Student portfolio

2011 // 2016

STUDENT PORTFOLIO

CLASSES DESIGN FOR PACKAGING TYPOGRAPHY FOR PRINT AND DIGITAL MEDIA INFORMATION DESIGN INTRODUCTION TO COMPUTER GRAPHICS INTRODUCTION TO CREATIVE ARTS EDITORIAL DESIGN COLOR THEORY AND APPLICATIONS

Samples of student work throughout my career Academia.

Please feel free to contact me should you have any questions or comments.

ZADHAMI@G MAIL.COM DXB +971 50 211 4657

COURSE DESCRIPTION

This unit covers the fundamental principles of packaging design from exploration of 3D form and materials to branding and visual identity.

Students are exposed to the process of producing a package from the initial briefing with the client to presenting their own unique design solutions. They will explore how each element of design communicates, from the structure through to the graphics, including typography and imagery to create strong, focused brand communication.

Experimentation with different materials is also covered. Students can develop an understanding of the processes of brand design and will complete their own case studies for inclusion in their design portfolios.

DESIGN FOR

PACKAGING FALL 2015/ 2016

CLASS

DESIGN FOR PACKAGING

LEVEL

JUNIORS (third year)

TITLE

Visiting Academic, Graphic Design Dept.

University of Sharjah Sharjah, UAE

OBJECTIVES

Explore learners to knowledge and comprehension of packaging design, and related best practices and concepts. Discuss, critique, evaluate the strengths and weaknesses of various packaging design approaches, related ideas and applications. Apply in a creative and sound manner; appropriate packaging design knowledge, skills and principles for varied purposes and target audiences.

PROJECT BRIEF

FINAL PROJECT: PACKAGING Definition of terms: packaging is planning and fashioning the complete form and structure of a product’s package. In creating a new design or revamping an existing design, the following aspects of a product’s package are usually reviewed: size and shape, color, closure, outside appearance, protection and economy, convenience, labelling, and the packaging material’s effects on the environment. The best packaging system is then developed by careful evaluation of product, market competition, and existing product line.

Planning and fashioning the complete form and structure of a product’s package.

In creating a new design or revamping an existing design, the following aspects of a product’s package are usually reviewed: size and shape, color, closure, outside appearance, protection and economy, convenience, labelling, and the packaging material’s effects on the environment. The best packaging system is then developed by careful evaluation of product, market competition, and existing product line.

You need to include: 1. name of the product (suggestion: raw coffee) 2. illustration to visualize your concept.

3. package prototype 4. develop packaged items that reflect the concept.

http://cargocollective.com/lookingforthething

NUMBER OF STUDENTS: 27

EVALUATION

A rubric was created (on a scale from 1-5) based on the below criteria.

PROCEDURES FOR EVALUATING STUDENT WORK GENERAL • Creativity, Risk taking, Innovation.

• Participation and contribution to the class.

• Work ethic: Time management, Initiative, Preparation.

C O M M U N I C AT I O N • Formal skills, presentation (Visual Communication) • Ability to analyze students work and others (Verbal Communication, Vocabulary, Methods of Critical Analysis) • Quality and depth of ideas (This includes research skills)

TECHNICAL SKILLS http://cargocollective.com/lookingforthething

• Digital literacy (Illustrator + Photoshop) and applying a visible grid to the design.

• Sensitivity to materials, craft, hand production

1

GRADE: A

2

GRADE: B

3

GRADE: B

COURSE DESCRIPTION

DESIGN A

TYPEFACE FALL 2015/ 2016

This unit covers applications and fundamental elements and categories of type, letterforms, typography and how these apply to print and digital media. It also covers theory, practice, technology, history and evolution of typography, including Arabic calligraphy. Projects will explore: Grid systems, type design, proportion, hierarchy, legibility, readability, kerning, the study of letterforms, and structures for composition of multiple type and letterform related elements. Students will combine theoretical and underlying design related issues and concerns, with practical outcomes and assignments.

OBJECTIVES

Expose learners to knowledge and related skills and underlying principles relating to type and typography. Enable students to exercise, discuss, critique verbally, visually or in writing the strengths and weaknesses of type and typography related concepts and underlying principles. Enable learners to use type and typography that informs wider design decisions.

PROJECT BRIEF

TYPOGRAPHY FOR PRINT & DIGITAL MEDIA

FINAL PROJECT: TYPEFACE DESIGN

LEVEL

SOPHOMORE (second year)

Find a problem to solve, or a subject you are interested in, and create a set of goals your design will address. You will be judged on creativity, execution, legibility, and flexibility of the design. Typography are tools, and they must be useful for some purpose.

TITLE

Visiting Academic, Graphic Design Dept.

CLASS

University of Sharjah Sharjah, UAE

http://cargocollective.com/lookingforthething

The final presentation; design a poster that shows off your typeface’s strength and intentions. All your letters must be present somewhere, if only in a list or table.

The specimen should also show the design at multiple sizes. Be creative, explore different mediums, have fun and do what makes sense for your design!

NUMBER OF STUDENTS: 26

EVALUATION

A rubric was created (on a scale from 1-5) based on the below criteria.

PROCEDURES FOR EVALUATING STUDENT WORK GENERAL • Creativity, Risk taking, Innovation.

• Exploration of mediums and materials.

• Work ethic: Time management, Initiative, Preparation.

C O M M U N I C AT I O N • Formal skills, presentation (Visual Communication) • Ability to analyze students work and others (Verbal Communication, Vocabulary, Methods of Critical Analysis) • Quality and depth of ideas (This includes research skills)

TECHNICAL SKILLS http://cargocollective.com/lookingforthething

• Digital literacy (Illustrator + Photoshop) and applying a visible grid to the design.

• Sensitivity to materials, craft, hand production

1

GRADE: A

2

GRADE: B

3

GRADE: B

4

GRADE: A

COURSE DESCRIPTION

PICTOGRAMS &

SEMIOTICS FALL 2015/ 2016

CLASS

INFORMATION DESIGN

In this unit, students will be taught that information design is the practice of gathering, filtering, and presenting information in accordance with effective design principles in order to understand – and communicate to others – the essence, the meaning of that information. The field of information design applies design principles to the process of translating complex, unorganized, or unstructured data into valuable, meaningful information for the purpose of practical use.

The practice of information design combines skills in graphic design, writing and editing, instructional design, and human factors. With the electronic delivery of information and the Internet, the representation of information is becoming more complex. In the past, information was designed for a single output. Today, through the use of these technologies, information design applies to various platforms/ media.

Through this unit, students will learn the principles and purpose of information design and how to apply them to different platform and media. This is a theory and practice-based unit. It entails both a theory and practice-based unit. It entails both a theoretical and a visual/ practical understanding of the concepts covered.

OBJECTIVES

Expose learners to knowledge and comprehension of information design facts, and related best practices and concepts. Discuss, critique verbally, visually or in writing the strengths and weaknesses of information design concepts, related ideas and their application.

Apply in a creative manner sound and appropriate information design principles in varied contexts.

PROJECT BRIEF

FINAL PROJECT: DESIGN PICTOGRAMS LEVEL

SOPHOMORE (second year)

TITLE

Visiting Academic, Graphic Design Dept.

University of Sharjah Sharjah, UAE

In this project, you will be designing new set of pictograms for the rules and regulations of The College of Arts and Design (CFAAD) workshops (Printmaking & Woodshop). As you noticed, the existing design is dull, and doesn’t get the idea across. Design is a great way of articulating what is necessary; visually.

One of the most important components of this project is to go through a process driven approach. Coming up with the right pictograms takes months of work. We will be creating this project in: 6 weeks.

Throughout the process, you will learn how to create pictograms using the Semiotics and Gestalt theory. Make sure you think/ apply them in your work.

http://cargocollective.com/lookingforthething

NUMBER OF STUDENTS: 26

EVALUATION

A rubric was created (on a scale from 1-5) based on the below criteria.

PROCEDURES FOR EVALUATING STUDENT WORK GENERAL • Creativity, Risk taking, Innovation.

• Applying Gestalt + Semiotics theory • Work ethic: Time management, Initiative, Preparation.

C O M M U N I C AT I O N • Formal skills, presentation (Visual Communication) • Ability to analyze students work and others (Verbal Communication, Vocabulary, Methods of Critical Analysis) • Quality and depth of ideas (This includes research skills)

TECHNICAL SKILLS • Digital literacy (Illustrator + Photoshop) and applying a visible grid to the design. http://cargocollective.com/lookingforthething

Sketch

Applying Gestalt

Icons

Layout Development

Final

To Gain Acess

No

No No

No

Read

Collect

No

No

No

Process

No

?

?

Wood Shop

Digitalizing

Charachters

Layout Development

Enter Safely

Enter Safely

No

Leave out

No

?

No

No

You May Enter

No

No

Woodshop

1

GRADE: A-

?

No

No

?

Work Shop

Workshop

To Gain Access

Read

Collect

Leave out

?

You May Enter

1

GRADE: A-

Workshop

2

GRADE: A

Your choice!

How are you going to enter the workshop?

CFAD

2

GRADE: A

Caution

Manual

1

2

Dr. Tom

6

7

3

GRADE: B+

3

GRADE: B+

BEFORE ENTERING:

DO:

DO NOT:

Acquire an induction

Wash the equipment

Smoke, eat or drink

Read the Volume 1 manual

Put the equipment back

Cause any disturbances

Wear protective clothing

Use any mobile devices

4

GRADE: B-

Printmaking Workshop Regulations

1

4

GRADE: B-

3

2

5

4

8

6

7

1.

Read the volume 1 manual

2. Wear protective gear

3. Switch off all mobiles

4.

5.

Aquire an induction

6.

7. Return the tools

8. Respect your surroundings

Behave with maturity

Do not drink or eat

BRANDING AND

PACKAGING Fall / Spring 2013/ 2014

CLASS

INTRODUCTION TO COMPUTER GRAPHICS

LEVEL

Freshman (first year)

TITLE

Lecturer Graphic Design American University of Madaba Madaba, Jordan

PROJECT BRIEF

FINAL PROJECT: PACKAGING Definition of terms: packaging is planning and fashioning the complete form and structure of a product’s package. In creating a new design or revamping an existing design, the following aspects of a product’s package are usually reviewed: size and shape, color, closure, outside appearance, protection and economy, convenience, labelling, and the packaging material’s effects on the environment. The best packaging system is then developed by careful evaluation of product, market competition, and existing product line.

Planning and fashioning the complete form and structure of a product’s package.

In creating a new design or revamping an existing design, the following aspects of a product’s package are usually reviewed: size and shape, color, closure, outside appearance, protection and economy, convenience, labelling, and the packaging material’s effects on the environment. The best packaging system is then developed by careful evaluation of product, market competition, and existing product line.

Visit the city of AMMAN, find a resturaunt that you think has the least visually appealing identity, bring your thoughts to class and we will discuss. You will be redesigning the following: 1. logo 2. collateral 3. packaging items NOTE: Section 2 will be re-branding a coffee shop.

http://cargocollective.com/lookingforthething

NUMBER OF STUDENTS: 15

EVALUATION

A rubric was created (on a scale from 1-5) based on the below criteria.

PROCEDURES FOR EVALUATING STUDENT WORK GENERAL • Creativity, Risk taking, Innovation.

• Participation and contribution to the class.

• Work ethic: Time management, Initiative, Preparation.

C O M M U N I C AT I O N • Formal skills, presentation (Visual Communication) • Ability to analyze students work and others (Verbal Communication, Vocabulary, Methods of Critical Analysis) • Quality and depth of ideas (This includes research skills)

TECHNICAL SKILLS http://cargocollective.com/lookingforthething

• Digital literacy (Illustrator + Photoshop) and applying a visible grid to the design.

• Sensitivity to materials, craft, hand production

1

GRADE: A

packaging design

we understand the value of quality

we understand the value of quality

we understand the value of quality

2

GRADE: B-

we understand the value of quality

we understand the value of quality

3

GRADE: B+

4

GRADE: B-

5

GRADE: A section 2: re-branding a coffee shop in Amman.

5

GRADE: A section 2: re-branding a coffee shop in Amman.

5

GRADE: A section 2: re-branding a coffee shop in Amman.

5

GRADE: A section 2: re-branding a coffee shop in Amman.

6

GRADE: B+ section 2: re-branding a coffee shop in Amman.

www.tully’scoffee.com

www.tully’scoffee.com

Fax: 0654452 Tell: 1-854-554-772

www.tully’scoffee.com

www.tully’scoffee.com

www.tully’scoffee.com

www.tully’scoffee.com

ee.com

lly’scoff

www.tu

7

C: 0% M: 0% Y: 0% K: 0%

GRADE: Bsection 2: re-branding a coffee shop in Amman.

C: 75% M: 68% Y: 67% K: 90%

Primary Font: 헤드라인A 일반체 Secondary Font: Baskerville

C: 16% M: 99% Y: 98% K: 6%

8

GRADE: Bsection 2: re-branding a coffee shop in Amman.

COURSE DESCRIPTION

SWISS DESIGN

AND MOVIES Fall 2013/ 2014

CLASS

LEVEL

TITLE

EDITORIAL DESIGN Junior (third year) Lecturer Graphic Design American University of Madaba Madaba, Jordan

This course will introduce the concepts, process and fundamentals of successful pictorial communications. From developing efficient working habits and learning the basics of “conception” and brainstorming to creating exciting, interesting and effective illustration for a variety of applications and clients. Students will gain a firm understanding of the process (and business) of creating artwork for reproduction. This semester we will be exploring long-form graphic design. While our focus will be on magazine, the skills developed- creating continuity and variety across a range of pages, presenting different kinds of information in context-appropriate formats, and developing an identity and continuity.

Getting an understanding of how publishing works, we will be working with newspapers, brochures, books and other multi-page documents to better understand the world of graphic design.

OBJECTIVES

Develop professional visual sensitivity and competency in graphic communication through discipline of the magazine design process.

Continuing development of professional computer design skills in drawing, page layout and image manipulation using appropriate software. Develop a series of professional portfolio pieces including magazine brands, feature layouts, news section layouts and information graphics.

PROJECT BRIEF

The International Typographic Style, also known as the Swiss Style, is a graphic design style developed in Switzerland in the 1950s that emphasizes cleanliness, readability and objectivity. The style is also associated with a preference for photography in place of illustration or drawings. In this project, we will work around the concept of “Swiss Style” expressing it into the elements that make your favourite movie. We will transform these elements into a one of a kind approach to graphic design. We will brainstorm with each of you to know what makes your movie choice special. Once you decide, we will start doing research to represent your vision. The final product will be a poster with a Swiss Style. One thing that makes the “Swiss Style” so handsome is its cleanness and simplicity.

Typography is what makes the Swiss Style memorable, what we will aim to do in this project is to make the typography interact with the illustration that represents the movie.

NUMBER OF STUDENTS: 11

EVALUATION

A rubric was created (on a scale from 1-5) based on the below criteria.

PROCEDURES FOR EVALUATING STUDENT WORK GENERAL • Creativity, Risk taking, Innovation.

• Participation and contribution to the class.

• Work ethic: Time management, Initiative, Preparation.

C O M M U N I C AT I O N • Formal skills, presentation (Visual Communication) • Ability to analyze students work and others (Verbal Communication, Vocabulary, Methods of Critical Analysis) • Quality and depth of ideas (This includes research skills)

TECHNICAL SKILLS • Digital literacy (Illustrator + InDesign) and applying a visible grid to the design. http://cargocollective.com/lookingforthething

1

GRADE: A

The Star Wars of a new generation.

R. L. Shaffer

The

The

The Avengers is one of the best superheroes movies in a long time and is likely to become a classic of the genre. You would need to really hate comic book movies not to get a kick out of this.

Alan Diment

“Smart, witty, funny, action-packed and surprisingly cathartic.”

Whats Happens

AVENGERS

“Smart, witty, funny, action-packed and surprisingly cathartic.”

Whats Happens

AVENGERS

The Star Wars of a new generation.

R. L. Shaffer

May 4th 2012

May 4th 2012

The Avengers is one of the best superheroes movies in a long time and is likely to become a classic of the genre. You would need to really hate comic book movies not to get a kick out of this.

Alan Diment

ROME When in

kristen Bell Josh Duhamel

My kind of romantic comedy. Itʼs funny, a bit silly and doesnʼt try to set the new standard for romance in the genre. Itʼs exactly what you expect, but in a good way.

2

GRADE: A-

Kristen Bell Josh Duhamel

My kind of romantic comedy. Itʼs funny, a bit silly and doesnʼt try to set the new standard for romance in the genre. Itʼs exactly what you expect, but in a good way.

Rome When in

The Gladiator

MAX

MUS

THE GLADIATOR Russell Crowe

3

GRADE: B+

Russell Crowe Director: Ridley Scott

When a Roman general is betrayed and his family murdered by an emperor’s corrupt son, he comes to Rome as a gladiator to seek revenge.

FIRST SAILING OF THE LATEST ADDITION TO THE WHITE STAR FLEET

The Queen of the ocean

TITANIC

TITANIC leonardo Dicaprio kate winslet "Titanic" still amazes as the kind of massive, build-and-destroy promakers have the ambition or budget to make.

sweet, open face, DiCaprio gives us a rooting interest in hoping that someone important to us survives the wreck.

sweet, open face, DiCaprio gives us a rooting interest in hoping that someone important to us survives the wreck.

DiCaprio manages a good mix of youthful bravado and nervous uncertainty... And Winslet shines as a willful rich girl who discovers her sensual side with this earthy urchin.

4

GRADE: B-

with melodramatic romance, tragedy, intensity and breathtaking production design.

COURSE DESCRIPTION

RE-DESIGNING

BOOKS & ...

Fall 2013/ 2014

CLASS

LEVEL

TITLE

EDITORIAL DESIGN Junior (third year) Lecturer Graphic Design American University of Madaba Madaba, Jordan

This course will introduce the concepts, process and fundamentals of successful pictorial communications. From developing efficient working habits and learning the basics of “conception� and brainstorming to creating exciting, interesting and effective illustration for a variety of applications and clients. Students will gain a firm understanding of the process (and business) of creating artwork for reproduction. This semester we will be exploring long-form graphic design. While our focus will be on magazine, the skills developed- creating continuity and variety across a range of pages, presenting different kinds of information in context-appropriate formats, and developing an identity and continuity.

Getting an understanding of how publishing works, we will be working with newspapers, brochures, books and other multi-page documents to better understand the world of graphic design.

OBJECTIVES

Develop professional visual sensitivity and competency in graphic communication through discipline of the magazine design process.

Continuing development of professional computer design skills in drawing, page layout and image manipulation using appropriate software. Develop a series of professional portfolio pieces including magazine brands, feature layouts, news section layouts and information graphics.

PROJECT BRIEF

You will re-design a book or any editorial content (could be magazines, manuals, etc). Pick a topic you are interested in and that comes with existing content that you can use text from (at least 2000 words). Many books are available online. Find a text that not only deals with running paragraph text, but also different types of hierarchies, like directions (ex: step one, step two) and diagrams. It could be a tool, piece of furniture, househould appliance, electronic device, etc. Your goal in this project is to design a pragmatic, efficient, logical articulation of a book/ manual/ magazine.

Your book should be at least 15 x 15 cm (determine the best format for your content) and must be at least 6 pages with a minimum of 4 illustrations.

NUMBER OF STUDENTS: 11

1

GRADE: A more information : www.behance.net/gallery/13937585/50-Architecture-Ideas-Book-Redesign

2

GRADE: Amore information : www.behance.net/gallery/13926289/A-physcis-Book

3

GRADE: A-

4

GRADE: A-

COURSE DESCRIPTION

A PORTRAIT

IN PHASES Fall 2013/ 2014

CLASS

COLOR THEORY AND APPLICATIONS

In this course, students will explore color theory, including additive and subtractive color. Discussions of color and its relationship to composition, through harmony and contrast will be explored. Color is the key element in effective communication. In this course, students will mix paint and investigate surfaces, layers, and edges. Additionally, students will explore digital luminosity using color as a way to move across the 2D plane. Using various color theories, filed studies, and deciphering of culture codes, students will analyze and translate relationships to color, their intentions, and how to generate work with thoughtful color consideration. Utilizing color wheels, charts, and swatches, students will create projects that will include pigment, paint, fabric, and digital prints.

OBJECTIVES

In this course, students investigate how we communicate and form a visual voice, while integrating their thinking and intentions with their craft. Changes in point of view, interpretation of images, diverse cultural contributions and visual vocabulary are discussed. 2D formal properties such as composition, figure/ ground, value organization, grouping principles, and rhythm and pattern will be covered. This course engages in methods other than drawing and will cover cutting, measuring, giuing, thumbnail sketching, digital literacy, and presentation.

PROJECT BRIEF

LEVEL

TITLE

Freshman (first year) Lecturer Graphic Design American University of Madaba Madaba, Jordan

http://cargocollective.com/lookingforthething

For this project, we will learn more about “the giants� in the design field. We shall apply what we learned throughout this semester, and apply it on a portrait, of your favorite designer, through phases: - Phase 1: pick your favorite designer, research their work/ aesthetics.

Bring your thoughts to class... and we will discuss - Phase 2: Trace your designers portrait, and simplify your drawing to surfaces. Analyze the color and apply.

- Phase 3: Transform your portrait to fit the designers aesthetics and colors they use.

- Phase 4: Bring your portrait to life, we will learn about white surfaces.

This phase involves 3D skills.

NUMBER OF STUDENTS: 19

EVALUATION

A rubric was created (on a scale from 1-5) based on the below criteria.

PROCEDURES FOR EVALUATING STUDENT WORK GENERAL • Creativity, Risk taking, Innovation.

• Participation and contribution to the class.

• Work ethic: Time management, Initiative, Preparation.

C O M M U N I C AT I O N • Formal skills, presentation (Visual Communication) • Ability to analyze students work and others (Verbal Communication, Vocabulary, Methods of Critical Analysis) • Quality and depth of ideas (This includes research skills)

TECHNICAL SKILLS • Sensitivity to materials, craft, hand production http://cargocollective.com/lookingforthething

1

GRADE: A YAY O I K U S A M A

2

GRADE: B M AYA L I N

3

GRADE: B ZAHA HADID

COURSE DESCRIPTION

LANDSCAPE

IN CUBISM Spring 2013/ 2014

CLASS

COLOR THEORY AND APPLICATIONS

In this course, students will explore color theory, including additive and subtractive color. Discussions of color and its relationship to composition, through harmony and contrast will be explored. Color is the key element in effective communication. In this course, students will mix paint and investigate surfaces, layers, and edges. Additionally, students will explore digital luminosity using color as a way to move across the 2D plane. Using various color theories, filed studies, and deciphering of culture codes, students will analyze and translate relationships to color, their intentions, and how to generate work with thoughtful color consideration. Utilizing color wheels, charts, and swatches, students will create projects that will include pigment, paint, fabric, and digital prints.

OBJECTIVES

In this course, students investigate how we communicate and form a visual voice, while integrating their thinking and intentions with their craft. Changes in point of view, interpretation of images, diverse cultural contributions and visual vocabulary are discussed. 2D formal properties such as composition, figure/ ground, value organization, grouping principles, and rhythm and pattern will be covered. This course engages in methods other than drawing and will cover cutting, measuring, giuing, thumbnail sketching, digital literacy, and presentation.

PROJECT BRIEF

LEVEL

TITLE

Freshman (first year) Lecturer Graphic Design American University of Madaba Madaba, Jordan

http://cargocollective.com/lookingforthething

For this project, we will learn more about how to dissect a photograph into the theories of Art and Design. One of the most important movement in Design and Art is CUBISM, follow the following steps: - Phase 1: do research on Cubism, submit 200 words.

- Phase 2: Use the landscape photo provided by your instructor - Phase 3: Transform your photograph to fit cubism while understanding the thoery behind it.

NOTE: CO-TAUGHT THE CLASS WITH DR. MHD. KAMAL RAMZI NUMBER OF STUDENTS: 19

EVALUATION

A rubric was created (on a scale from 1-5) based on the below criteria.

PROCEDURES FOR EVALUATING STUDENT WORK GENERAL • Creativity, Risk taking, Innovation.

• Participation and contribution to the class.

• Work ethic: Time management, Initiative, Preparation.

C O M M U N I C AT I O N • Formal skills, presentation (Visual Communication) • Ability to analyze students work and others (Verbal Communication, Vocabulary, Methods of Critical Analysis) • Quality and depth of ideas (This includes research skills)

TECHNICAL SKILLS • Sensitivity to materials, craft, hand production http://cargocollective.com/lookingforthething

1

GRADE: A original photo = material used: gouache

2

GRADE: A original photo = material used: gouache

INTRODUCTION TO

CREATIVE ARTS Spring 2013

TITLE

Lecturer Graphic Design American University of Madaba Madaba, Jordan

COURSE DESCRIPTION

While introducing theory, practice, and technology, course assignments will develop an understanding and put into context the principles of visual communication. This course will develop strong formal and technical skills, as well as introduce production technology. This class will help students make their ideas visible.

The class has two equally important components, MAKING and CRITIQUE. MAKING is the creation, construction, assembly, or building process. While CRITIQUE is the examination, evaluation, and disassembly. Participation is essential in this class; you are expected to contribute to discussions and critiques. You must come prepared to class, have read the material, and completed the assignments. You will learn just as much from critiques as you will from making. However, if you fail to make, you will never reap the benefits of the critique.

No work means no critique. The ultimate objective is to develop an individual process for your design. You are encouraged to experiment and take risks, a bold mistake being better than a timid error. You are encouraged to do your classwork in the lab rather than at home; by working on campus you will interact more with your classmates and others not in your class level. Help each other; it will help you be a better designer.

OBJECTIVES

During the course of this semester, students will experience and understand the meaning of being a designer in the modern context, understand how to develop ideas, make ideas visible and learn how to convince others of their thoughts and visuals.

NUMBER OF STUDENTS: 18

PROJECT BRIEF

Abstraction is a visual language of form, color, and shapes to create a certain composition, which may be used from visual references in the world. This way of design/ art uses an attempt to reproduce an illusion of visible reality. In this project, we will learn the art of cropping and patterns. We will also learn legibility and readability.

PATTERNS COME ALIVE

ABSTRACTION CLASS

LEVEL

TITLE

INTRODUCTION TO CREATIVE ARTS Freshman (first year) Lecturer Graphic Design American University of Madaba Madaba, Jordan

http://cargocollective.com/lookingforthething

We will explore abstraction using patterns. Patterns are one of the most important elements in design, we find it surround us all the time, from the fabric we wear to the architecture in a city; however, patterns haven’t been explored explicitly in the design realm. Understanding patterns is to see how far we can push the elements that make them. In this project, we will explore how to create patterns on a 2D surface and push it to 3D. While we are learning Design Principles, and understanding the terms that make design, you are encouraged to do the following: Phase 1: 2D From the basic shapes of Design (triangle, circle, square, and rectangular), pick 3 words from the design principle terms, and create a patterns to convey an idea. For example, what happens if you choose SCALE, RHYTHM, and BALANCE? How would that look like? As I showed you in class, I Wonder book by Marian Bantjes, feel inspired and create your own patterns using the glossary. I will demonstrate how we can create patterns using simple terminologies. Here are the steps to creating your pattern: - Draw 5 different sketches to represent your idea: make sure that your drawings are accurate, and perfected. You will be graded on the level of craftsmanship. This is due next class - We will then recreate your sketch using black/white paper to create: black on white, white on black and then push your pattern to bring it alive and create a new dimension to your pattern (don’t worry about this phase, I will show you how).

This phase should take 3 classes to develop.

Phase 3: 3D After exploring the 2D surface, it is time to create a new world, pick 2 terms from the list you already explored. For example, minimizing the 3 words you worked with (SCALE, RHYTHM, and BALANCE), bringing them to the 3D surface, you will be working with (SCALE, BALANCE or RHYTHM, SCALE etc). Here are the parameters to creating your work: - Cubic size: to be determined - Use museum board (Canson) - Use x-acto knives (CAUTION when using them) - Create 3 options to explore the 2 terms.

- BLACK AND WHITE museum board.

I have demonstrated how to cut and create your cubical, it’s up to you now to use the cubical to express the words you chose, use your imagination! You will be graded according to your craftsmanship, cleanness, work ethic and level of creativity and research. Use this project wisely; it’s fun, imaginative and informative. Good Luck!

EVALUATION

A rubric was created (on a scale from 1-5) based on the below criteria.

PROCEDURES FOR EVALUATING STUDENT WORK GENERAL

• Creativity, Risk taking, Innovation.

• Participation and contribution to the class.

• Work ethic: Time management, Initiative, Preparation.

C O M M U N I C AT I O N

• Formal skills, presentation (Visual Communication) • Ability to analyze students work and others (Verbal Communication, Vocabulary, Methods of Critical Analysis) • Quality and depth of ideas (This includes research skills) TECHNICAL SKILLS http://cargocollective.com/lookingforthething

• Sensitivity to materials, craft, hand production

1

GRADE: A PHASE 1: 2D: Student applied the following design principles: repetition, focal point, asymmetry

1

GRADE: A

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PHASE 2: 3D: Student applied the following design principles: repetition, focal point.

2

GRADE: B

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PHASE 1: 2D: Student applied the following design principles: repetition, focal point, movement

2

GRADE: B

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PHASE 2: 3D: Student applied the following design principles: focal point, movement

3

GRADE: B+

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PHASE 1: 2D: Student applied the following design principles: repetition, focal point, symmetry

3

GRADE: B

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PHASE 2: 3D: Student applied the following design principles: repetition, symmetry

4

GRADE: BPHASE 1: 2D: Student applied the following design principles: repetition, focal point, symmetry

4

GRADE: B PHASE 2: 3D: Student applied the following design principles: repetition, symmetry

THE LIFE AQUATIC

FILM & COLOR CLASS

LEVEL

TITLE

BRIEF

Using film as a source you will analyze color usage and prepare a digital artwork using CS5 Photoshop and Illustrator. This will be a multiple part process, with the final outcome being a poster [16x24″] that will include some hand rendered elements. Each student will generate their OWN posters and collages.

LEARNING OUTCOMES AND GOALS

• to understand critical analysis and interpretation of images and objects particularly in a time based format (film).

Fall 2011

• to develop the means to communicate diverse cultural contributions and cross disciplinary means of making within the classroom itself as well as within a greater art context.

COLOR AND TRANSLATIONS

• to demonstrate continued use of glossary terms.

Freshman (first year)

• to gain understanding of working with-in a group dynamic and what that entails especially in the artistic framework.

TEACHING ASSISTANT

• to understand and gain experience in researching a project; utilizing class time, writings, and a multitude of media with development charted in process books.

California College of the Arts San Francisco, California

• to gain/demonstrate digital literacy including an understanding of graphic design as a means to enhance/developing a project.

EVALUATION

A rubric was created (on a scale from 1-5) based on the below criteria.

PROCEDURES FOR EVALUATING STUDENT WORK GENERAL

• Creativity, Risk taking, Innovation.

• Participation and contribution to the class.

• Work ethic: Time management, Initiative, Preparation.

C O M M U N I C AT I O N

• •

•

Formal skills, presentation (Visual Communication) Ability to analyze students work and others (Verbal Communication, Vocabulary, Methods of Critical Analysis) Quality and depth of ideas (This includes research skills)

TECHNICAL SKILLS http://cargocollective.com/lookingforthething

• Digital skills • Sensitivity to materials, craft, hand production

GRADE: A FEEDBACK

Your poster was visually pleasing, did a great job executing it and you were independent in the computer lab. The concept was interesting and summed up the entire movie. With this poster, you would make an audience curious about the movie. Lovely

1

texture, you managed to create a wonderful technique that is definitely eye-catching. Your use of Typography was great, you have a good eye for type, though the type was really close to the edge of the paper, but it is a minor issue and can easily be fixed.

GRADE: A FEEDBACK

2

Great poster! you did a great job with this assignment. It had a significant style, it represented the movie but you remained true to your design aesthetics. You tried a lot of options in the computer lab and was independent. Introducing the small fish (hand element) in your poster was a great idea and it was well thought out.

Kudos for working through more ideas.

You just nailed this one all the way. http://cargocollective.com/lookingforthething

GRADE: AFEEDBACK

3

Great poster, it was definitely creative and it showed that you put a lot of effort into it. The colors were very strong, the illustration was really powerful. Your use of type was decent, I appreciate the fact that you hand wrote the type on your poster, it is a very hard task to perfect, however, it wasn’t legible. You did struggle using the digital medium, but you really worked hard in the computer lab, and tried your best to resolve the issues that you faced.

Great effort, keep up the good work. http://cargocollective.com/lookingforthething

GRADE: AFEEDBACK

4

Great poster, you took a risk with your approach, it was different from anyones work in the class. It would have been great if you used a different text (the texture you used in the poster) something to relate it back to the movie. The type didn’t represented the movie, but it did suit your poster aesthetic. You could have worked slightly on the composition - moving the type above and below the off center. Overall, good poster and keep up the good work. http://cargocollective.com/lookingforthething

GRADE: B+ FEEDBACK Good poster, it really gave a glimpse of the movie. The boat was interesting, but it would have been more powerful if you used a different color for the outline, it seemed harsh on the page. Great contrast of the cartoon/ realistic style that you used. Your use of type was decent, you could have done a better job exploring different options. Great job illustrating the waves, it definitely gave a lot of depth to your poster.

Overall, you really overcame the issues you had in the computer lab and made some good choices.

5

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GRADE: B FEEDBACK

6

Your illustration was good, the class really enjoyed how you illustrated the characters of the movie in a very abstract way, yet really bringing it back to what the movie was all about. It was interesting that you picked a different scene and concept from your fellow classmates, you definitely took the risk of creating something different. Though the perspective was a bit off and made it hard to “believe” the scene. Also, your type wasn’t consistent with the look and feel of your poster, it was cluttered. It was definitely a challenging piece to fit type, but you could have easily created room for the type. Your font choice didn’t fit the movie theme. Overall, you deserve a lot of props for taking a risk, keep up the good work. http://cargocollective.com/lookingforthething

GRADE: BFEEDBACK

7

Your poster was interesting, the font choice was good, though it didn’t fit the theme of the movie. The helicopter and submarine were really good, but it would have been great if you pushed the rest of the elements in the poster further. The size issue was really problematic (you didn’t stick to the requirement). The hand element was appreciated, it was flawless and really did add a little extra something to the overall poster. http://cargocollective.com/lookingforthething