronized, which one causes the biggest problems?

Concepts/topics audio and video transitions, normalization, video layers, audio layers, organizing clips

Instructional Material Lecture

Skills audio and video transitions, normalization, video layers, audio layers, organizing clips

Week 15: No Class - Work on Projects May 1, 3 2012No Class . TIme should be used to complete final projects . I will be available for individual consulting sessions during the class period .

Week 16: Final Projects and Presentations May 8, 10 2012Your final exam is scheduled for May 8, 2012 from 8:00AM to 10:30AM . Your final projects are due May 10th, 2012 at 5:00PM .

Visual Summary of Topics

BROWSE [X] SEARCH FOR [X]SEARCH FOR [X] NEAR [X]MEET [X] MEET [X] ABOUT [X]MEET [X] ABOUT [X] ON [X]SELL [X]SELL [X] TO [X]DISCUSS [X] WITH [X]DISCUSS [X] WITH [X] ABOUT [X]KNOW [X]FIND [X] FIND [X] WHO CAN [X]FIND [X] IN ORDER TO [X]

MOTIV A T I O N

Keeping up the the Does. Just an Average American Family.









Road trip to Austin

Sleeping

Watched a scary movieRoad trip to Austin Heard favorite song

Arguing with sister

CTEC 3320-001, Visual Communication and the InternetAbout this CourseStudent Learning OutcomesRequirementsTextbook and Other Course MaterialsGrading Criteria and Due Dates For AssignmentsAttendance PolicyClass DecorumDrop PolicyAmericans With Disabilities ActAcadmic IntegrityFrequently Asked QuestionsResources for Self-LearningWeekly Overview of Course Topics

Documents

Visual Communication Table of Contents · readings or lecture materials but doesn’t go beyond the examples presented in class or the readings . Makes an attempt to apply concepts