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evaluation

objectivesDemonstrate how concept informs image making;Define and practice ongoing journal skills for research and concept development;Sketch image thumbnails to communicate concepts;Practice collaborating with other students in image making;Apply formal design principles in image construction;Compose images using Adobe Illustrator;Differentiate between raster and vector images;Analyze and apply different approaches to solving problems in digital image making;

Analyze and supportively critique class projects;Create portfolio pieces

COMPUTER GRAPHICS I

Fall 2004 15 weeks

Three units

Instructor: Kath Christensen

kcdesign@goldrush.com

Required text: Adobe Illustrator CS Classroom in a Book

Prerequisites: basic computer skills

descriptionA three unit course designed to introduce students to the inventive potential of creatingimagery using Adobe Illustrator. This course is an interactive lab course where studentspractice and apply skills in basic graphic design and Adobe Illustrator. Throughcollaborative discussions of assigned exercises and projects, students will acquire skills ofanalysis and critique. The course outcome will be the creation of a student portfolio of

completed design projects.

Evaluation will be based on the development and demonstration of clear intent in alllevels of approach to each exercise and project: i.e. research, thumbnails, completionbased on criteria, and adherence to deadlines. Class attendance, participation, and effort

will also contribute to the final grade. Grading policy is as follows:60% class exercises and projects, 20% process notebooks, 15% participation, 5% quizzesCourse Rubric appears at the end of the syllabus.

LEARNING

COURSE

STUDENT

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classesWeek 1 Session 1

Outlines of the objectives and requirements of the course;Completion of required paperwork;

Clarification of grading, attendance and classroom policy;Requirement of student notebook for thumbnails, concept sketches, research

for projects and class notes;Assignment overview of the semester;5 Cs of Graphic Design ;Tour of Adobe Illustrator workspace.

Assignment: Chapters 1 and 2

Week 1 Session 2

What is Graphic Design? How does it function and why is it important? How is itbased on concept (form follows function)?

Formal Design Principle: Positive/Negative Space;Demonstration: Drawing, copying, pasting and grouping basic shapes;Exercise 1: Exploration of how we communicate through the use of symbols. Students

begin working with thumbnails, draw and position simple B/W shapes toconvey given concepts.

Assignment: Word: Symbol Students take a given word, add a simple element to itto express their concept which they arrive at via a process of free association.

Week 2 Session 1Visual demo of how word and image combine to communicate ideas (concepts) for a purpose.Formal Design Principle: Repetition;Demonstration: Making SelectionsExercise 2: Creating symbols with basic shapes. Using formal design principals of positive/

negative space, and repetition, students draw simple B/W shapes to convey the conceptof risk.

Assignment: Chapters 3 and 4

Week 2 Session 2

How is the foundation built for successful design? Why is research essential? Word 1.Formal Design Principle: Balance, Symmetry and AsymmetryDemonstration: As needed

Additional Exercise: Using the circle, square, and triangle, students create 18identifiable images by adding other elements while maintaining the integrity ofthe original shapes.

Assignment: Word 2 (as announced)

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Week 3 Session 1

How is contrast the essential factor when creating design solutions?Formal Design Principal: ShapeDemonstration: Creating paths with the pen tool.Exercise 3: Using the pen tool and the Kandinsky template, students draw complex

shapes to create an image.Assignments: Chapters 5 and 6

Week 3 Session 2

Continued discussion of contrast. How does the Golden Ratio inform contrast?Word 2

Formal Design Principal: Scale and proportion.Demonstration: Drawng with the pencil tool, the smooth tool and the erasure.

Making compound paths and compound shapes. Editing paths.Exercise 4: Using the pen tool and the Chagall template, students continue to practice

drawing with the pen tool to create complex shapes.

Assignment: Word 3 (as announced)

Week 4 Session 1

ReviewQuizCompletion of exercises 1 - 4. Printed versions to instructor.

Week 4 Session 2

Discussion of Typography the artful representation of words as a fundamentalelement of graphic design. What is a typeface? What is a font? Word 3

Formal Type Principal: Typographic categoriesDemonstration: Using the Type tool to create textExercise 5: Using the type tool and the pen tool students create a complex logo based

on instructors outline.Assignment: Word 4 (as announced); Chapters 10 and 14

Week 5 Session 1

Discussion of typeface technology and terms. What is leading? What is kerning,tracking, etc.? How do paragraphs align? Word 4

Formal Type Principal: KerningDemonstration: Using the character and paragraph palettes to format text.Exercise 5 completion. Printed version to instructor.

Week 5 Session 2

Discussion of combining typefaces to achieve emphasis and variation.Demonstration: Examples of effective use of type combinationsExercise 6: Students use type expressively to express given concepts

Assignment: Word 5 (as announced)

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Week 6 Session 1

Discussion of layout as a guide for the viewer. How do rhythm and color work togetherto guide the viewer? Word 5

Formal Design Principal: Values and ColorsDemonstration: Using the color, swatches, and transparency palettes, eyedropper, and

paint bucket.Exercise 7: Students use a minimum of two letterforms from the designated typefaces and as

many colors as their concept dictates to create six typographic designs.Assignments: Word 6; Chapters 7 and 8

Week 6 Session 2

What are additional elements for a successful layout? How does sketching inform the designsolution? Word 6

Formal Design Principal: TextureDemonstration: Fills, Gradients and Gradient MeshesCompletion of Exercise 6 and 7. Printed versions to instructor.

Assignment: Word 7

Week 7 Session 1

How do grid systems aid the design process? How do grids relate to the golden ratio? Word 7Discuss poster project and the function of a poster.

Formal Design Principal: LineDemonstration: Using the stroke palette, offset and outline path commandsProject 1: Students given parameters for design of 13 x 19 full color poster (using instructor

concept and outline), begin research and thumbnail phases.Assignment: Word 8; Chapter 9

Week 7 Session 2

How can the use of calligraphy be a strategy for achieving visual interest? Word 8Formal Design Principal: Thicks and ThinsDemonstration: Using the brushes paletteProject 1: Consultation with individual students as they present thumbnails prior to beginning

the execution of the poster. Thumbnails should indicate proportion and relationship ofall of the elements.

Quiz (from Weeks 4-7)Assignment: Word 9, Chapter 13

Week 8 Session 1

How does working in layers help control the design process? Flattening Layers for smaller files.Word 9

Demonstration: Using the layers paletteProject 1: ongoing

Assignment: Word 10, Chapter 11

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Week 8 Session 2

Demonstration: Using the appearance palette and creating blends.Project 1: ongoing

Assignment: Words 11, 12, 13

Weeks 9 -11

Woods 11, 12, 13

Project 1: ongoing. Consultation with individual students.

Week 12 Session 1 and 2

Development of critiquing skills. What is design? Why do some designs communicate andothers not?

Introduction of final map project. Students to produce a written page discussing their intentand concept development and produce thumbnails prior to beginningthe execution of their final project. Thumbnails should indicate proportion andrelationship of all of the elements.

Printed Posters due. Critique and analysis of student postersAssignment: Words 14, 15

Weeks 13 -15

Words 14, 15Final Project: ongoing. Consultation with individual students.

Week 15 Session 2

Final Printed Map Project due. Critique and analysis of student projects (time permitting).

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rubricEXERCISES (8)

Complete refers to all criteria for the specific project being met. Specific criteria will bedelineated at the time of the project assignment. Partially complete refers to one or more

missing elements of the specific project criteria. Complete/on time 3 points

Complete/late 2 pointsPartially complete/on time 2 pointsPartially complete/late 1 point

PROJECTS (2)

Complete refers to all criteria for the specific project being met. Specific criteria will bedelineated at the time of the project assignment. Partially complete refers to one or moremissing elements of the specific project criteria.

Complete/on time 18 pointsComplete/late 14 pointsPartially complete/on time 9 pointsPartially complete/late 4 point

PROCESS NOTEBOOKS

Complete refers to multiple concept sketches and verifiable research presented prior toundertaking an exercise or project.

Exercises: Complete/on time 1 pointProjects: Complete/on time 6 points

PARTICIPATION

Ability and willingness to collaborate in the weekly word concept developments:1 pointQUIZZES (2)

Quiz 2.5 points 12 correct answers;(.25 deducted for each incorrect answer)

ATTENDANCE

This is a lab class with class demonstrations in the beginning of most

classes. When you are late, the class is disrupted and significantly slowed;

consequently, you are expected to be on time for both your benefit and your

classmates. Additionally, you are expected to stay for the entire class period to

work on assigned projects and exercises. Attendance credit will only be given

only for presence during the entire class period. Finally, if you have more than

three excused absences (personal illness or family crisis), your final grade will

drop one letter grade for each additional class that you miss.

90 100% = A80 89% = B70 79% = C60 69% = DBelow 60 = F

COURSE