Innovative graphic design project
| Structure Type: | Course |
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| Code: | KH14BAGR46 |
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| Type: | Compulsory |
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| Level: | Bachelor |
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| Credits: | 10.0 points |
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| Responsible Teacher: | Savola, Esa |
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| Language of Instruction: | Finnish |
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Course Implementations, Planned Year of Study and Semester
| Curriculum | Semester | Credits | Start of Semester | End of Semester |
| MK-2013 |
3 spring |
10.0 |
2016-01-01 |
2016-07-31 |
Learning Outcomes
Students will analyse societal development, perceive the impact it has on the development of their professional field and function accordingly.
Students will be competent in analysing the societal, marketing and technological development, which has an impact on their profession. They will have the knowledge they need to create scenarios of future development and to consider several alternatives for the stages in development. They will be competent in foreseeing risks and compiling a 'plan B' for their scenarios.
Students will learn not to blindly trust predictions and will be competent in obtaining background information from several sources, preferably from unconventional sources. Students will have knowledge of several types of information retrieval and research methods (although they may not know how to use them all) and be capable of naming them and explaining them and assessing them for various situations.
Students will have competence in realistically assessing various scenarios, including their own, and consider the criticism associated with them.
Students will be competent in utilising the aforementioned knowledge and skills when making concept plans, and they will know how to justify their solutions. They will understand that the basis of a concept plan demands consideration of many types processes and that their plans should be flexible.
Student's Workload
Total work load of the course: 260 h of which scheduled studies are agreed with the teacher
Prerequisites / Recommended Optional Courses
Basics of graphic design, Business Graphics, .... Illustration 1 and 2
Contents
A project
Recommended or Required Reading
Thesis writing instructions + Students choose their own reading and in so doing learn to critically assess sources of information.
Mode of Delivery / Planned Learning Activities and Teaching Methods
Lectures, assignment
Assessment Criteria
0 FAILED
1 SATISFACTORY (POOR)
Design process develops poorly with different stages unclearly defined, personal achievements and counselling in unbalance, specification(s), goal(s) and criteria for intended product(s) not clearly organized and analyzed, background work for design commission minimal, quantity and quality of design work (iteratively poor, routine like, mechanical) barely acceptable compared to time used, presentation(s) (customer meeting(s), portfolio, partial deliveries, assessment discussions, final delivery, complementary deliveries etc.) only moderately (overall comprehensiveness, visual and verbal quality) and mechanically developed by student.
2 SATISFACTORY (FAIR)
Design process develops satisfactorily with different stages at least partially defined, personal achievements and counselling still in some respect unbalanced, specification(s), goal(s) and criteria for intended product(s) satisfactorily organized and analyzed, background work for design commission in most respect satisfactory but with little source criticism, quantity and quality of design work (iteratively modest, routine like but with some personal traits) satisfactory compared to time used, presentation(s) (customer meeting(s), portfolio, partial deliveries, assessment discussions, final delivery, complementary deliveries etc.) satisfactorily (overall comprehensiveness, visual and verbal quality) and with some personal traits developed by student.
3 GOOD
Design process develops fairly good with different stages clearly defined, personal achievements and counselling are in most respect balanced, specification(s), goal(s) and criteria for intended product(s) in main respects well organized and analyzed, background work for design commission is good with adequate source criticism, quantity and quality of design work (iteratively good, fairly innovative and with clear personal traits) good compared to time used, presentation(s) (customer meeting(s), portfolio, partial deliveries, assessment discussions, final delivery, complementary deliveries etc.) good (overall comprehensiveness, visual and verbal quality) and with clear personal traits developed by student.
4 GOOD (VERY GOOD)
Design process develops very good with different stages very clearly defined, personal achievements and counselling are in all respect balanced, specification(s), goal(s) and criteria for intended product(s) in all respects well organized and analyzed, background work for design commission is very good with clear source criticism, quantity and quality of design work (iteratively very good, clearly innovative and with strong personal traits) very good compared to time used, presentation(s) (customer meeting(s), portfolio, partial deliveries, assessment discussions, final delivery, complementary deliveries etc.) very good (overall comprehensiveness, visual and verbal quality) and with very personal traits developed by student.
5 EXCELLENT
Design process develops independently with different stages sharply defined, personal achievements and counselling are excellently balanced, specification(s), goal(s) and criteria for intended product(s) in all respects excellently organized and analyzed, background work for design commission is extremely good with clear source criticism, quantity and quality of design work (iteratively excellent, very innovative and with artistic personal traits) excellent compared to time used, presentation(s) (customer meeting(s), portfolio, partial deliveries, assessment discussions, final delivery, complementary deliveries etc.) excellent (overall comprehensiveness, visual and verbal quality) and with strong and artistic personal traits developed by student.
Assessment Methods
Research Plan, an essay 100%
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