Graphic Design of Brochures and Magazines
| Structure Type: | Course |
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| Code: | KH14BAGR26 |
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| Type: | Compulsory |
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| Level: | Bachelor |
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| Credits: | 8.0 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 |
2 autumn |
8.0 |
2014-09-01 |
2014-12-31 |
Learning Outcomes
Students will be competent in applying the knowledge and skills they acquired in previous courses (Typography, Image Information, Illustration I) to design multi-paged graphic products, which can be categorised as newspapers/magazines or brochures.
Students will also be competent in designing draw-sheets for layouts, planning how to use illustrations, creating typographic solutions for multi-paged printed material and extensive, related material for a user interface to be published online. They will understand that although the same product may have different parts, which require different types of visual expression, the entire product and its different parts must resemble that which is typical to the product in question.
Students will understand how the different types of multi-paged printed materials differ from each other and how they call for different layout solutions. They will provide evidence of this understanding through various assignments. They will also be able to justify their solutions verbally and analyse the extensive graphic products they see and the principles upon which they are constructed. Moreover, students will be able to justify their own comparable choices in a professional manner. They will indicate their competence in this area through communication during group assignments. As the member of a group, students will be able to develop their layout into a printed product, request offers and communicate with (possible clients) and a printing company.
Students will be competent in making online newspapers/magazines and understand the special demands of printed and online material. They will independently search for information concerning the areas in question and use that information for the documentation of their assignments. At best, students will be competent in finding new ways to solve problems in media design, even ones that have not yet been used. In this sense, students will understand what they may win or lose when deviating from the conventional way of doing things and be able to express this verbally.
Student's Workload
- Lectures: 8 h
- Excursion: 8 h
- Supervised assignments: 128 h
- Independent study: 64 h
Prerequisites / Recommended Optional Courses
Basics of Graphic Design, Typography
Contents
- From layout to publication, whether it is a printed or online product to be published.
- Functions of a layout in the different parts of an extensive product.
- Impact of a communicative content on a layout and user interface
- Collaboration with (a client) and those involved in the production process
Recommended or Required Reading
Independent information acquisition
Mode of Delivery / Planned Learning Activities and Teaching Methods
- Lectures
- Excursions
- Assignments
- Independent study
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
Tasks completed in workshop: 100 %
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