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

Learning Guide Template for the School of Humanities and Communication Arts of 20

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 [email protected] Kate Moore : by email only [email protected]

Katrina Sandbach : Tue 3-5pm [email protected]

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


Students should be familiar with the University of Western Sydney’s 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. Commands multiple skills and literacies to enable adaptable lifelong learning 2. Demonstrate knowledge of indigenous Australia through cultural competency and professional capacity

3. Demonstrates comprehensive, coherent and connected knowledge 4. Applies knowledge through intellectual inquiry in professional or applied contexts

5. 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. Capable, competent and effective in their chosen professional and vocational area. 2. Ethical, responsible and aware in carrying out their design practice and professional responsibilities. 3. Sensitive to cultural and intercultural issues, especially those of Indigenous Australians.

4. Adaptable, flexible and resilient in the face of rapidly changing design practices. 5. Able to initiate and contribute to the practice, industry and community of designers.

6. Critical and reflective of information, knowledge and ideas in the field of design. 7. Articulate and confident design professionals who are able to work independently and/ or collaboratively. 8. Able to demonstrate an understanding of ecological impacts in personal and professional contexts.

9. Able to contribute positively to sustainable social, economic and environmental change in a diverse and evolving world.

Unit Learning Outcomes

The Unit’s 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


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 designer’s 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 self-promotion 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:

Date Semester Week

Topic Weekly Act iv it ies

24 Feb

2014 1

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

3 Mar

2014 2

Designing in the real world what’s 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

10 Mar 2014

3 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 4

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

5

Reporting and presenting your work unpacking the live brief, writing for the design profession, the client pitch

• Teams report on work-in-progress and plan LB1 presentation


31 Mar 2014

6

NO LECTURE OR FACE-TO-FACE TUTORIAL THIS WEEK agIdeas Look Upstairs / 2-4 April

• Teams report on work-in-progress (WIP) via FB and finalise LB1 work and presentations

7 Apr

2014 7

Live Brief 1 deadline / Tue 8 April (client presentation and individual report to be submitted in person)

14 Apr

2014 8 Intra-Session Break

21 Apr 2014

9

Publ ic Hol iday: Monday 21 Apri l 2013 and Fr iday 25 Apri l Winning & losing the pitch deciphering client feedback and what to do with it, moving on gracefully, eyes on the finish line

• Client feedback returned to teams • LB2 projects briefed and

work re-commences • Roles & tasks re-allocated

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

• Report on new design development

• Decision and progress continues

5 May 2014

11

Self-promotion for young designers: branding Some common things to avoid, production basics, exemplars

• Production deadline for some LB2

12 May 2014

12

Self-promotion workshop (online) NO FACE-TO-FACE LECTURE, via vUWS only

• WIP presentations and decision-making

19 May 2014

13

NO LECTURE MCA Zine Fair / Sun 25 May 11am-4pm At the Museum of Contemporary Art, Circular Quay

• WIP presentations and

decision-making

26 May 2014

14 NO LECTURE

• WIP presentations and final

decision-making • Finalising the client pitch

2 Jun 2014

15

Live Brief 2 deadline / Tue 3 June (client presentation and individual report to be submitted in person) Final Sessions / Mon 2 June 6pm-8pm At the Playhouse Theatre, Kingswood campus

9 Jun 2014

16 Self Promo Stage 1 deadline / Tue 11 June – submit via vUWS Dropbox


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

I tem 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


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 university’s policies regarding the retention or destruction of such material. Please Note: Uncollected assessment material will be subject to the university’s policies regarding the retention or destruction of such material.

Resubmission

NO resubmission wi l l 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 assignment’s 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 student’s 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 Considerat ion 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.


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 industry-

standard client pitch.

Assessment Requirements

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 team’s 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 designer’s 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.


Some tips for your individual report • Remember that you’re writing a report, not an essay or story. Use direct, plain language, write succinctly using sub-

headings to organise short paragraphs, and bullet points when appropriate. • This is a designer’s 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 concept’s point of difference. Include a production schedule and

budget outline if/when relevant. 4. Conclusion

Reinforce your team’s 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. It’s 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 individual’s role, engagement with the team, and regard of the client

and/or project aims. OR Design Manifesto demonstrates individual’s engagement with the theme through introspection and review of the field.

• Design Research and Development comprehensively accounts for the student’s 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 student’s 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 one’s 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. • 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 individual’s role, engagement with the team, and regard of the client and/or project aims. OR Design Manifesto demonstrates individual’s engagement with the theme through introspection and review of the field.

Design research and Development comprehensively accounts for the student’s 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 student’s 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 one’s 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.

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.


Assessment 2: Live Brief 2

Due Date

Week 15 / Tuesday 3 June

Aims/Objectives

This assessment enables students to: • 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 team’s 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 team’s 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 designer’s 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.


Some tips for your individual report • Remember that you’re writing a report, not an essay or story. Use direct, plain language, write succinctly using sub-

headings to organise short paragraphs, and bullet points when appropriate. • This is a designer’s 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 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 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 concept’s point of difference. Include a production schedule and budget outline if/when relevant. 4. Conclusion

Reinforce your team’s 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. It’s 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 individual’s role, engagement with the team, and regard of the client

and/or project aims. • Design Research and Development comprehensively accounts for the student’s 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 student’s 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 one’s 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. • 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 individual’s role, engagement with the team, and regard of the client and/or project aims. OR Design Manifesto demonstrates individual’s engagement with the theme through introspection and review of the field.

Design research and Development comprehensively accounts for the student’s 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 student’s 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 one’s 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.

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.


Assessment 3: Self-promotion Stage 1 (positioning and branding)

Due Date

Week 16 / Tuesday 11 June (via vUWS)

Aims/Objectives

This assessment enables students to: • 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).


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 student’s 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

This assessment is worth 20% of the semester mark for this unit. 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 student’s 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.


Learning Resource Information Texts

The Key text for this unit is:

Shaughnessy, A. How to Be a Graphic Designer Without Losing Your Soul. 2nd ed. New York: Princeton Architectural Press, 2010. Print.

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: Don’t 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 Designer’s 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. 2nd ed. New York:

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 unit’s 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 School’s


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 Pol ic ies and Information Affect ing Students http://www.uws.edu.au/learning_teaching/learning_and_teaching/office_of_the_pro-vice-

chancellor/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 Administrat ion http://currentstudents.uws.edu.au/students/stuadmin

e- learning http://www.uws.edu.au/students/onlinesupport

Forms http://pubsites.uws.edu.au/student/forms

E- learning Support Site

It is a student’s 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’.


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 you’re 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.


What is Academic Misconduct? Academic Misconduct may involve one or more of the following:

Plagiar ism

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 plagiar ism may occur del iberately or inadvertent ly

Inadvertent plagiar ism 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.

Del iberate plagiar ism 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.

Col lusion

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


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 student’s 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)

professional design studio.pdf

Documents