Professional Design Studio PDF

Unit Learning Guide
School of Humanities and Communication Arts
Professional Design Studio

Unit Number:
101883
Teaching Period:
1H 2014
Unit Weighting:
10 credit points
Unit Level:
Level 4
Unit Co-ordinator:
Katrina Sandbach
Teaching Staff:
Alison Barnes, Kate Moore, Katrina Sandbach
First Point of Contact:
Your tutor
Student Consultation
Face-to-face consultations can be arranged by email. Email (Insert Name) for an appointment time.
General Student consultation times are:
Alison Barnes
: Tue 1-2pm alison.barnes@uws.edu.au
Kate Moore
: by email only Kate.Moore@uws.edu.au
Katrina Sandbach : Tue 3-5pm k.sandbach@uws.edu.au
Student Communication
Students must use their UWS student e-mail address in all correspondence with the Unit Coordinator and Tutors.
Attendance Requirements
Attendance is expected at all lectures and at the tutorial in which you are registered. Students are expected to attend a
minimum of 80% of classes. Records will be taken for verification purposes. Lectures and tutorials are an essential part of
your learning. Students have the responsibility to keep up with the unit content by attendance at lectures and tutorials.
No accommodation will be made or consideration will be given to students who do not attend regularly except in the case of
illness or misadventure. Non-attendance due to illness or misadventure or other, legitimate reasons should be documented
and submitted to the Unit Coordinator.
Essential Equipment and/or Resources

Students need to have access to a computer where the Internet can be used to logon to the VUWS website for this unit and
its online teaching space via Facebook. It would be useful to have Adobe Acrobat Reader. It can be downloaded from the
link at E-learning at UWS http://www.uws.edu.au/students/onlinesupport
There are computer labs for student use on each campus and a specialist dedicated fourth year studios BJL04 and BJL05.
There are provisions for students to access online materials at each of the campus libraries.
Student Feedback on Unit Surveys

Student Feedback on Unit Surveys will be distributed online in the latter half of the semester.
Changes and Improvements to the Unit as a Result of Student Feedback

The University values student feedback in order to improve the quality of its educational programs. As a result of student
feedback, the following changes and improvements to this unit have recently been made:
Assessments reduced from 7 to 6 (whole year).

Refined assessment outlines.
Expectations of Student Conduct

Students are expected to be familiar with and abide by the terms of the UWS Student Code of Conduct:
http://policies.uws.edu.au/view.current.php?id=00258
Learning Guide Template for the School of Humanities and Communication Arts
Page 2 of 20
Students should be familiar with the University of Western Sydneys O H, S & R Policy which can be viewed at
http://apps.uws.edu.au/uws/policies/ppm/policies.phtml#OHS
The University of Western Sydney Occupational Health, Safety and Risk policy states that it is the responsibility of employees,
students, contractors, visitors and others to ensure this policy is carried out and to regard accident prevention and safe
working as a collective and individual responsibility.
Unit Details
Position of this Unit in the Course
This fourth year unit is the culmination of three years prior learning in the degree. It builds on and synthesises key theoretical
concepts, historical traditions, technical knowledge, practice and interpersonal skills, as well as design, strategic thinking
and production competencies in a collaborative studio learning environment where students apply their acquired knowledge
base to real life industry projects in a range of professional contexts.
UWS Graduate Attributes

1.
2.
3.
4.
5.
Commands multiple skills and literacies to enable adaptable lifelong learning

Demonstrate knowledge of indigenous Australia through cultural competency and professional capacity
Demonstrates comprehensive, coherent and connected knowledge
Applies knowledge through intellectual inquiry in professional or applied contexts
Brings knowledge to life through responsible engagement and appreciation of diversity in an evolving world
Course Graduate Attributes: Bachelor of Design (Visual Communication)

The UWS Bachelor of Design (Visual Communication) attributes are:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Capable, competent and effective in their chosen professional and vocational area.
Ethical, responsible and aware in carrying out their design practice and professional responsibilities.
Sensitive to cultural and intercultural issues, especially those of Indigenous Australians.
Adaptable, flexible and resilient in the face of rapidly changing design practices.
Able to initiate and contribute to the practice, industry and community of designers.
Critical and reflective of information, knowledge and ideas in the field of design.
Articulate and confident design professionals who are able to work independently and/ or collaboratively.
Able to demonstrate an understanding of ecological impacts in personal and professional contexts.
Able to contribute positively to sustainable social, economic and environmental change in a diverse and
evolving world.
Unit Learning Outcomes

The Units Learning Outcomes specifically support the above Course Attribute numbers 1, 2, 3, 4, 5, 6, 7, 8.
On completion of this unit, students should be able to:
1. Conduct project management, client liaison, report writing and professional presentation skills and apply them to both
individual and collaborative client driven design project work.
2. Utilise appropriate research methodologies and design research sources within client driven work.
3. Evaluate the relationship between research and conceptual thinking, project
development work and a specific client or agency needs and visual communication aims
Page 3 of 20
4. Apply problem solving, concept generation and critical thinking skills

and appropriate media to a given design brief. Interpret, evaluate and respond to a design brief in appropriate stages
that encompass strategy, conceptual development, design, finished art, production and evaluation.
5. Understand business management skills that relate to professional practice (studio

and freelance) such as planning, account keeping, pitching, quoting, estimating and invoicing for work.
6. Develop awareness of how a designers informed position and perspective on visual communication can influence
professional practice and explore how self-reflexion, cultural awareness and design research can be applied to the selfpromotion strategies of future creative practitioners.
Student Workload
The expected workload in this unit is: 10 hours per week (for all 10 credit point units), including 3 hours in class and 7 hours
independent study time.
Schedule Learning and Teaching Activities:

Semester
Week
Topic
Weekly Activities
Rabbit Hole overview

the studio, live briefs, our clients, readings, assessments,
schedule, events, award entries
Designer self-review
60-minute brief
LB1 teams posted by COB
Friday 28 Feb
Designing in the real world

whats a graphic designer again?, the brief up close, the
importance of research and ideation, the pitfalls of free fonts,
design workflow, production, clients, brand design case study
LB1 projects briefed and all

projects commence
Roles & preliminary tasks
allocated
FB project groups set up &
protocols established
Design research begins
How to play well with others

client management, collaboration and professionalism, giving
and taking critique
Report on design research

Design development begins
Some teams meet with
clients this week for Q&A
17 Mar
2014
From research & ideation to prototype

making form out of concept, you are not alone: maximising the
skills of your team-mates, the power of Photoshop and 3D
mock-ups
Team presentations and

decision-making
Planning the client pitch
24 Mar
2014
Reporting and presenting your work

unpacking the live brief, writing for the design profession, the
client pitch
Teams report on work-inprogress and plan LB1

presentation
Date
24 Feb
2014
3 Mar
2014
10 Mar
2014
Page 4 of 20
31 Mar
2014
NO LECTURE OR FACE-TO-FACE TUTORIAL THIS WEEK

agIdeas Look Upstairs / 2-4 April
Teams report on work-inprogress (WIP) via FB and

finalise LB1 work and
presentations
7 Apr
2014
Live Brief 1 deadline / Tue 8 April

(client presentation and individual report to be submitted in person)
14 Apr
2014
Intra-Session Break
Public Holiday: Monday 21 April 2013 and
Friday 25 April
21 Apr
2014
Winning & losing the pitch

deciphering client feedback and what to do with it, moving on
gracefully, eyes on the finish line
28 Apr
2014
10
Self-promotion for young designers: positioning

Revisiting the Assessment 3 brief, the playing field, knowing
yourself and your position in the field, idols, gurus, and who not
to listen to
5 May
2014
11
Self-promotion for young designers: branding

Some common things to avoid, production basics, exemplars
12 May
2014
12
Self-promotion workshop (online)

NO FACE-TO-FACE LECTURE, via vUWS only
Client feedback returned to

teams
LB2 projects briefed and
work re-commences
Roles & tasks re-allocated
Report on new design

development
Decision and progress
continues
Production deadline for

some LB2
WIP presentations and

decision-making
NO LECTURE
19 May
2014
13
26 May
2014
14
MCA Zine Fair / Sun 25 May 11am-4pm

At the Museum of Contemporary Art, Circular Quay
NO LECTURE
WIP presentations and

decision-making
WIP presentations and final

decision-making
Finalising the client pitch
Live Brief 2 deadline / Tue 3 June

(client presentation and individual report to be submitted in person)
2 Jun
2014
15
9 Jun
2014
16
Final Sessions / Mon 2 June 6pm-8pm

At the Playhouse Theatre, Kingswood campus
Self Promo Stage 1 deadline / Tue 11 June submit via vUWS Dropbox
Page 5 of 20
Assessments
Assessment Requirements
1H Assessments are worth 50% of the final mark for this year-long unit.
Live Brief 1 40%
Live Brief 2 40%
Self Promo Stage 20%
Alignment of Teaching Activities with Unit Learning Outcomes

Item
Length
Learning Outcomes
addressed
Percent
Live Brief 1
(A) Individual creative report (30%)

250 word written position description
+ design research and development
+ final design outcome/s
+ 250 word written reflection
(B) Group presentation (10%)
- 10 minute client pitch
+ presentation design
+ professional delivery
1,2,3,4,5
40
Live Brief 2
((A) Individual creative report (30%)

250 word written position description
+ design research and development
+ final design outcome/s
+ 250 word written reflection
(B) Group presentation (10%)
- 10 minute client pitch
+ presentation design
+ professional delivery
1,2,3,4,5
40
Self Promo Stage 1

(positioning and branding)
(A) 250 word written creative rationale

(B) design research and development
(C) concept prototype
(D) production plan and costing
5,6
20
Submission of Assessment Tasks

Assignments submitted electronically and in hard copy must be accompanied by a copy of the Assignment Cover Sheet.
Note that, in some case, the tutor may not be the marker for the given assignment.
Students are required to keep a copy of all written work submitted
Return of Assessment Material

Marked work will be available for collection in-class and electronically when applicable.
The lecturer will return assignments in class as soon as they are marked. If there are no classes (in the case of an end of
Page 6 of 20
session assignment), the lecturer will give the class a time and venue when the assignments can be collected. There will be a
common collection date for distribution of assignments at the end of the session. Any work not collected during normal class
time or within 28 days after the date that work was returned, will be forwarded to Records Management for destruction. Full
policy available from http://policies.uws.edu.au/masterlist.php
Alternatively, an appropriately sized, self-addressed, stamped envelope can be attached to your assignment upon handing it
in, and your marked assignment will be returned to you via post. Please Note: Uncollected assessment material will be
subject to the universitys policies regarding the retention or destruction of such material. Please Note: Uncollected
assessment material will be subject to the universitys policies regarding the retention or destruction of such material.
Resubmission
NO resubmission will be permitted.
Late Submission
Work submitted late without consultation with the Unit Coordinator will not be accepted.
A student who submits a late assessment without approval for an extension will be penalised by 10% per day up to 10 days,
i.e. marks equal to 10% of the assignments weight will be deducted as a flat rate from the mark awarded. For example,
for an assignment that has a possible highest mark of 50, the students awarded mark will have 5 marks deducted for each
late day. Saturday and Sunday each count as one day.
Assessments will not be accepted after the marked assessment task has been returned to students who submitted the task
on time.
Extension of Due Date or Special Consideration for assessment task/s and/or whole of the teaching
session
A student may apply for an extension of the due date for an assessment task if extenuating circumstances outside their
control, and sufficiently grave in nature or duration, cause significant disruption to their capacity to study effectively. To apply,
complete a Request for Extension form:
http://www.uws.edu.au/__data/assets/pdf_file/0004/118273/Request_for_Extension_RO_00205_0112.pdf)
Submit the form, with supporting documentation, to the Unit Coordinator or other designated staff member (with a copy to
the Unit Coordinator) by email or at the relevant School Office.
The Request for Extension form must be lodged 3 working days prior to the due date of the assessment task. After that, you
must apply for Special Consideration (via online eForm).
If you have been granted Special Consideration, when submitting your assignment please indicate on the assignment cover
sheet that Special Consideration has been granted.
Please note: Lodgement of an Application for Special Consideration does not automatically result in the granting of Special
Consideration and students should make every effort to submit assessments as soon as practicable (if possible), even
though an application has been submitted.
More information about Special Consideration can be found at www.uws.edu.au/students/stuadmin/specialconsideration.
Page 7 of 20
Assessment 1: Live Brief 1

Due Date
Week 7 / Tuesday 8 April
Aims/Objectives
This assessment enables students to:
Further their understanding of how design research and concepts are developed into feasible design prototypes that
respond to a client brief
Work towards deadlines individually and collaboratively
Practice how to communicate ideas clearly within a team, and to a client through informal and formal presentations
Give and receive critique in a professional context
Heighten their ability to report on their work articulately and professionally
Assessment Description
Each student will be allocated to a Live Brief team that will respond to a set brief. This requires them to conduct design
research, develop concepts to prototype stage, and contribute to the team effort in the lead-up to interim and final client
presentations. For Live Brief 1 (LB1), each student will be conducting themselves as a junior designer with specific
responsibilities that must be reported on individually. In addition to this, the team will develop and present an industrystandard client pitch.
INDIVIDUAL REPORT
Use the following headings to structure your individual report.
1. Position Description (250 words written statement)
Describe your role as a junior designer who has responded to the client brief, specifically detailing any additional
responsibilities you took on (e.g. coordinated the production of the client presentation). Please note that for agIdeas,
MCA Zine and Equity & Diversity, the Position Description should instead be a Designer Manifesto that thoughtfully
responds to the theme through introspection and field review.
Briefly evaluate your teams strengths and weaknesses, and how these can be capitalised on or improved for Live Brief
2.
This statement can be in narrative or bullet point form.

2. Design Research and Development (4-10 A4 pages including text and imagery)
Summarise your design research and concept development. This section should validate your individual work and
demonstrate your contribution to the group effort.
3. Final Design Outcome/s (2-4 A4 pages including text and imagery)
Whether the result of individual or collaborative work, show the outcome reached by week 7. Explain how you reached this
outcome, and if you developed another designers concept or you collaborated with others, you must specify your
contribution and acknowledge the other designer/s involved.
4. Reflection (250 words written statement)
Reflect on your experience working on LB1. Some points for discussion include: what expectations did you have of yourself
as a designer, and did you meet them; did you work effectively as an individual and as part of the team; what did you learn
from the experience.
Page 8 of 20
Some tips for your individual report
Remember that youre writing a report, not an essay or story. Use direct, plain language, write succinctly using subheadings to organise short paragraphs, and bullet points when appropriate.
This is a designers report, so pay attention to typography, layout, readability, image quality. Aesthetics and functionality
are important elements of a professional design report.
Either first or third person, past or present tense is fine, choose what you feel most comfortable with and use it
consistently.
GROUP PRESENTATION
Use the following headings as a guide for structuring your 10-minute visual and verbal presentation.
1. Introduction
Acknowledge the client and revisit the key points of the brief.
2. Summary of research findings
Provide an overview of the different kinds of research the team conducted, your findings, and importantly how this was
applied to your design development. Include reference to interim client feedback when relevant.
3. Design prototypes
Present each design prototype in detail, highlighting each concepts point of difference. Include a production schedule and
budget outline if/when relevant.
4. Conclusion
Reinforce your teams response to the brief, and acknowledge the client.
You must also organise a printed leave behind document that the client can take away for further consideration.
Some tips for your group presentation
While everyone on the team must be present on the day, not everyone has to present the pitch itself although this will
suit some projects more than others. Its reasonable to choose your strongest presenter/s to represent the team.
Consider screen legibility and readability text and imagery.
Spellcheck your presentation.
While providing some background is important, the focus should be on the design prototypes
Either first or third person is fine, choose what you feel most comfortable with and use it consistently.
Assessment Criteria
INDIVIDUAL REPORT
Position Description clearly summarises the individuals role, engagement with the team, and regard of the client
and/or project aims. OR Design Manifesto demonstrates individuals engagement with the theme through
introspection and review of the field.
Design Research and Development comprehensively accounts for the students individual work and contribution to
the team effort, summarising all primary, secondary, and visual research and how this fuelled experimentation and
iterative design work with respect to the brief.
Final Design Outcome/s demonstrates students ability to integrate critique and team decision-making into refined
and convincing creative prototypes.
Overall writing and presentation shows increasing awareness of professional standards of written and visual
communication in the context of reporting on ones own work to a colleague or supervisor.
Page 9 of 20
GROUP PRESENTATION
Visual presentation (slide design) shows understanding of typography, layout, colour, and readability principles
applied to screen viewing.
Verbal presentation is confident, clear, organised, and captivating.
Images/movies/words have been proofread/tested/spellchecked.
Content comprehensively discusses all required areas (introduction, research findings, design prototypes,
conclusion), showing attentiveness to the client and brief.
Overall presentation and group use of Facebook reflects a cohesive, capable and engaged team.
Marking Criteria
This assessment is worth 40% of the semester mark for this unit.
INDIVIDUAL REPORT 30%
F
0-14
Poor
P
15-19
Adequate
C
19.5-22
Good
D
22.5-25
Very
Good
HD
25.5-30
Outstanding,
Original or
Creative
Position Description clearly summarises the individuals role, engagement with the team, and regard of the client and/or
project aims. OR Design Manifesto demonstrates individuals engagement with the theme through introspection and review
of the field.
Design research and Development comprehensively accounts for the students individual work and contribution to the team
effort, summarising all primary, secondary, and visual research and how this fuelled experimentation and iterative design work
with respect to the brief.
Final design outcome/s demonstrates students ability to integrate critique and team decision-making into finished work.
Overall writing and presentation shows increasing awareness of professional standards of written and visual communication in
the context of reporting on ones own work to a colleague or supervisor.
GROUP PRESENTATION 10%

F
0-4
Poor
P
5-6.4
Adequate
C
6.5-7.4
Good
D
7.5-8.4
Very
Good
HD
8.5-10
Outstanding,
Original or
Creative
Visual presentation (slide design) shows understanding of typography, layout, colour, and readability principles applied to
screen viewing.
Content comprehensively discusses all required areas (introduction, research findings, design prototypes, conclusion),
showing attentiveness to the client and brief.
Page 10 of 20
Assessment 2: Live Brief 2

Due Date
Week 15 / Tuesday 3 June
Aims/Objectives
Interpret feedback from the client or creative director, and other stakeholders, in order to develop their work further
Work towards deadlines individually and collaboratively
Practice how to communicate ideas clearly within a team, and to a client through informal and formal presentations
Give and receive critique in a professional context
Heighten their ability to report on their work articulately and professionally
Progress concept artwork to production, and deal with suppliers, budgets, event management, and production
deadlines
Each student will expand on their previous role or begin a new Live Brief if their teams LB1 pitch was unsuccessful. This
requires them to conduct further design research, start anew, or develop existing concepts to prototype stage, contributing
to the team effort in the lead-up to interim and final client presentations and the final production or event. For Live Brief 2
(LB2), each student will be conducting themselves as a specialist designer with responsibilities that must be reported
individually. In addition to this, the team will develop and present an industry-standard client pitch or go into production.
INDIVIDUAL REPORT
Use the following headings to structure your individual report.
1. Position Description (250 words written statement)
Describe your role as a specialist designer who has responded to the client brief, detailing your responsibilities.
Briefly evaluate your teams strengths and weaknesses and how this compared the LB1 experience.
This statement can be in narrative or bullet point form.

Summarise your design research and concept development. This section should validate your individual work and
demonstrate your contribution to the group effort.
3. Final Design Outcome/s (2-4 A4 pages including text and imagery)
Whether the result of individual or collaborative work, show the outcome reached by week 15 or your earlier
production/event deadline. Explain how you reached this outcome, and if you developed another designers concept or you
collaborated, you must specify your contribution and acknowledge the other designer/s involved.
4. Reflection (250 words written statement)
Reflect on your experience working on LB2. Some points for discussion include: how did you grow from LB1; did you work
effectively as an individual and as part of the team; what did you learn from the experience.
Page 11 of 20
Some tips for your individual report
Remember that youre writing a report, not an essay or story. Use direct, plain language, write succinctly using subheadings to organise short paragraphs, and bullet points when appropriate.
This is a designers report, so pay attention to typography, layout, readability, image quality. Aesthetics and functionality
are important elements of a professional design report.
GROUP PRESENTATION
Use the following headings as a guide for structuring your 10-minute visual and verbal presentation.
1. Introduction
Acknowledge the client and revisit the key points you developed if you continued a LB1 project, or the key points of the brief
if you began a new project.
2. Summary of research findings
Provide an overview of the different kinds of research the team conducted, your findings, and importantly how this was
applied to your design development. Include reference to interim client feedback when relevant.
3. Design prototypes
Present each design prototype in detail, highlighting each concepts point of difference. Include a production schedule and
budget outline if/when relevant.
4. Conclusion
Reinforce your teams response to the brief, and acknowledge the client.
You must also organise a printed leave behind document that the client can take away for further consideration.
Some tips for your group presentation
While everyone on the team must be present on the day, not everyone has to present the client pitch although this will
suit some projects more than others. Its reasonable to choose your strongest presenter/s to represent the team.
Consider screen legibility and readability text and imagery.
Spellcheck your presentation.
While providing some background is important, the focus should be on the design prototypes.
Assessment Criteria
INDIVIDUAL REPORT
Position Description clearly summarises the individuals role, engagement with the team, and regard of the client
and/or project aims.
Design Research and Development comprehensively accounts for the students individual work and contribution to
the team effort, summarising all primary, secondary, and visual research and how this fuelled experimentation and
iterative design work with respect to the brief.
Final Design Outcome/s demonstrates students ability to integrate critique and team decision-making into finished
work.
Overall writing and presentation shows increasing awareness of professional standards of written and visual
communication in the context of reporting on ones own work to a colleague or supervisor.
GROUP PRESENTATION
Visual presentation (slide design) shows understanding of typography, layout, colour, and readability principles
applied to screen viewing.

Page 12 of 20
Content comprehensively discusses all required areas (introduction, research findings, design prototypes,
conclusion), showing attentiveness to the client and brief.
Marking Criteria
INDIVIDUAL REPORT 30%
F
0-14
Poor
P
15-19
Adequate
C
19.5-22
Good
D
22.5-25
Very
Good
HD
25.5-30
Outstanding,
Original or
Creative
Position Description clearly summarises the individuals role, engagement with the team, and regard of the client and/or
project aims. OR Design Manifesto demonstrates individuals engagement with the theme through introspection and review
of the field.
Design research and Development comprehensively accounts for the students individual work and contribution to the team
effort, summarising all intellectual, data, and visual-oriented research and how this fuelled experimentation and iterative design
work with respect to the brief.
Final design outcome/s demonstrates students ability to integrate critique and team decision-making into finished work.
Overall writing and presentation shows increasing awareness of professional standards of written and visual communication in
the context of reporting on ones own work to a colleague or supervisor.
GROUP PRESENTATION 10%

F
0-4
Poor
P
5-6.4
Adequate
C
6.5-7.4
Good
D
7.5-8.4
Very
Good
HD
8.5-10
Outstanding,
Original or
Creative
Visual presentation (slide design) shows understanding of typography, layout, colour, and readability principles applied to
screen viewing.
Content comprehensively discusses all required areas (introduction, research findings, design prototypes, conclusion),
showing attentiveness to the client and brief.
Page 13 of 20
Assessment 3: Self-promotion Stage 1 (positioning

and branding)
Due Date
Week 16 / Tuesday 11 June (via vUWS)
Aims/Objectives
Position themselves in a competitive field in relation to their own career goals
Decide on a self-promotion strategy that reflects their professional experience and aspirations
Refine their print design skills, connect with print suppliers, and make production decisions
Develop their own professional brand identity and business card for use at the end-of-year graduation exhibition
Manage a small, yet important print project
Through exploring the field, self-reflection, and facilitated workshops, students will decide on how to position
themselves in a competitive field, and develop a professional brand identity that will be immediately applied to a
business card design, and later, their online design portfolio (Self-promotion Stage 2).
An A4 colour PDF must be submitted to the vUWS Assignment Dropbox by the due date, details of which will be
emailed in due course.
Use the following headings to structure your document.
1. Design Rationale (250 words written statement)
Your design rationale should clearly explain the reasons or logic behind your design choices. Those of you who completed
Professional Practice: Design last year or currently freelance have an existing brand identity. This assessment requires you to
reflect on past work, evaluate this, and develop a new or revised brand identity that reflects your current situation. You must
include an image of your past brand identity for reference as this tells part of the story of your new approach.
Briefly describe your professional experience and/or aspirations, as well as your target audience and how this frames your
current self-promotion strategy. Include mention of the results from the Self-Promotion Workshop activities and their impact
on your approach. Importantly, include the single-minded-proposition you had to devise in the workshop and remember
that this should guide your design decisions.
Review the field and find at least 3 existing designer self-promotion pieces that you think are effective, include imagery
of these and explain why they appeal to you.
Show iterative phases of your brand identity development, and business card design experiments.
Speak to a print supplier or do web research, and explore the different stocks, print embellishments, and finishes that
you can use advantageously to enhance your brand. Obtain print samples when possible. Explain how production
considerations have influenced your design decisions.
3. Concept Prototype (2-4 A4 pages including text and imagery)
Show the final design/s at 100%, listing your print specifications (size, paper stock, colour mode, print embellishments,
quantity).
Page 14 of 20
3. Production Plan and Costing (1-2 A4 pages)

Using your own print specifications, obtain original print quotes from reputable suppliers and include the whole print quote in
your report. Briefly outline your production plan, baring in mind the first requirement of the business card (your Graduation
Exhibition Tuesday 25 November 2014).
Assessment Criteria
Design Rationale clearly communicates insight gained from self-reflection and planning.
Design Rationale demonstrates engagement with the structured self-promotion workshop activity, which has been
integrated into the design strategy.
Design Research and Development comprehensively describes the design process, including field research,
experimentation and concept development, and attention to production options.
Concept Prototype is shown at 100% size, listing your print specifications.
Concept Prototype is unique and relevant, showing students refined understanding of print design principles including
typography, hierarchy, colour, and layout.
Production Plan and Costing demonstrates project management skills through engagement with print suppliers and
production scheduling.
Overall, document shows design astuteness and attention to detail (layout, typography, readability, good image quality),
and has been spell-checked and tested to make sure all images are in place prior to submission.
Marking Criteria
F
0-9
Poor
P
10-12.5
Adequate
C
13-14.5
Good
D
15-16.5
Very
Good
HD
17-20
Outstanding,
Original or
Creative
Design Rationale clearly communicates insight gained from self-reflection and planning.
Design Rationale demonstrates engagement with the structured self-promotion workshop activity, which has been integrated
into the design strategy.
Design Research and Development comprehensively describes the design process, including field research, experimentation
and concept development, and attention to production options.
Concept Prototype is shown at 100% size, listing the print specifications.
Concept Prototype is unique and relevant, showing students refined understanding of print design principles including
typography, hierarchy, colour, and layout.
Production Plan and Costing demonstrates project management skills through engagement with print suppliers and
production scheduling.
Overall, document shows design astuteness and attention to detail (layout, typography, readability, good image quality), and
has been spell-checked and tested to make sure all images are in place prior to submission.
Page 15 of 20
Learning Resource Information

Texts
The Key text for this unit is:
Shaughnessy, A. How to Be a Graphic Designer Without Losing Your Soul. 2 ed. New York: Princeton Architectural Press,
2010. Print.
nd
Additional texts
Berger, W. Glimmer: How Design Can Transform Your Life, and Maybe Even the World. London: Penguin Press, 2009. Print.
Brown, T. Change by Design: How Design Thinking Transforms Organisations and Inspires Innovation. New York: Harper
Collins, 2009. Print.
Crawford, T. The Graphic Design Business Book. New York: Allworth Press: Graphic Artists Guild, c2005. Print.
DeSetto, J. The Business of Design. Clifton Park, NY, 2009. Print.
Dorrian, M. Business Cards 2: More Ways of Saying Hello. London: Laurence King Publishing, 2006. Print.
Dorrian, M. Business Cards 3: More Ways of Saying Hello. London: Laurence King Publishing, 2009. Print.
Fishel, C. The Freelance Design Handbook: Dont Start Work Without it. Switzerland: Rotovision. 2009. Print.
Gold, E. The Business of Graphic Design: A Sensible Approach to Marketing and Managing a Graphic Design Firm. New
York: Watson-Guptill Publications, 1995. Print.
Jannoff, B. and Cash-Smith, R. The Graphic Designers Guide to Better Business Writing. New York: Allworth Press, 2007.
Print.
Klanten, R., Mischler, M. and Bilz, S. (Ed) The Little Know-it-all: common sense for designers. Die Gestalten, 2007. Print.
Kliment, S. A. Writing for Design Professionals: A Guide to Writing Successful Proposals, Letters, Brochures, Portfolios,
Reports, Presentations, and Job Applications for Architects, Engineers, and Interior Designers. 2 ed. New York:
nd
Norton, 2006. Print.

Manuelli, S. RSVP: The Very Best of Invitation and Promotion Design. Mies; Hove: RotoVision, c2003. Print.
McCormack, L. Designers are Wankers. London: About Face Publishing, 2005. Print
Sparkman, D. Writing Your Winning Proposal: The Graphic Design Business Book. Eds. Tad Crawford and Graphic Artists
Guild (U.S.). New York: Allworth Press 2005. 81-87. Print.
Use of vUWS
vUWS is an important component of this unit. It is used for resources (e.g. workshop slides, web links, resources,
exemplars, client material. Students are expected to login to the units vUWS site at least once a week.
Key Weblinks
Links to online resources are available on vUWS
Literacy Resources
Links to academic literacy resources are available on vUWS
Referencing Requirements
Reports should include citations for all work reproduced including articles (print and web) and images
(graphics, photographs and illustrations). Please refer to UWS style guide for referencing protocol. The Schools
Page 16 of 20
referencing requirement is the MLA style.

Full details of referencing systems can be found at:
http://library.uws.edu.au/citing.phtml.
A full range of resources for searching and citing references is available at:
http://library.uws.edu.au/training.phtml
Full details of referencing systems can be found at:
http://library.uws.edu.au/citing.phtm l
A full range of resources for searching and citing references is available at:
http://library.uws.edu.au/training.phtml
Referencing and assignment writing resources are provided in vUWS and will be discussed in tutorials
Links to Key UWS Policies and Information Affecting

Students
Key Policies and Information Affecting Students
http://www.uws.edu.au/learning_teaching/learning_and_teaching/office_of_the_pro-vicechancellor/key_policies_and_information_affecting_students
Student Support
http://www.uws.edu.au/currentstudents/current_students/getting_help/support_services_for_students
Course and Unit Rules
http://www.uws.edu.au/students/stuadmin/enrolments/enrolmentrequirements
This site provides information on pre-requisites, co-requisites and other matters concerning how your course is structured.
Current Students
http://www.uws.edu.au/currentstudents/current_students
Student Administration
e-learning
Forms
http://currentstudents.uws.edu.au/students/stuadmin
http://www.uws.edu.au/students/onlinesupport
http://pubsites.uws.edu.au/student/forms
E-learning Support Site

It is a students responsibility to ensure that prior to starting any E-Learning activities for this unit, you familiarise yourself
with introductory resources available on E-Learning Student Support site . You can access the site by logging into
vUWS at https://vuws.uws.edu.au/ and clicking on E-Learning Student Support Site link under My vUWS Sites.
Page 17 of 20
School Policy for vUWS use: Courtesy and Respect

Online

In the interests of promoting the welfare and safety of students and staff at UWS, please ensure that you conduct yourself
with courtesy and respect while in vUWS. This applies to all online communications such as tutorials, discussion groups,
chat rooms, email correspondence, blogs, journals and so on.
A unit vUWS site is an online teaching and learning environment at UWS. The rules are the same as in lectures, tutorials
and seminars. Keep in mind that vUWS is a public space and your comments in online discussions and chat rooms can be
read by other students and academic staff. Your blog and journal entries in vUWS may be read by your lecturer or tutor.
The unit coordinator may allow students to read each others blog or journal entries as a way of reflecting on the learning
material and process or for assessment purposes.
It is very easy to be polite, courteous and friendly.

Avoid bad, offensive or discriminatory language.
Respect the point of view of other students, lecturers, tutors and the unit coordinator.
Be aware of cultural differences and cultural sensitivities.
Humour or sarcasm does not translate well from the real world to the virtual world.
Avoid capitals, or it will seem like youre SHOUTING.
No-one wants to be misunderstood. Write clearly and concisely so that you will not be misinterpreted in terms of
your intention and meaning. Keep posts and emails short and simple. Re-read your message before you hit send.
Respect the privacy of other students, lecturers, tutors and the unit coordinator.
Respect the online literacy levels of other students.
Remember that you can communicate face-to-face with others as well (recommended if you are not certain what
you write may offend others).
The rules of copyright and plagiarism apply in vUWS. If you use someone else's ideas, cite them appropriately. Giving
other students the answers to assessment questions or online quizzes in online discussions, chat rooms or emails risks an
Academic misconduct allegation.
The rules of Academic and Non-Academic misconduct apply in vUWS.
Non-Academic misconduct in vUWS includes but is not limited to: harassing, vilifying, abusing or threatening students or
staff, bullying or disparaging students or staff, inappropriate conduct. Problems, complaints or concerns should be
directed to the unit coordinator, privately by email, telephone or in person. You can read more about the UWS Student
Non-Academic Misconduct Policy at: http://policies.uws.edu.au/
Your unit coordinator, lecturer or tutor will provide more detailed guidelines for the appropriate use of vUWS in your unit.
Page 18 of 20
What is Academic Misconduct?

Academic Misconduct may involve one or more of the following:
Plagiarism
Plagiarism involves submitting or presenting work in a unit as if it were the student's own work done expressly for that
particular unit when, in fact, it was not. Most commonly, plagiarism exists when:
a)
the work submitted or presented was done, in whole or in part, by an individual other than the one submitting or
presenting the work;
b)
parts of the work are taken from another source without reference to the original author; or
c)
the whole work, such as an essay, is copied from another source such as a website or another student's essay.
Acts of plagiarism may occur deliberately or inadvertently

Inadvertent plagiarism occurs through inappropriate application or use of material without reference to the original
source or author. In these instances, it should be clear that the student did not have the intention to deceive. The University
views inadvertent plagiarism as an opportunity to educate students about the appropriate academic conventions in their
field of study.
Deliberate plagiarism occurs when a student, using material from another source and presenting it as his or her own,
has the intention to deceive. The University views a deliberate act of plagiarism as a serious breach of academic standards
of behaviour for which severe penalties will be imposed.
Collusion
Collusion includes inciting, assisting, facilitating, concealing or being involved in plagiarism, cheating or other academic
misconduct with others.
Cheating
Cheating includes, but is not limited to:
a)
dishonest or attempted dishonest conduct during an examination, such as speaking to other candidates or
otherwise communicating with them;
b)
bringing into the examination room any textbook, notebook, memorandum, other written material or mechanical or
electronic device (including mobile phones), or any other item, not authorised by the examiner;
c)
writing an examination or part of it, or consulting any person or materials outside the confines of the examination
room, without permission to do so;
d)
leaving answer papers exposed to view, or persistent attempts to read other students' examination papers; or
e)
cheating in take-home examinations, which includes, but is not limited to:
f)
making available notes, papers or answers in connection with the examination (in whatever form) to others without
the permission of the relevant lecturer;
g)
receiving answers, notes or papers in connection with the examination (in whatever form) from another student, or
another source, without the permission of the relevant lecturer; and
h)
unauthorised collaboration with another person or student in the formulation of an assessable component of work.
For the full definition of academic misconduct and the consequences of such behaviour, students are advised to read the
Misconduct - Student Academic Misconduct Policy in its entirety available at UWS Policies:
http://policies.uws.edu.au/index.php
Page 19 of 20
Assignment Cover Sheet

School of Humanities and Communication Arts
Student Name
Student Number
Unit Name and Number
Tutorial Group
Tutorial Day and Time
Session / Semester
Lecturer/Tutor
Title of Assignment
Length
Due Date
Date Submitted
Campus Enrolment
DECLARATION
I hold a copy of this assignment if the original is lost or damaged.
q I hereby certify that no part of this assignment or product has been copied from any other students work or
from any other source except where due acknowledgement is made in the assignment.
q No part of the assignment/product has been written/produced for me by any other person except where
collaboration has been authorised by the subject lecturer/tutor concerned
q I am aware that this work may be reproduced and submitted to plagiarism detection software programs for
the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism
checking)
Signature: .
Note: An examiner or lecturer/tutor has the right not to mark this assignment if the above declaration
has not been signed)
Page 20 of 20

Professional Design Studio PDF

Enviado por

Dados do documento

Descrição original:

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Professional Design Studio PDF

Enviado por

Direitos autorais:

Formatos disponíveis

Unit Learning Guide

School of Humanities and Communication Arts

Professional Design Studio

Alison Barnes, Kate Moore, Katrina Sandbach

First Point of Contact:

Essential Equipment and/or Resources

Student Feedback on Unit Surveys

Changes and Improvements to the Unit as a Result of Student Feedback

Assessments reduced from 7 to 6 (whole year).

Expectations of Student Conduct

UWS Graduate Attributes

Commands multiple skills and literacies to enable adaptable lifelong learning

Course Graduate Attributes: Bachelor of Design (Visual Communication)

Unit Learning Outcomes

4. Apply problem solving, concept generation and critical thinking skills

5. Understand business management skills that relate to professional practice (studio

Schedule Learning and Teaching Activities:

Rabbit Hole overview

Designing in the real world

LB1 projects briefed and all

How to play well with others

Report on design research

From research & ideation to prototype

Team presentations and

Reporting and presenting your work

Teams report on work-inprogress and plan LB1

NO LECTURE OR FACE-TO-FACE TUTORIAL THIS WEEK

Teams report on work-inprogress (WIP) via FB and

Live Brief 1 deadline / Tue 8 April

Winning & losing the pitch

Self-promotion for young designers: positioning

Self-promotion for young designers: branding

Self-promotion workshop (online)

Client feedback returned to

Report on new design

Production deadline for

WIP presentations and

MCA Zine Fair / Sun 25 May 11am-4pm

WIP presentations and

WIP presentations and final

Live Brief 2 deadline / Tue 3 June

Final Sessions / Mon 2 June 6pm-8pm

Alignment of Teaching Activities with Unit Learning Outcomes

(A) Individual creative report (30%)

((A) Individual creative report (30%)

Self Promo Stage 1

(A) 250 word written creative rationale

Submission of Assessment Tasks

Return of Assessment Material

Assessment 1: Live Brief 1

Work towards deadlines individually and collaboratively

Give and receive critique in a professional context

Heighten their ability to report on their work articulately and professionally

This statement can be in narrative or bullet point form.

Some tips for your individual report

Consider screen legibility and readability text and imagery.

Spellcheck your presentation.

Verbal presentation is confident, clear, organised, and captivating.

Images/movies/words have been proofread/tested/spellchecked.

GROUP PRESENTATION 10%

Assessment 2: Live Brief 2

Work towards deadlines individually and collaboratively