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GRAPHIC DESIGN IN POP CULTURE GRD4250/6250 Semester: Spring 2019Class times: Monday and Wednesday 2:30p-5:10pClassroom: 468

Instructor: Jeff Boortz, Assistant ProfessorClass: Monday and Wednesday 2:30p-5:10p, Room 468Office Hours: Monday and Wednesday 10a-11a; or by appointmentOffice: Room 459B, Art / Humanities Building Email: [email protected]: 13593

PrerequisitesPrerequisites: GrD 3200 with grade of C- or higher, and consent of graphic design coordinator or instructor.

About the ClassWhat is Pop Culture?

In this class we will build a working definition of what is, and isn’t Pop-Culture. We will explore how it has it changed over our lifetimes and how it varies across different demographics, and psychographics?

We will study examples in the most common pop culture categories: Entertainment (movies, music, TV, games, social media), Sports, News (as in people/places in news), Politics, Fashion/clothes, TechnologyAnd Language/slang. And we will consider whether pop-culture is ultimately good, bad, or neutral?

How is Pop Culture leveraged by Marketers and Graphic Designers to promote product and services, brands, and causes?

We will develop case studies of product development, PR, marketing, and advertising campaigns that leverage pop-culture to achieve their own goals. We will explore common tactics of leveraging pop-culture including: celebrity endorsements, cobranding- partner

Georgia State University | Spring 2019 | GRD 4250 Graphic Design in Pop Culture | Professor of Practice Boortz | Room 468

marketing, drafting off or counterpointing of pop-culture trends, alignment – brand/cause marketing, and parody

We will create multiple “pure” pop-culture artifacts in 3 categories: Swag, Push, Interactive and/or Social. We will then leverage/extend that work into a “multi-media campaign” to promote an existing consumer brand or a political/social cause.

Students will work both individually and in teams. Critiques and class meetings will be held in room 468. Expect to work on class assignments in class as well as outside of our regular meeting time.

Course Objectives Develop an understanding what is and isn’t pop culture. Think critically about how

pop-culture defines social groups and eras, and deconstruct the mechanics of how pop-culture spreads within society.

Create original pop-culture artifacts, communications, and interactions.

Develop a multi-media campaign for a consumer product or service, a political or social cause that leverages pop-culture to achieve marketing objectives.

Document your process for researching, developing creative concepts, and producing creative works.

AssignmentsEach project will be presented as a creative problem for you to define and then solve. Your ideas and concepts must be communicated throughout the creative process, and it is expected that the final work be presented professionally. Assignments will leverage the graphic design skills, principles and concepts you have learned up until this point.

While you will use trademarked characters, logos, and celebrity likenesses as inspiration, all illustrations and photographs must be your own original artwork, unless specified.

Attendance:Class attendance is required. Each three (3) unexcused absences will result in the lowering of the final grade by one letter grade. Failure to come to class with adequate materials for producing work will result in a recorded absence for that day. Failure to arrive on time will be recorded as half an absence, so for example, arriving late to class twice during the term will be recorded as one absence. Similarly, leaving class early will be recorded as half an absence. Roll will be taken at the beginning of each class. Information missed due to tardiness or absence will be the responsibility of the student. Absences may be excused due to illness, religious holidays or other extreme circumstances as defined by the University, but it is the student’s responsibility to notify the instructor and to give a written excuse as required by the University. Refer to the Undergraduate Catalog for other relevant information regarding absences.

Disruptive Student Behavior:

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Disruptive student behavior is student behavior in a classroom or other learning environment (to include both on and off-campus locations), which disrupts the educational process. Disruptive class* behavior for this purpose is defined by the instructor. Such behavior includes, but is not limited to, verbal or physical threats, repeated obscenities, unreasonable interference with class discussion, making/receiving personal phone calls, text messages or pages during class, excessive tardiness, leaving and entering class frequently in the absence of notice to instructor of illness or other extenuating circumstances, and persisting in disruptive personal conversations with other class members. For purposes of this policy, it may also be considered disruptive behavior for a student to exhibit threatening, intimidating, or other inappropriate behavior toward the instructor or classmates outside of class. See the following link for additional information on this policy in the Georgia State University Student Handbook: http://www2.gsu.edu/~wwwdos/wordFilesEtc/disruptive.pdf Security:Georgia State University and the Welch School of Art and Design have installed punch code locks to make our buildings safer for students and faculty. You should treat any lab or studio under card lock as a secure space. As such, GSU and the Welch School of Art and Design ask that you abide by the following guidelines to help ensure the safety and wellbeing of everyone:

1. Always have your GSU ID card with you when on campus.

2. Never allow anyone to use your card. If a student or member of the staff or faculty is authorized to be in the area, their cards will give them access. If anyone asks for your card, report the incident to campus police immediately.

3. Always report suspicious people or activity to the faculty or graduate student in charge of the studio or lab. If, for any reason, there is no faculty or graduate student supervision, report suspicious people or activity to campus police (404-413-2100)

4. Faculty at the Ernest G. Welch School of Art and Design are concerned about the safety of students and would like to make students aware of free and confidential services available to students who have experienced victimization, including sexual or physical assault, partner violence, stalking, or other types of crime. Victimassistance.gsu.edu and an advocate is on call 24/7 at 404-413-1965

5. Never try to enter a studio or lab by ‘piggybacking’ on someone else. For example, if someone is entering the lab or studio before you, do not try to get through the door while it is open. Wait for the door to close and then punch in the code again to gain entry. Similarly, do not allow someone else to come through with you. It can be tempting to hold the door open for someone whose hands are full with equipment, etc. This practice, however, is not secure and can put everyone at risk. Wanting to help is good, but be smart about it.

Student Health and Wellbeing:Faculty at the Ernest G. Welch School of Art and Design are concerned about the health and wellbeing of students and would like to make students aware of the free, confidential counseling available on a walk-in basis daily at the Counseling & Testing Center, 75 Piedmont, Suite 200.

Please see Counselingcenter.gsu.edu for more detailed information about the comprehensive multidisciplinary services provided including: counseling, nutrition, psychiatry, mind/body

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clinic, and a performance enhancement center. If crisis counseling is needed after university business hours, call 404-413-1640 and follow the prompts to be connected to a crisis counselor.

Academic Honesty and Integrity:Students are expected to act according to the highest ethical standards. Any and all cheating, including plagiarism, will not be tolerated and will result in an automatic grade of “F” for the course. Refer to http://www2.gsu.edu/~wwwfhb/sec409.html as well as the Faculty Affairs Handbook at http://www2.gsu.edu/~wwwfhb/sec409.html and the Undergraduate Catalog for specific regulations at http://www2.gsu.edu/~catalogs/2011-2012/undergraduate/1300/1380_academic_honesty.htm

Accommodation of Disabilities:Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services. Visit http://www.gsu.edu/disability/ for more information. Students may only be accommodated upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought. Retention of Work:The School of Art & Design has the right to retain any student project, whether it be for display, accreditation, documentation, or any other educational or legal purpose.

Student Evaluation:Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation.

Subject to Change:The course syllabus provides a general plan for the course. With the exception of grading and attendance policies, deviations may be necessary and written notification of any changes will be provided.

Hazardous Materials:Georgia State University is committed to providing a safe and healthful environment for its faculty, staff, students, and visitors and managing the University in an environmentally sensitive and responsible manner. There are procedures for responses and reporting of accidents, spills, etc. as defined within the Art and Design General Lab Safety Manual. Please know that by definition, most glues, spray mounts, glue removers and paints are considered hazardous materials. Their use, for example, is restricted to areas well ventilated, and their disposal in only approved containers is mandated as well. For further information, refer to http://www.gsu.edu/images/vp_research/2012-03-27-Art_and_Design_General_Lab_Safety_Manual.pdf

Deadlines:All students are required to meet course deadlines. Late work will not be accepted unless

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there are extenuating circumstances, such as those mentioned above under the paragraph on attendance. Make-up arrangements are the responsibility of the student and should be made with the instructor.

Lab Fee:The Lab Fee for this course is $20 and it was assessed at registration.

Important Linkshttp://professorboortz.comMy blog for this class. I’ll post assignments, the course syllabus, and occasionally examples and observations.

Materials and Required Book List Kidd, Dustin. Pop Culture Freaks : Identity, Mass Media, and Society. Boulder, CO

:Westview Press, 2014. Print. 9 x 12 Sketchbook – Dedicated to this class. Please purchase within the first

week of class 500 gb + hard drive. Do not rely on flash drives to hold your class work. Label

your drive with your contact info in case you leave it behind.

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Grades:During the term, Project Grades will be given using a +/- scale to help give you greater clarity. Grades scaled below a C- are not acceptable in the School of Art and Design as fulfilling the requirements of the course.

Project % of Grade

ProjectWork

Project 1: Reading (Group Project)

1. Group Presentation and Materials2. Individual Contribution to the Above

10% 100pts

50pts50pts

Project 2: Campaign Deconstruction (Group Project)

1. Group Presentation2. Individual Contribution

10% 100pts

50pts50pts

Project 3: Pure Pop Project (Individual)

3A: Concepts and Sketches/Reference Images/Mood Boards3B: Work-In-Progress Critique

ProcessMeaningCraft

3C: Finished Pure PopSix Pure Pop ObjectsProcess PDF

40% 400pts

25pts

25pts25pts25pts

250pts50pts

Project 4: Leveraged Pop Campaign (Individual)

4A: Research and Strategy PPT4B: Work-In-Progress Critique

ProcessMeaningCraft

4C: Finished Leveraged Pop CampaignFour Pop Culture Campaign ObjectsProcess PDFClass Participation

40% 400pts

25pts

25pts25pts25pts

200pts50pts50pts

Total 100% 1000pts Grade Points Quality Points for GPA

A + 98 – 100 4.30A 93 – 97 4.00A- 90 – 92 3.70B+ 87 – 89 3.30B 83 – 86 3.00B- 80 – 82 2.70C+ 77 – 79 2.30C 70 – 76 2.00D 60 – 69 1.00F below 60 0.00WF 0.00IP 0.00

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Project BriefsP1- Pop-Culture Reading >> 10% of final gradeThe purpose of this assignment is to help us understand what pop-culture is – in all its varied dimensions, how it impacts everyday life, and binds communities together. What is it exactly? Who makes it? How does it change over time? How is it manipulated, promoted, or subverted?

Our Book:Pop Culture Freaks: Identity, Mass Media, and Society, By Dustin Kidd, Westview Press, 2014, Boulder CO ISBN: 978-0-8133--4912

Do your assigned reading. Then, as a group:1. Identify the author's thesis 2. Analyze the structure of the passage by identifying all main ideas.

a. Consult a dictionary or websites to understand material that is unfamiliar to youb. Make an outline of your chapter and write a summary of it.

3. Then, as a group decide how you can best present the ideas it covers to the class Powerpoint Slide Show, Show-and-Tell, Debate, etc.? Prepare a class presentation (15-20 minutes).

4. Lead a discussion of the reading with the full class. Hand-outs are nice.

All class members must read all readings, but only lead the discussion for the one their group is assigned.

Boortz Reading CHAPTER 1: The Matrix Is Everywhere – an introduction to the Sociology of

Popular Culture

Reading Group F: CHAPTER 2: The Revolution Will Not Be Available on iTunes – Racial Perspectives Appendix 1: A Brief History of Printing and Publishing

________________________________________ _________________________________________

________________________________________ _________________________________________

Reading Group E: CHAPTER 3: Movin’ on Up: Class Perspectives Appendix 2: A Brief History of the Music Industry

________________________________________ _________________________________________

________________________________________ _________________________________________

Reading Group D: CHAPTER 4: Men are from Marlboro Country, Women are from Wisteria Lane: Gender

Perspectives Appendix 3: A Brief History of Film.

________________________________________ _________________________________________

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________________________________________ _________________________________________

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Reading Group C: CHAPTER 5: Not That There’s Anything Wrong with That: Sexuality Perspectives Appendix 4: A Brief History of Television

________________________________________ _________________________________________

________________________________________ _________________________________________

Reading Group B: CHAPTER 6: Handi –Capable: Disability Perspectives Appendix 5: A Brief History of the Internet

________________________________________ _________________________________________

________________________________________ _________________________________________

Reading Group A: CHAPTER 7: Translating Harry Potter: Global Perspectives Appendix 6:

________________________________________ _________________________________________

________________________________________ _________________________________________

Deliverables: Powerpoint or PDF Presentation Deck Oral Presentation (15-20 minutes) Outline of the Reading with a section on your Team’s “Reflections on the Reading” Additional materials (hand outs – etc.)

What I’ll Grade You On:

Group Presentation: 50pts Possible How thoroughly was the reading analyzed? How clearly were the central ideas in the reading explained to the class? How engaging was the presentation?

Individual Contribution: 50pts Possible How much did you contribute to your team effort? How much did you lead your presentation and show you read and understood the

material? Did you show that you read the other readings by actively and constructively

participating in discussions during your classmates presentations?

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P2 – Pop-Culture Campaign Deconstruction >> 10% of final gradeIn this group project your team (same as those for P1) will develop a case study of a product development, PR, marketing, and advertising campaign that has leveraged pop-culture to achieve its own goals. Answer the questions below to identify the tactics of leveraging pop-culture used including: Celebrity Endorsements, Cobranding- Partner Marketing, Drafting off or counterpointing of Pop-Culture Trends, Alignment – Brand/Cause Marketing, and Parody. Make a presentation (20 minutes) with lots of visual support.

Who is the client? What is the product or service brand being advertised? What are the key features of the product or service? What are the key benefits of the product or service? Who is the customer targeted by this campaign?

Demographically? Pyschographically?

What are the key messages of the campaign? When did the campaign run? In which media? How is pop-culture leveraged to communicate the key messages to the target

customers in a more powerful and effective way? Who is the agency behind this campaign? Who is the creative director?

Deliverables: Powerpoint or PDF Presentation Deck Oral Presentation (15-20 minutes)

What I’ll Grade You On:

Group Presentation: 50pts Possible How thoroughly was the campaign analyzed? How engaging was the presentation?

Individual Contribution: 50pts Possible How much did you contribute to your team effort? How much did you lead your presentation and show you researched the material?

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P3 - Pure-Pop Project >>40% of final grade In this project, each individual will leverage a pop-culture phenomena to develop a set of 6 Pop-Culture expressions across two categories. 3 items will represent the “unrealistic ideal” and the others will represent the “freak” that subverts the ideal cultural phenomenon it is referencing. Each category will include one item from each category below:

“IDEAL” Pop Culture Items “FREAK” Pop Culture Items

IDEAL Swag: Pop- Culture inspired merchandise, jewelry, clothing, fashion accessories, home or office décor, etc.

FREAK Swag: Pop- Culture inspired merchandise, jewelry, clothing, fashion accessories, home or office décor, etc.

IDEAL Print: Original fan art in print media like posters, stickers, zines, videos, etc.

FREAK Print: Original fan art in print media like posters, stickers, zines, videos, etc.

IDEAL Interactive: Social media, interactive media, games, apps, events, etc.

FREAK Interactive: Social media, interactive media, games, apps, events, etc.

NOTES:

All your items should work together as a collection, and should reference the pop-culture of our era as evidenced in our:

Entertainment (movies, music, TV, games, social media), Sports, News (as in people/places in news), Politics, Fashion/clothes, Technology and Language/slang.

All imagery, even if it represents other trade-marked characters or objects, must be original.

One IDEAL:FREAK pair of objects must be elaborate, and “collector quality” while the others can be simpler, and require less time. For example, you might do a set of sculptures for the Swag category, and simpler fan art post cards for print, and an Instagram page for Interactive categories.

---Deliverables 3A: Concepts and Sketches/Reference Images/Mood Boards (25pts)

This presentation should be 5 minutes long and should include the following:1. Identify the pop culture phenomena you are going to work with (name, image,

mood board)2. Describe how your pop-culture subject represents an ideal that is impossible to

attain.3. Describe how you intend to celebrate this unattainable ideal in 3 pieces of pop-

culture ephemera across the categories above – using sketches, reference images and mood boards.

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4. Describe how you intend to channel your inner freak and subvert this unattainable ideal in 3 pieces of pop-culture ephemera across the categories above – using sketches, reference images and mood boards.

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Deliverables 3B: Work-In-Progress Critique (75pts)

This presentation will be a show-and-tell, wherein you show us the work you’ve done to date on designing and producing your set of 6 Pure Pop Expressions across the 3 categories. You will be graded on:

Process – Are you exploring alternative ideas to find the best solution? Are you iterating the most promising solutions to make them stronger? Sketches and prototypes, process photos, etc. are evidence of a strong process. (25pts)

Meaning – How clearly do you represent the unattainable ideal in your work? How successfully do you subvert the unattainable ideal in your Freak pieces. (25pts)

Craft – How well are your pop-culture items crafted? Is there strong attention to detail and finish in evidence? (25pts)

Deliverables 3C: Finished Pure Pop Artifacts – 300pts 6 Pop-Culture “Expressions” across 3 categories. (250pts) Process PDF describing your initial concept and process for developing and

producing the above. (50pts)

P4 - Leveraged Pop Campaign >>40% of final gradeIn this project each individual will leverage the Pop-Culture phenomena they explored in project 3 to develop at least a 4-piece Advertising Campaign for a Consumer Product or Service, Brand, Event, Political or Social Campaign.

1. You will RESEARCH the brand, product or service, and target customer.

2. You will develop a STRATEGY for leveraging Pop-Culture to achieve your brand’s marketing objectives in an advertising campaign – how does your product promise the attaining of the unattainable ideal through consumption, or how does it promise self-actualization as a “Freak” by subverting the unattainable ideal?

3. You will come up with a big idea, a CONCEPT for the campaign, then execute 4 pieces of creative for your campaign which must cross over at least 3 of the categories below.

a. Artifactb. Printc. Videod. Interactive (site, app, game) Prototype

All imagery, even if it represents other trade-marked brands, characters, products or objects, must be original.

---

Deliverables 4A: Research and Strategy PPT. (25pts)

This presentation should be 5 minutes long and should include the following:

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1. Recap the pop culture phenomena you are going to work with (name, image, mood board)

2. Recap how your pop-culture subject represents an Ideal that is impossible to attain or Freak.

3. Describe how you intend to leverage the shortcut to meaning of your pop culture phenomena to promote a Consumer Product or Service, Brand, Event, Political or Social Campaign.

a. Who is your target audience?b. What is your message, and what do you want your target audience to do?c. How does the pop-culture phenomena help you to do this effectively and

efficiently?

Deliverables 4B: Work-In-Progress Critique (75pts)

This presentation will be a show-and-tell, wherein you show us the work you’ve done to date on designing and producing your set of 4 Pure Pop Expressions across the 3 categories. You will be graded on:

Process – Are you exploring alternative ideas to find the best solution? Are you iterating the most promising solutions to make them stronger? Sketches and prototypes, process photos, etc. are evidence of a strong process. (25pts)

Meaning – How well do you leverage the unattainable Ideal or Freak to deliver the message to the target audience? (25pts)

Craft – How well are your pop-culture campaign items crafted? Is there strong attention to detail and finish in evidence? (25pts)

Deliverables 4C: Finished Leveraged Pop Culture Campaign – 250pts 4 Pop-Culture “Expressions” across 3 categories. (200pts) Process PDF describing your initial strategy, designs, and process for developing

and producing the above. (50pts)

Class Participation – 50pts

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Tentative ScheduleThis is our tentative schedule, and is subject to change. Any change in due dates will be communicated asap.

Class

Date Lecture Topic and Assignments Due

1 M. Jan 14 Course Overview, Introduce: Project 1,3Boortz Reading Presentation

2 W. Jan 16 Work It P1, P3

M. Jan 21 Martin Luther King Day – No Class3 W. Jan 23 Work It P1, P3

4 M. Jan 28 Presentations - Critique Due: P3A5 W. Jan 30 P1- Team F - Reading Presentation Ch 2 -Race, Work It P1, P3 Due: P1F

6 M. Feb 4 P1- Team E - Reading Presentation Ch 3 – Class, Work It P1, P3 Due: P1E7 W. Feb 6 P1- Team D - Reading Presentation Ch 4 – Gender, Work It P1, P3 Due: P1D

8 M. Feb 11 Presentations - Critique Due: P3B9 W. Feb 13 P1- Team C - Reading Presentation Ch 5 – Sexuality, Work It P1,

P3Due: P1C

10 M. Feb 18 P1- Team B - Reading Presentation Ch 6 – Disability, Work It P1, P3

Due: P1B

11 W. Feb 20 P1- Team A - Reading Presentation Ch 7 – Global Perspectives, Work It P1, P3

Due: P1A

12 M. Mar 4 Presentations - Critique DUE: P3CMIDPOINT – March 5th – Last Day to Withdraw

13 W. Mar 6 Boortz Campaign Deconstruction Presentation, Introduce P4

14 M. Mar 11 Work it P2, P415 W. Mar 13 Work it P2, P4

M. Mar 18-24

Spring Break

16 M. Mar 25 Presentations - Critique Due: P4A17 W. Mar 27 P2-Campaign Student Deconstruction A, Work it P2, P4 Due: P2A

18 M. Apr 1 P2-Campaign Student Deconstruction B, Work it P2, P4 Due: P2B19 W. Apr 3 P2-Campaign Student Deconstruction C, Work it P2, P4 Due: P2C

20 M. Apr 8 Presentations – Critique Due: P4B21 W. Apr 10 P2-Campaign Student Deconstruction D, Work it P2, P4 Due: P2D

22 M. Apr 15 P2-Campaign Student Deconstruction E, Work it P2, P4 Due: P2E23 W. Apr 17 P2-Campaign Student Deconstruction F, Work it P2, P4 Due: P2F

24 M. Apr 22 Work it P425 W. Apr 24 Work it P4

26 M. Apr 29 Presentations - Critique DUE: P4C

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