Design for Society

instructor Katherine Szeto

term Summer / Fall 2006

aims of module To allow the student to explore the roles played by graphic communication within
the context of social, political and ethical issues.

To broaden students’ involvement in a critical discourse

Aspects of culture, economics and social interaction in society will form the basis
of the students’ area of focus in developing design solutions

learning outcomes Upon successful completion of the module, students will be able to:

- Understand the effectiveness of the use of typography, illustration and photogra-

phy in the context of society

- Understand contemporary and contextual issues influencing graphic design in

society.

- Consider the ethical issues in professional practice.

- Research, analyse, identify and produce sensitive creative design solutions that
consider any cultural, economic and social context.

outline syllabus A largely theoretical programme, which informs a creative graphic response to an
issues-based topic.

Relevant topics might include:

- Propoganda
- Information Design
- Awareness-raising campaigns
- Hidden persuaders: advertising
- Decoding advertising: Semiotics and structuralism
- Postmodernism and deconstruction in graphic communication
- Psychology, perception and organisational principles of typography

assessment strategy Assessment requires a design rationale for final design solution (no more than 500
words) for each semester supported with design concepts related to topics as
suggested in outline syllabus.

Evidence of a visual research documentation file relevant to the issue identified by

the student.

Documentation of Research (40%)

- Evidence of research undertaken.
- Structuring of file contents.
- Analysis, interpretation and selection of information.
- Indication that the material has been read and has a function for inclusion.
 Design Rationale (20%)
- Identify research topic that lends itself to analysis and does not rely on a descrip-
tive approach.
- Undertake investigation as evidenced research providing indications that the
research material has a function and justification for inclusion.
- Purpose of research undertaken is justified with a clear argument.
- Design concepts use in final design solution are clearly explained.

Final Design Solution (40%)

- Evidence of problem-solving skills and ideas generation.
- Implementation of design processes involved in solving visual communication
problems.
- Evidence of stages of visual development through sketchbook / screenshots.
- Final design outcome, which reflects a high standard of finish and functionality.

learning unit Total of 192 hours

hours over 2 semesters (24 weeks).
contact duration
Total class contact: 3 hrs per week 36 hrs per semester
Total independent
study: 5 hrs per week 60 hrs per semester

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Total: 8 hrs per week 96 hrs per semester

other notes Sketchbook:

You will be required to keep an A3-sized sketchbook / workbook for each of your
gg projects. Bring it with you to every class!

Take notes in there, brainstorm, make drawings, cut and paste your photos and
worksheets, your research...be creative! Bring it with you everywhere to jot your
ideas whenever and wherever they come up.

What you put in your sketchbook documents brainstorming and the project
process + development, and is the only way we can see these aspects visually.
Remember that this is what counts for most of your final marks.

Hand-in requirements:

For each project, you will be required to hand in the following:

your project sketchbook (documentation of process)
- the project itself
- a portfolio presentation of the project in the form of one A3 ring-bound book that
- will contain a minimum of 4 pages and will include the following:

>Title page with name of project, student name and number.

>A few pages with images of the project (3-8 pages).
>One page with an image of the project in context.
>Concept / rationale.

Independent work:

Please follow up all classes with your own research in the library, in book stores,
galleries, the internet and by discussing the classes with your fellow students.

Self-driven learning will help you progress, help you develop your own ideas and
thinking, and achieve high marks.

Design for Society