Courses Visual Communications p. 2

 
 

Working Procedures
This class met only one-hour a week. I took an hour from the Basic Design class. This worked well as Basic Design incorporated refinement, tight restrictions and it was tedious; Visual Communications was fast paced, varied, colorful, individualized and was a good counterpoint to Basic Design. It also balanced perceptual and conceptual student development concurrently.

The one-hour class period was used for critique­students put work on the board and it was critiqued by both the teacher and students. The time was also used for presenting the next problem. My belief is that the work is best done outside of class so there is less tendency for students to borrow ideas from one another.

The first problems are done with 1-inch squares and communication is established through arrangement. By using 1-inch squares, it forces students to work abstractly without detail, and establishes the importance of juxtaposition, color and abstraction in visual communication. Students can focus on communication without having to also cope with color, shape or content at the same time.

Working with squares reinforces the premise of abstract communication. The simple addition of color as an added communication device is a small but valuable step. Once the concept of abstract communication is recognized by students, the limitations can gradually be relaxed.

I began building a slide file of professional work employing strong communication concepts which periodically was shown to and discussed with students so they might better understand their role as visual communicators.

Students keep the work until semester reviews. They are encouraged to do work over, and over again. If students do not do work over, especially weak pieces, for semester review, it should count against them.

 

Criteria
There are three main criteria:
1
The quality of communication concept. Simplicity and directness of communication are essential. Is the image uncomplicated and the communication clear?

2
Formal values or aesthetics of the image - composition, shape, color, etc.

3
Craft of putting the image together

It is extremely important that there be follow-through with the concept of the Graphic Designer as a visual communicator. Throughout the program, students should be held accountable as to what are they communicating, and are they communicating it clearly and directly?

 

Visual Communication part l>

 

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