COMPUTER GRAPHICS I Fall 2004 15 weeks Three units Instructor: Kath Christensen kcdesign@goldrush.

com Required text: Adobe Illustrator CS Classroom in a Book Prerequisites: basic computer skills

objectives
LEARNING COURSE

description evaluation
STUDENT

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

A three unit course designed to introduce students to the inventive potential of creating imagery using Adobe Illustrator. This course is an interactive lab course where students practice and apply skills in basic graphic design and Adobe Illustrator. Through collaborative discussions of assigned exercises and projects, students will acquire skills of analysis and critique. The course outcome will be the creation of a student portfolio of completed design projects.

Evaluation will be based on the development and demonstration of clear intent in all levels of approach to each exercise and project: i.e. research, thumbnails, completion based on criteria, and adherence to deadlines. Class attendance, participation, and effort will also contribute to the nal grade. Grading policy is as follows: 60% class exercises and projects, 20% process notebooks, 15% participation, 5% quizzes Course Rubric appears at the end of the syllabus.

classes

Week 1 Session 1

Outlines of the objectives and requirements of the course; Completion of required paperwork; Clarication of grading, attendance and classroom policy; Requirement of student notebook for thumbnails, concept sketches, research for projects and class notes; Assignment overview of the semester; 5 Cs of Graphic Design ; Tour of Adobe Illustrator workspace. Assignment: Chapters 1 and 2
Week 1 Session 2

What is Graphic Design? How does it function and why is it important? How is it based on concept (form follows function)? Formal Design Principle: Positive/Negative Space; Demonstration: Drawing, copying, pasting and grouping basic shapes; Exercise 1: Exploration of how we communicate through the use of symbols. Students begin working with thumbnails, draw and position simple B/W shapes to convey given concepts. Assignment: W ord: Symbol Students take a given word, add a simple element to it to express their concept which they arrive at via a process of free association.
Week 2 Session 1

Visual demo of how word and image combine to communicate ideas (concepts) for a purpose. Formal Design Principle: Repetition; Demonstration: Making Selections Exercise 2: Creating symbols with basic shapes. Using formal design principals of positive/ negative space, and repetition, students draw simple B/W shapes to convey the concept of risk. Assignment: Chapters 3 and 4
Week 2 Session 2

How is the foundation built for successful design? Why is research essential? Word 1. Formal Design Principle: Balance, Symmetry and Asymmetry Demonstration: As needed Additional Exercise: Using the circle, square, and triangle, students create 18 identiable images by adding other elements while maintaining the integrity of the original shapes. Assignment: W ord 2 (as announced)

Week 3 Session 1

How is contrast the essential factor when creating design solutions? Formal Design Principal: Shape Demonstration: Creating paths with the pen tool. Exercise 3: Using the pen tool and the Kandinsky template, students draw complex shapes to create an image. Assignments: Chapters 5 and 6
Week 3 Session 2

Continued discussion of contrast. How does the Golden Ratio inform contrast? W ord 2 Formal Design Principal: Scale and proportion. Demonstration: Drawng with the pencil tool, the smooth tool and the erasure. Making compound paths and compound shapes. Editing paths. Exercise 4: Using the pen tool and the Chagall template, students continue to practice drawing with the pen tool to create complex shapes. Assignment: W ord 3 (as announced)
Week 4 Session 1

Review Quiz Completion of exercises 1 - 4. Printed versions to instructor.

Discussion of Typography the artful representation of words as a fundamental element of graphic design. What is a typeface? What is a font? Word 3 Formal Type Principal: Typographic categories Demonstration: Using the Type tool to create text Exercise 5: Using the type tool and the pen tool students create a complex logo based on instructors outline. Assignment: W ord 4 (as announced); Chapters 10 and 14
Week 5 Session 1

Discussion of typeface technology and terms. What is leading? What is kerning, tracking, etc.? How do paragraphs align? Word 4 Formal Type Principal: Kerning Demonstration: Using the character and paragraph palettes to format text. Exercise 5 completion. Printed version to instructor.
Week 5 Session 2

Discussion of combining typefaces to achieve emphasis and variation. Demonstration: Examples of effective use of type combinations Exercise 6: Students use type expressively to express given concepts Assignment: W ord 5 (as announced)

Week 6 Session 1

Discussion of layout as a guide for the viewer. How do rhythm and color work together to guide the viewer? Word 5 Formal Design Principal: Values and Colors Demonstration: Using the color, swatches, and transparency palettes, eyedropper, and paint bucket. Exercise 7: Students use a minimum of two letterforms from the designated typefaces and as many colors as their concept dictates to create six typographic designs. Assignments: W ord 6; Chapters 7 and 8
Week 6 Session 2

What are additional elements for a successful layout? How does sketching inform the design solution? W ord 6 Formal Design Principal: Texture Demonstration: Fills, Gradients and Gradient Meshes Completion of Exercise 6 and 7. Printed versions to instructor. Assignment: W ord 7
Week 7 Session 1

How do grid systems aid the design process? How do grids relate to the golden ratio? Word 7 Discuss poster project and the function of a poster. Formal Design Principal: Line Demonstration: Using the stroke palette, offset and outline path commands Project 1: Students given parameters for design of 13 x 19 full color poster (using instructor concept and outline), begin research and thumbnail phases. Assignment: W ord 8; Chapter 9
Week 7 Session 2

How can the use of calligraphy be a strategy for achieving visual interest? Word 8 Formal Design Principal: Thicks and Thins Demonstration: Using the brushes palette Project 1: Consultation with individual students as they present thumbnails prior to beginning the execution of the poster. Thumbnails should indicate proportion and relationship of all of the elements. Quiz (from Weeks 4-7) Assignment: W ord 9, Chapter 13
Week 8 Session 1

How does working in layers help control the design process? Flattening Layers for smaller les. W ord 9 Demonstration: Using the layers palette Project 1: ongoing Assignment: W ord 10, Chapter 11

Week 8 Session 2

Demonstration: Using the appearance palette and creating blends. Project 1: ongoing Assignment: W ords 11, 12, 13
Weeks 9 -11

W oods 11, 12, 13 Project 1: ongoing. Consultation with individual students.

Development of critiquing skills. What is design? Why do some designs communicate and others not? Introduction of nal map project. Students to produce a written page discussing their intent and concept development and produce thumbnails prior to beginning the execution of their nal project. Thumbnails should indicate proportion and relationship of all of the elements. Printed Posters due. Critique and analysis of student posters Assignment: W ords 14, 15
Weeks 13 -15

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

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

rubric
COURSE

EXERCISES (8)

Complete refers to all criteria for the specic project being met. Specic criteria will be delineated at the time of the project assignment. Partially complete refers to one or more missing elements of the specic project criteria. Complete/on time 3 points Complete/late 2 points Partially complete/on time 2 points Partially complete/late 1 point
PROJECTS (2)

Complete refers to all criteria for the specic project being met. Specic criteria will be delineated at the time of the project assignment. Partially complete refers to one or more missing elements of the specic project criteria. Complete/on time 18 points Complete/late 14 points Partially complete/on time 9 points Partially complete/late 4 point
PROCESS NOTEBOOKS

Complete refers to multiple concept sketches and veriable research presented prior to undertaking an exercise or project. Exercises: Complete/on time 1 point Projects: Complete/on time 6 points
PARTICIPATION

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

Quiz
ATTENDANCE

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

This is a lab class with class demonstrations in the beginning of most classes. When you are late, the class is disrupted and signicantly slowed; consequently, you are expected to be on time for both your benet and your classmates. Additionally, you are expected to stay for the entire class period to work on assigned projects and exercises. Attendance credit will only be given only for presence during the entire class period. Finally, if you have more than three excused absences (personal illness or family crisis), your nal grade will drop one letter grade for each additional class that you miss.

90 100% = A 80 89% = B 70 79% = C 60 69% = D Below 60 = F