| Week |
Subject |
Related Preparation |
| 1) |
Introduction to the course and its aims. An overview of selected books and periodicals.
|
|
| 2) |
Overview: Elements and principles of design.
Handouts: Class syllabus, elements and principles of design, graphic design time line, grids guidelines and suggestions, article about Gary Hustwit's Helvetica.
Screening: Gary Hustwit's Helvetica Helvetica is a feature-length independent film about typography, graphic design and global visual culture. It looks at the proliferation of one typeface (which celebrated its 54th birthday in 2011) as part of a larger conversation about the way type affects our lives.
|
Working on the assignments. |
| 3) |
Typographic Design Assignment (Project 1A- Thumbnail due to March 18th)
Work session for project 1, demonstration of Freehand MX Handouts, typography guidelines and suggestions, typographic anatomy and elements, arranging the type, typographic grid and space. |
Working on the assignments. |
| 4) |
Typographic Promo Poster Design Assignment (Project 1A-B Due to March 25th).
Work Session for project 1A - 1B Tight thumbnails for project 1A. |
Hand-in Xerox copies. Draft to present on 35X50 white papers, in vertical or horizontal format. |
| 5) |
Work Session/ Final Critique / Group Presentation (Project 1A-B) Presentations, which should be 10 minutes, will form part of the participation grade. Final Works must present on 35X50 white boards, one page. |
Working on the assignments.
|
| 6) |
Logo & Letterhead Design Assignment (Project 2A)
Overview Logo Design & Letterhead/Work Session
|
For memory stick:
The Best of Business Card Design pdf Graphic Design - Letterhead & Logo Design pdf
Reading:
Logos 180, Lower case 184, Typography 285, Graphic Design: A User's Manual. Adrian Shaughnessy.
Handout: On White Space: When Less is More 61 Robertson, Keith. Looking Closer Critical Writings on Graphic Design, Steven Heller. |
| 7) |
Logo & Letterhead Design Assignment (Project 2B)
Overview Logo Design & Letterhead/Work Session/Group Critique. (Project 2A) |
Tight thumbnails for project 2A. Hand-in Xerox copies. Rough to present on 35X50 white papers, one page, vertical or horizontal format.
|
| 8) |
Work Session/ Final Critique / Group Presentation (Project 2A-B) Presentations, which should be at least 5 minutes, will form part of the participation grade. Final works must be presented on 35X50 white boards, one page. |
Working on the assignments.
|
| 9) |
Book/Magazine Cover Design Assignment (Project 3)
Overview of book & magazine cover design/work session.
|
Handout: A Designer's Guide to Creativity Pictures, Phonemes and Typography 81 Treib, Marc. Looking Closer Critical Writings on Graphic Design. Steven Heller
Reading:
Book design 35, Book Cover Design 39, Magazine Design 186 Graphic Design: A User's Manual. Adrian Shaughnessy. |
| 10) |
Work session/ Group critique. (Project 3), 4 tight thumbnails. |
Hand-in color Xerox copies. The draft is going to be presented on white board,in one page, vertical or horizontal format. |
| 11) |
Work session/Final critique /Group presentation (Project 3).
|
Reading:
Modern 89-126 Graphic Style From Victorian to Post Modern. Heller, Steven/ Seymour. |
| 12) |
Promotional Poster/DVD Cover/Ticket/VIP Card etc. Design Assignment (Final Project a ).
Screening: Gary Hustwit's Objectified 2009.
|
Reading:
Posters 247 Music Design 205, Packaging Graphics 228 Graphic Design: A User's Manual. Adrian Shaughnessy. Art Deco, Dada, Heroic Realism 127-182 Graphic Style From Victorian to post-modern. Heller, Steven/ Seymour. |
| 13) |
Work session/ Group critique. (Final Project a ) Tight thumbnails. Hand-in Xerox copies. Drafts are going to be presented on white papers, in one page, vertical or horizontal format. Presentations, which should be 10 minutes, will form part of the participation grade.
|
Reading: Late Modern 183-221 Graphic Style From Victorian to Post Modern. Heller, Steven/ Seymour. |
| 14) |
Work session/ Final critique / Group presentation ( Final Project a).
Commercial surfboard-snowboard/flag/billboard/T-shirt design assignment (Final Project b).
|
Reading:
Post Modern 221-233 Graphic Style From Victorian to Post Modern. Heller, Steven/ Seymour
Handouts:
April Greiman: 'Pioneer of Aesthetic Passion' Polledri, Paolo. Graphis Issue 306 Type and Deconstruction in Digital New Era 83 Poynor, Rick. Looking Closer Critical Writings on Graphic Design, Steven Heller. |
| |
Program Outcomes |
Level of Contribution |
| 1) |
They acquire theoretical, historical and aesthetic knowledge specific to their field by using methods and techniques related to performing arts (acting, dance, music, etc.). |
2 |
| 2) |
They have knowledge about art culture and aesthetics and they provide the unity of theory and practice in their field. |
2 |
| 3) |
They are aware of national and international values in performing arts. |
2 |
| 4) |
Abstract and concrete concepts of performing arts; can transform it into creative thinking, innovative and original works. |
1 |
| 5) |
They have the sensitivity to run a business successfully in their field. |
3 |
| 6) |
Develops the ability to perceive, think, design and implement multidimensional from local to universal. |
3 |
| 7) |
They have knowledge about the disciplines that the performing arts field is related to and can evaluate the interaction of the sub-disciplines within their field. |
2 |
| 8) |
They develop the ability to perceive, design, and apply multidimensionality by having knowledge about artistic criticism methods. |
3 |
| 9) |
They can share original works related to their field with the society and evaluate their results and question their own work by using critical methods. |
1 |
| 10) |
They follow English language resources related to their field and can communicate with foreign colleagues in their field. |
1 |
| 11) |
By becoming aware of national and international values in the field of performing arts, they can transform abstract and concrete concepts into creative thinking, innovative and original works. |
3 |
| 12) |
They can produce original works within the framework of an interdisciplinary understanding of art. |
2 |
| 13) |
Within the framework of the Performing Arts Program and the units within it, they become individuals who are equipped to take part in the universal platform in their field. |
3 |
| 14) |
Within the Performing Arts Program, according to the field of study; have competent technical knowledge in the field of acting and musical theater. |
2 |
| 15) |
They use information and communication technologies together with computer software that is at least at the Advanced Level of the European Computer Use License as required by the field. |
3 |
BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
