40 tasks to pass - socially distanced edition by Art and Design at The University of Chester

40 %

FORTY TASKS TO PASS 2020 < socially distanced edition >

AD4204 Text & Image - Component 1 A CREATIVE INTRODUCTION TO GRAPHIC DESIGN @ CHESTER.

IF FOUND PLEASE SANITISE YOUR HANDS AND RETURN TO: ROOM CKW225 KINGSWAY BUILDINGS UNIVERSITY OF CHESTER CHESTER CH2 2LB

WHAT IS THIS BOOK FOR?

This booklet is both an introduction to the Graphic Design Course at the University of Chester and a learning aide for your first year. You are asked to complete this booklet in your own time with the assistance of other students and staff. The booklet contains core information to help you understand University life and also a set of 40 tasks for you to complete as a part of your Induction. By engaging in and completing these 40 tasks successfully you will attain a 40% pass grade in Component 1 of Module AD4204:Text & Image. (Subsequent work will allow you to improve on this grade and will reflect your individuality.) Tasks will be scored: 1.0 mark for completing a task well. 0.5 mark for attempting a task but not getting it quite right. 0.0 mark for an incorrect answer or not attempting a task. Please complete these tasks in a socially distanced and responsible manner :)

You will need to complete this book and submit it to the school office (ckw225) by 4pm on date below:

AREAS OF FOCUS

The tasks in this book are designed to introduce you to some of the core aspects of the Graphic Design course. Each task has a focus that indicates what it aims to help you with: CREATIVE PLAY These challenge you to be creative using your brain and hands. DETAIL Practice, attention to detail, careful finishing skills and basic technical knowledge can make all the difference to a piece of design. Improve these skills by practicing constantly. ORIENTATION These help you to find your way around the campus and to discover the range of staff and facilities that you may work with. REFLECTION You won’t just make designs - you’ll also think about how you made them, how successful they are, how they have helped improve your skills and how you feel about your University life. RESEARCH To give strength to your work and your understanding of the subject you need to find things out independently from books, journals and many other credible sources - not just Google. TYPOGRAPHY These tasks help you to understand the language of Typography, a key element to Graphic Design and communication.

This book should STAY WITH YOU as you document key things about the subject, these will eventually become familiar to you. Many of the tasks are OPEN TO YOUR INTERPRETATION and you CANNOT GET THEM WRONG - remember to also have FUN with it.

THE FORTY TASKS #00

IF YOUR HANDS ARE CLEAN, THEN PLEASE BEGIN...

#01 REFLECTION

“

In the space above, write YOUR answer to “What do you think Graphic Design is?” Consider what your preconceptions of the course are.

#02 ORIENTATION

Identify (at a distance) the names and roles of these members of Kingsway Campus staff. Get to know the people who can support you through the degree.

R I P THIS PAGE

C C

R R

#03 CREATIVE PLAY

E E

A A

V V

E E

Follow the Instruction above. Do your own thing - your way. Be brave in the way you approach things - accidents can be good.

Y Y

#04 DETAIL

Using a scalpel, neatly cut a hole in this page that is 50mm wide x 100mm high and is equally spaced from the sides and bottom of the page. Don’t be scared - take control of the physical processes you are expected to do.

#05 RESEARCH

What classic Art film is this image taken from? Who created the film? Who wrote a song about it? Watch the film. What are YOUR thoughts? Find out about what has gone before - inspiration comes from everywhere.

This typeface is

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This typeface is

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This typeface is

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This typeface is

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This typeface is

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This typeface is

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This typeface is

...............................................................................

This typeface is

...............................................................................

This typeface is

...............................................................................

This typeface is

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This typeface is

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This typeface is

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#06 TYPOGRAPHY

Identify these Typefaces. Get to know the Typefaces by name - some will become lifelong friends.

hushed/treat/pin/power/hot copper/knife/f inger/laughing farm/warm/tease/wash/best sanitised/swing/charming/go tent/dry/bike/trouble/chicken magnif icent/sting/sweat/pea succulent/impossible/preserve share/rescue/minor/fair/water b a b y/y a r d /e g g s /n o t e /s t o p many/virus/ancient/exist/quiz table/capable/coach/terrify/list punishment/entertaining/gun territory/play/old/action/cough vacation/gleaming/glorious/no airport/guarantee/painful/ape stereotype/unbiased/imperfect attract/scale/mask/substantial squirrel/shel ter/pleasure/air

#07 CREATIVE PLAY

Randomly pick 2 words on this page and draw what comes to mind when you combine them. Affix it to the page. Create at least 5 pairings. New ideas come from mixing things up - exercise your brain with random influences.

#08 ORIENTATION

Make a map of the Kingsway Campus. Include at least 6 important locations. Understand the resources that are available to you - and how to get to them.

SUBSTITUTE

#09 CREATIVE PLAY

Create an image which makes a sinister association when placed next to this word. A more effective communication comes from using selected words and images.

#10 RESEARCH

Visit a Museum or Exhibition online and pick a piece of work that interests you. Affix the image above and write briefly about your reaction. You are surrounded by many free opportunities - make use of them.

#11 DETAIL

Find out and document these paper sizes in mm A0 - A1 - A2 - A3 - A4 - A5 - A6 Many jobs use standard ‘A’ paper sizes - learn them to help you visualise quickly.

#12 CREATIVE PLAY

Add some text to or next to this image to make a funny association. Words are more persuasive than images - create new meaning with them.

#13 ORIENTATION

Draw 4 other students, that you don’t know yet, in the spaces provided – add their name. Study them online or at a safe distance with masks. Get to know your fellow students - they can help you as much as the staff do.

HAPPINESS ANGER BOREDOM

#14 CREATIVE PLAY

Using appropriate paper, cut out and affix a coloured shape(s) to represent each of these emotions – happiness – anger – boredom. To communicate effectively, we may need to represent things emotionally.

SERIF ...............................................................................

...............................................................................

#15 TYPOGRAPHY

Define what a Serif Font is. List 6 examples and their Designers. Type comes in many faces - get to know them and their creators.

ISBN 9780470168738

#16 RESEARCH

This is the ISBN number for a book – find that book in the online Library search and draw what you think the cover looks like. Find out how to find things out - Google isn’t the answer to everything.

#17 CREATIVE PLAY

Complete the other half of this image. Tell us a story your way. We are interested in YOU - not the obvious.

#18 REFLECTION

Print out and affix your favourite Album/CD/MP3 cover above. Write who designed it and explain why YOU feel it is a good piece of design. Start to understand why you ‘like’ things - don’t just say you like it.

#19 CREATIVE PLAY

Cut out the image on this page and add it creatively to another page in the book. Be playful and have fun with your work.

SANS ...............................................................................

...............................................................................

#20 TYPOGRAPHY

Define what a Sans Serif Font is. List 6 examples and their Designers. Type comes in many faces - get to know them and their creators.

#21 DETAIL

Draw 3 equal width and height rectangular columns on this page each with 10mm between them and the edges of the page. Take time to be accurate from the start - it will save you so many headaches later on.

The Metamorphosis One morning, when Gregor Samsa woke from troubled dreams, he found himself transformed in his bed into a horrible vermin. He lay on his armour-like back, and if he lifted his head a little he could see his brown belly, slightly domed and divided by arches into stiff sections. The bedding was hardly able to cover it and seemed ready to slide off any moment. His many legs, pitifully thin compared with the size of the rest of him, waved about helplessly as he looked. “What’s happened to me?” he thought. It wasn’t a dream. His room, a proper human room although a little too small, lay peacefully between its four familiar walls. A collection of textile samples lay spread out on the table - Samsa was a travelling salesman - and above it there hung a picture that he had recently cut out of an illustrated magazine and housed in a nice, gilded frame. It showed a lady fitted out with a fur hat and fur boa who sat upright, raising a heavy fur muff that covered the whole of her lower arm towards the viewer. Gregor then turned to look out the window at the dull weather. Drops of rain could be heard hitting the pane, which made him feel quite sad. “How about if I sleep a little bit longer and forget all this nonsense”, he thought, but that was something he was unable to do because he was used to sleeping on his right, and in his present state couldn’t get into that position. However hard he threw himself onto his right, he always rolled back to where he was. He must have tried it a hundred times, shut his eyes so that he wouldn’t have to look at the floundering legs, and only stopped when he began to feel a mild, dull pain there that he had never felt before. Extract from ‘The Metamorphosis’ by Franz Kafka - 1915 https://www.gutenberg.org/files/5200/5200-h/5200-h.htm

#22 CREATIVE PLAY

Scribble out as many words and letters as you like from this piece of editorial so that the remaining words create a NEW narrative. Reinvent - make something new out of something existing.

#23 ORIENTATION

Add an image in [ 1 ] - ask a student to suggest an image for [ 2 ], which is inspired by [ 1 ] . Ask another to suggest [ 3 ] inspired by [ 2 ]. Etc... Share ideas and work collaboratively to gain wider insight.

#24 CREATIVE PLAY

Affix a found object (or an image of it) here and write a 4 line ‘poem’ about it. Designers work with words as well as images. Found objects can lead to unintended yet beneficial directions - explore them.

....................................................................................................................................................................

#25 RESEARCH

Pick a subject of interest. Use the online library search to find 5 books about that subject. Write their titles, authors and publication dates above. Use credible sources to find out information - the Library is an extensive resource.

..............................................................................................................................................................

#26 REFLECTION

Write how you feel about being at University so far, in an appropriate typeface. Let us know how you feel on the course, we can support you in more than Design.

#27 CREATIVE PLAY

Imagine you’re back in lockdown and can’t get art supplies. Mark each of these 9 boxes with a different ‘substance’ that you find in your house. Be experimental, you might find a new solution that no-one else has.

#28 DETAIL

After washing your hands, fold the bottom of this page in a way that it points to the red dot on the following page. There may be more than one way to solve a problem - have a go!

#29 RESEARCH

Who said ‘A line is a dot that went for a walk’? What did they mean by that? Take this dot for a walk (but keep 2m apart). Never forget the basics - they make your work stronger.

THANK YOU NHS

#30 CREATIVE PLAY

Choose a colour. Collage this page with as many pieces of found imagery as you can. All pieces must be predominantly in your chosen colour. Collect things for reference - are there similarities between things you have found?

#31 TYPOGRAPHY

Identify the technical names for the components of these typographic characters above. To work in a professional environment you’ll need to learn the professional language.

we are in a family bubble

#32 REFLECTION

Who do YOU want to be when YOU graduate? It’s never too early to think about your future - even if it constantly changes.

#33 CREATIVE PLAY

Make a mark or draw a shape on the page. Now repeat that same mark until you cover the entire page. Which marks are your favourites? Don’t expect to get things right first time. Try and try and try and try and try and...

#34 RESEARCH

Who designed these? What do they have in common? Learn from the people who’ve been there before - it can open your eyes.

#35 ORIENTATION

Safely source the correct staff to assit you in creating and laser cutting out a cardboard stencil of your initials. Affix the stencil here. Get pro-active in your learning - find out who can help you to help yourself.

#36 TYPOGRAPHY

Photograph and affix the letters of your favourite disease, with each individual letter being from a different source, found in different locations. Design is all around us - take notice of your environment and how it can help you.

CMYK #37 DETAIL

This book has been created in CMYK. What is CMYK and what does each letter stand for? Then find out what RGB is? Design is more than just creating images - how do those images become real?

#38 CREATIVE PLAY

Devise and write a new creative activity that could be added to this book. Consider current social restrictions as a factor. What’s missing that you would find engaging or challenging?

#39 REFLECTION

What impact do you think Graphic Design can have on the World? How has it helped through the pandemic? Write down your thoughts. Design can be influencial and persuasive - but is it always for the right reasons.

40 #40 CREATIVE PLAY

Turn the BACK of this book into the FRONT of this book. In other words, design a new cover. Make this generic book unique!

#01 [ ] #11 [ ] #21 [ ] #31 [ ] #02 [ ] #12 [ ] #22 [ ] #32 [ ] #03 [ ] #13 [ ] #23 [ ] #33 [ ] #04 [ ] #14 [ ] #24 [ ] #34 [ ] #05 [ ] #15 [ ] #25 [ ] #35 [ ] #06 [ ] #16 [ ] #26 [ ] #36 [ ] #07 [ ] #17 [ ] #27 [ ] #37 [ ] #08 [ ] #18 [ ] #28 [ ] #38 [ ] #09 [ ] #19 [ ] #29 [ ] #39 [ ] #10 [ ] #20 [ ] #30 [ ] #40 [ ]

### TASKS COMPLETED

Use this page to document your progress. You will receive 1 mark for each successfully completed task.

HELP

The remainder of this book contains important information that you may find useful.

UM?

For a full overview of the look at the Programme Handbook on the Art & Design Moodle pages.

LIST OF STAFF

Bernadine Murray ckw077 ACADEMIC b.murray@chester.ac.uk Head of Department Andrew Hooper ckw228 hooper.a@chester.ac.uk Programme Leader Alan Summers a.summers@chester.ac.uk

ckw217

Kevin Furlong k.furlong@chester.ac.uk

ckw229

Gareth Price ckw230 g.price@chester.ac.uk Janey Deng Klingelfuss ckw220 j.klingelfuss@chester.ac.uk Stephen Clarke s.clarke@chester.ac.uk

ckw216

Tom Hignett ckw115 TECHNICAL t.hignett@chester.ac.uk Tabitha Jussa t.jussa@chester.ac.uk

ckw115

Clare Dickens c.dickens@chester.ac.uk

ckw225

Sarah Connor s.connor@chester.ac.uk

ckw225

ADMINISTRATION

For issues, help and questions please contact a relevant member of the graphics team above:

HOW DOES A DEGREE WORK? Starting a University Degree Course is a difficult challenge and there are lots of new things to understand outside of the subject.

The following pages are a rough guide to helping you understand how the whole thing works - particularly the structure of a year and how you are assessed. Throughout each of the 3 years you will spend on the Graphic Design degree you will be asked to create all manner of pieces of work. Your work is graded out of 100%.

When we assess your work we judge it against the University’s MARKING CRITERIA. These are aspects of your work that staff can appraise and mark out of 100% and combine to give you a final grade. This ensures a fair, unbiased and balanced appraisal of all students work.

Your grades determine whether you pass a module and will inform your final degree classification (Fail - Pass - 3rd - 2:2 - 2.1 - 1st). A pass equals 40% and above.

FAIL 0-9%

10-19%

20-29%

FAILING

PASS 3RD

2:2

2:1

30-39%

40-49%

50-59%

60-69%

1ST 70-79%

80-89%

90-100%

Remember, you are here to learn how to be a Graphic Designer concentrate on gaining skills and knowledge, listen to feedback, play with the subject and your grades will follow accordingly.

YEAR 1 / LEVEL 4

YEAR 2 / LEVEL 5

YEAR 3 / LEVEL 6

Each YEAR (Level) has different sized MODULES - modules are a particular focus of study and have a credit value that indicates the size (hours) of the module. Modules add up to 120 credits per year. 20crds = 200hrs

40crds = 400hrs

60crds = 600hrs

20crds

40crds

20crds

40crds

20crds

Each module is divided up into one or more COMPONENTS. Each component is a percentage of the overall module and focuses on a certain aspect of the work - usually a divide between development work and the finished pieces. Module components add up to 100%. c1

c2 c2

Each component is explored through one or more BRIEFS. These are specific tasks set by staff and sometimes yourself, that challenge and assist your learning within the particular module.

Each brief is designed to help you meet the module’s LEARNING OUTCOMES. These are a set of skills and abilities that you must learn and display an understanding of in order to pass a module.

THE LEARNING OUTCOMES

The intent of the module is to provide you with the abilities below. You will need to DEMONSTRATE these in order to PASS the briefs that you are set: 1 : Articulate the underlying concepts and principals of the historical and critical contexts of graphic design. (i.e. talk about design history and its role)

2 : Define personal strengths and areas for development in relation to the processes involved in the exploration and resolution of specified design problems. (i.e. identify what you’re good at and what you need to improve)

3 : Create design artefacts that demonstrate the use of the underlying concepts and principals of graphic design and adequate proficiency/technical understanding of appropriate technology/ design software tools. (i.e. make work that shows you understand what you have learned)

4 : Compile, organise and interpret source material used in the resolution of design problems, identifying the appropriateness of differing approaches to solving design problems. (i.e. use research to strengthen your decision making)

5 : Demonstrate the exploration, development and refinement of a range of possible solutions to given graphic design problems. (i.e. don’t just use one idea, experiment, progress and improve many)

6: Create Design artefacts, which display an understanding of the link between appropriate solution and research, presenting a coherent argument for particular lines of enquiry in the exploration, development and refinement of ideas that display visual impact. (i.e. show that your solutions are appropriate, effective and supported by evidence to prove so)

These are the learning outcomes for the Module AD4204 Text & Image

THE MODULE AIMS These are the SKILLS and FOCUSES, related to Graphic Design, that the module AIMS to introduce you to - they are reflected in the activities within this book:

1 : Introduce students to the key critical and historical concepts, contexts, protocols and processes of Graphic Design. (i.e. learn about design history, the role of design and how to practice design)

2 : Introduce students to the role visual culture has played, through the graphic communication of text and image, in presenting, representing and informing society and its relevance to contemporary graphic design practice. (i.e. show how design impacts the world we live in)

3 : Introduce general working methods used to explore and resolve design problems research/investigation; visual enquiry/ research/idea generation, proposals; communicating an argument; time management; and the production of artefacts.

(i.e. learn the common processes needed to effectively solve design briefs)

4 : Introduce students to relevant design software, digital protocols and practices and their potential in the resolution of design problems and the impact of technology on graphic design. (i.e. learn what technology can do to support design practice)

5 : Develop critical thinking skills relevant to graphic design in order to understand, explain and analyse your own and others design work. (i.e. learn how to understand why design works)

6 : Develop visual and verbal communication skills appropriate for academic and professional situations. (i.e. learn how to talk and write about design effectively)

These are the module aims for the Module AD4204 Text & Image

WHAT DO YOU MEAN?

You may hear us use unfamiliar words, you’re here to learn them. Please don’t be afraid to ask - you won’t be the only one.

Module:

Each year of study is divided into several Modules. These are specific focuses on an aspect of your area of study. Each Module will have a Credit Value (20crdts / 40crdts / 60crdts) - this indicates the size (hours) of the Module and the amount of work assigned to it. Each year you will tackle 120crdts spread across both compulsory and individually chosen Modules. Each module is organised by one or more staff members, these are known as the Module Leaders.

Component:

Each Module is made up of one or more Components. These are particular sections of your work that allow for specific focus when being assessed. For example a module may have a component for your experimental sketchbook work and one for your finished design work. This helps you to understand where your strengths are and what areas need improvement.

Brief:

A brief is provided at the start of a project. It will identify what the intentions are of the piece of work you are being set. It will give you specific requirements such as size, medium and format plus the submission dates and where to submit the work.

Moodle:

Moodle is the University’s online system. You access it through the University website by clicking on Portal and then logging in with your Student ID. It will provide you with access to your University email and any materials and submission points for your Modules.

Formative:

This is a type of assessment (marking) where we will tell you how you are doing so far. Feedback is provided to help you improve your work and address any missing assessment criteria. You will continue to work on a project after a formative assessment.

Summative:

This is a type of assessment (marking) where the result is FINAL and WILL count towards your grade for the Module.

Work Book / Sketchbook / Journal of Enquiry:

Staff will use various phrases for the collection of your research, experimentation and development work. All of your investigations, ideas and background development of a solution takes place in a sketchbook, workbook or journal of enquiry - you may also have your own name for it - but collectively it is for staff to see how you arrived at the solution for a brief. This is often assessed.

Artefact:

An artefact is a finished piece of work - it is usually the result of your design investigation and could be digital or physical.

Portfolio:

Your portfolio is the refined collection of your finished work. It should professionally showcase your capabilities as a combination of well-presented solutions and development of key ideas. It can be a physical folder of work or a digital file. Some of you may also have an online portfolio on a blog or social media site.

Lecture:

A lecture is a direct delivery of information from Staff to a group of Students. They should last between 40 minutes to an hour and will introduce you to key aspects of the subject. Most are supported by online documentation but there is no substitute for a Lecturer’s delivery and the added information that can be gleaned from the live experience. It is expected for students to engage by asking questions and to respect the lecturer by turning off mobile phones.

Seminar:

A seminar is a group discussion around a particular focus. It is instigated by a member of staff but the bulk of the discussion should come from the students’ understanding and input.

Studio Practice:

As designers we work in a studio environment, this may be with physical materials or on computers. Some timetabled sessions are designated as Studio Practice where students can continue to develop their current work with guidance from staff. The atmosphere aims to be relaxed and enjoyable but respectful.

Independent Study:

Outside of timetabled sessions you are expected to engage with the work of the modules in your own time. Generally students undertake approximately 40 hours of study (timetabled and independent) per week. Independent study involves activities such as reading, research, thinking, experimentation and the continuation of studio work.

Deadline:

A deadline is the official time and date for the submission (completion and handing in) of your work. If you are late submitting work then you are liable to penalties that will remove marks (5 marks per 24hr period) from your final grade - this could result in you failing an assignment so make sure work is submitted - even if incomplete.

Extension:

Sometimes health and/or personal reasons may stop you from meeting a deadline, if so you can apply for an extension to that deadline. You will need talk with your Module Leader before the deadline and provide proof that supports your claim.

Deferral:

If an extension will not offer enough time to complete the work then you can negotiate a deferral with your Module Leader before the deadline. This allows you to complete the work to a later agreed date.

Personal Mitigating Circumstances (PMC):

If the deadline has passed and you have been unable to fulfil a brief because of health or personal issues then you need to discuss applying for a PMC with the Module Leader. If the assessment panel agrees that your situation impacted on your ability to meet the University demands then this will allow you to submit the work later before the next assessment deadline.

Invidulation:

You may be asked to support an exhibition of student work by invidulating it. This means that you sit with the work to deter people from tampering with it. You may also be asked questions about the exhibition and the individual pieces.

TurnItIn:

TurnItIn is the online submission system that the University uses for students to hand in their digital work. It automatically checks written submissions against other students work and original material online so that it can determine the originality of your work. You will also receive feedback and assignment grades through this system.

Plagiarism:

As a degree student you are expected to approach your work with professionalism and to respect other peoples work. This means that you do not attempt to copy others work or to pass it off as your own. This is known as plagiarism and if it is proven that you have intentionally attempted to deceive the University it could lead to serious consequences that may affect your degree and future career.

END Feedback:

Feedback is constructive criticism that allows you to further develop your work and ideas. Most students consider feedback as being the comments that staff deliver on a piece of work after it has been assessed, but feedback is delivered constantly through discussion and engagement with staff at any point during your work’s development.

This Edition (2nd) Published September 2020 First Published August 2018 Devised and compiled by Andrew Hooper © University of Chester, Department of Art & Design. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior permission of the publisher.

That’s It! Remember the reverse direction of this book is a series of blank pages - you could always use it as a sketchbook or notebook. Stay Safe!