GRC270:HistoryofGraphicDesign–SYLLABUSCourseDescription:Anintroductiontothehistoryofgraphicdesignfromthedawnofwritinguntiltoday,includingthedevelopmentofhandwriting,typefaces,andbooks;Arts&Craftsandtheprivatepress;posters,printinghistory,historyofadvertising;theBauhaus;digitaldesignandtypography.

CourseObjectives:Studentsofthiscoursewillgainanunderstandingofthehistoryofgraphicdesignfromthedawnofwritinguntiltoday,includingthedevelopmentofhandwriting,typefaces,andbooks;Arts&Craftsandthe private press; posters, printing history, history of advertising; the Bauhaus; digital design andtypography.Inthiscoursestudentswilllearnhowto:

• Demonstratefluencyandunderstandingofthemajorhistoricalmovements,stylesanddevelopmentsingraphicdesign.

• Identifymajorworksofgraphicdesignfromthetimeperiodsandculturespresentedinclass• Articulatetheformalelements(e.g.line,color,composition,perspective,etc.)ofworksofart.• Identifydifferencesandsimilaritiesbetweengraphicdesignsfromthesameordifferent

historicalmomentspresentedinclass.• Applytheoreticalconceptstographicdesignsstudiedinclass.• Learnmoreabouthistoricalperiodsthroughstudyinggraphicdesignsanddesignersfromthose

periodsstudiedinclass.• Knowledgeablydiscussgraphicdesignhistoricalstylesandmovementsstudiedinclass.• Articulateandrespondtounfamiliardesignsbasedonskillsdevelopedstudyingknowndesigns

studiedinclass.• Analyzeandcriticallyrespondtoexamplesofgraphicdesign.

Grading:10ModuleQUIZZES............10pointseach=100pointstotal10ClassDISCUSSIONS......20pointseach=200pointstotal2ClassACTIVITES...........150pointseach=300pointstotal1MID-TERMPROJECT....200points1FINALPROJECT............200points= 1000pointsTOTALGRADESCALE:A:930-1000A-:900-920B+:870-890B:830-860B-:800-820C+:770-790C:730-760C-:700-720D+:670-690D:630-660D-:600-620F:590>

Texts,readings,andinstructionalresources:▪ RequiredText:Meggs,PhilipB.HistoryofGraphicDesign.5thedition.NewYork:JohnWiley&Sons,2011.Print.ISBN:978-0-470-16873-8▪ RecommendedText:Meggs'HistoryofGraphicDesign,5eInteractiveResourceCenterAccesscard:ISBN:978-1-118-92224-8DescriptionofInstructionalProcedures:Online(asynchronous)

Missed/latecourseworkpolicies:MissedCLASSDISCUSSIONSmayNOTbemadeupafterModulecloses.MissedCLASSACTIVITIESandMID-TERMPROJECTmaybemadeup,butwillbeMARKEDDOWN10pointsforeachdaylate.MissedFINALPROJECTmayNOTbemadeup.Nomake-upworkwillbeacceptedafterlastdayofinstruction.

WeeklyScheduleModule1-INTRO&theInventionofWriting&Alphabets

• Reading:OnlinereadingsANDMeggs:Chapters1-3• Quiz• ClassDiscussion• OptionalFilm:CaveofForgottenDreams

WernerHerzoggainsexclusiveaccesstofilminsidetheChauvetcavesofSouthernFranceandcapturestheoldestknownpictorialcreationsofhumanity.

Module2-EarlyEuropeanManuscripts,Prints,&Books• Meggs:Chapters4-6• Quiz• ClassDiscussion

Module3–ACTIVITY#1:MarshallMcLuhan'sLAWSOFMEDIA• Film:McLuhan'sWake (2002)• MCLUHANTETRADACTIVITY

DIRECTIONS:Viewtheassignedvideoexcerptandrreading,thenCREATE&EXPLAINYOUROWNTETRADusingaGraphicDesignEXAMPLE(can’tuseanexamplegiveninthevideoorreadingassignment!).Forexample,youcoulddiscussatechnologicaldevelopmentthatchangedhowGraphicDesignerswork.Bespecific,providerelevantDATESandNAMESinabriefINTRODUCTION(required).EXAMPLE:Theprintingpress(movabletype)inEurope.Module4-AnEpochofTypographicGenius

• Reading:Meggs:Chapters7-8• Quiz• ClassDiscussion

Module5-IndustrialRevolution&theArts&CraftsMovement• Reading:Meggs:Chapters9-10• Quiz• ClassDiscussion

Module6-Genesisof20th-centuryDesign• Reading:Meggs:Chapters11-12• Quiz• ClassDiscussion• OptionalFilm:TheGeniusofDesignEpisode1:GhostsintheMachine

Module7-MID-TERMPROJECT:SEMIOTICSinGraphicDesignDIRECTIONS:PERFORManinterpretiveanalysisoftheSEMIOTICSofthevisualelementsofa2016presidentialcampaignpoliticalLOGOorothergraphicimage(can’tuseanexamplegiveninthevideoorreadingassignment!).Concludeyourinterpretiveanalysiswithasummaryofthedesign'soverallmessage/meaning.BesuretoprovideanIMAGE(required)andtofullyIDENTIFYthedesignthatyouchooseasfollows:Designerand/ordesignfirm,Title(orpurpose)ofthedesign(date).Hereisagoodonlinesourceof2016presidentialcampaignlogos:Petit,Zachary."2016PresidentialCampaignLogos(Updated!)."PrintMagazine.2016.Web.Retrieved10January2016.(http://www.printmag.com/imprint/2016-presidential-campaign-logos/)

EXAMPLE(I'musinga2008exampletoleaveall2016logosopenforyoutochoosefrom):SolSender,BarackObama's2008ElectionCampaignLogo(2008)

Module8-ModernistDesignAesthetics• Reading:Meggs:Chapters13-15&1onlinereading• Quiz• ClassDiscussion

Module9-TheBauhaus&AmericanModernism• Reading:Meggs:Chapters16-17&1onlinereading• Quiz• ClassDiscussion

Module10-TheInternationalTypographicStyle&theNewYorkSchool• Reading:Meggs:Chapters18-19• Quiz• ClassDiscussion

Module11-CorporateIdentity,theConceptualImage,&PostmodernDesign• Reading:Meggs:Chapters20-22• Quiz• ClassDiscussion• OptionalFilm:TheGeniusofDesignEpisode5:ObjectsofDesire

Module12-ACTIVITY#2:GraphicDesign'sPowersofPersuasionDIRECTIONS:TYPEyourreaction(inyourownwords)towhatyoulearnedinthisModule'sAssignmentsanddiscussyourthoughtsabouthow&wherepoliticiansfirstbegantousevisualimagestrategiestopersuadeusandhowtheyevolvedasfollows:

1) HowdidDARIUSinventthe1stPOLITICALLOGO&WHY?BeSPECIFICinyourexplanationanduseYOUROWNWORDS.

2) WhatnewinnovationdidAlexandertheGreataddtopoliticalpropaganda?(Hint:HowheusedhisFACE)BeSPECIFICinyourexplanationanduseYOUROWNWORDS.

3) Whatwasthe"1stPoliticalLie"?ToldBYwho?ToldTOwho?HOW?WHY?BeSPECIFICinyourexplanationanduseYOUROWNWORDS.

4) Copy&pasteagraphicdesignimagefromoneofthe2016USpresidentialcampaignsanddiscussHOW(inyouropinion)itusesimagerytomanipulate/persuadevoters.BeSPECIFICinyourexplanationanduseYOUROWNWORDS.

Module13–Globalization&theDigitalRevolution• Reading:Meggs:Chapters23-24• Quiz• ClassDiscussion

Module14-FINALPROJECTPREPARATIONACTIVITYDirections:CLICKTHELIVELINKSTOREVIEWALL3PARTS(nothingtoturninforthisModule):PART1:POLITICALADSINHISTORICALCONTEXTStudentswillanalyzeadsfromtwopresidentialcampaignyears.Intheprocess,theywilllearnhowadsreflecttheirhistoricalcontextwhilealsoaddressingthemesandconcernscommontomostmodernpresidentialcampaigns.

OBJECTIVEStudentswillanalyzeadsfromtwopresidentialcampaignyears.Intheprocess,theywilllearnhowadsreflecttheirhistoricalcontextwhilealsoaddressingthemesandconcernscommontomostmodernpresidentialcampaigns.OVERVIEWPresidentialadsareproductsofthetimeperiodsinwhichtheyweremade,andareinspiredbydomesticandworldevents.Effectivecampaignadsrefertotheeventsandissuesthatconcernthevotingpublicduringanelection,buttheydosoinlimited,casual,andfragmentaryways.Becauseadsaremadetopersuadevoters,theyusuallyfocusonjustafewmajorissuesthateachcampaignbelieveswillbemostimportanttovoters.Atthesametimethatadsaddressthesespecificissues,theymakemoregeneralargumentsaboutthecandidates'personalitiesandleadershipqualities.Campaignadsarehistoricalartifacts.Insomeinstances,studentswouldneedtodoadditionalhistoricalresearch inorder tounderstandanad's content and thehistorical information it conveys. Inotherinstances, an ad's meaning is not historically specific.Whether ads address timely issues or moregeneralthemes,theycanhelpteachuswhatmatteredtovotersinagivencampaign.Assuch,theyarevaluableprimarysources.PART2:WHATMAKESANEFFECTIVEAD?Byviewingandanalyzingselectedpresidentialcampaignadvertisements,studentswilldevelopcriteriaforevaluatingwhatmakesaneffectivepoliticalad.OBJECTIVEByviewingandanalyzingselectedpresidentialcampaignadvertisements,studentswilldevelopcriteriaforevaluatingwhatmakesaneffectivepoliticalad.OVERVIEWPoliticaladscancommunicate,persuade,andevenentertain.A30-secondadcanbeaneffectivetoolforconvincingvoterstosupportacandidate.Adscantargetgeneralorspecificaudiences,andtheycanbeeffectiveorineffectiveindifferentwaysandfordifferentreasons.Theyuseemotion,persuasion,factualclaims,andcinematicstyletoinfluencevoters.Criticalanalysisofpoliticaladvertisingentailsevaluatingadsonalloftheselevels.ThislessonaddressestopicsthatareexaminedingreaterdetailinotherlessonplansonTheLivingRoomCandidate.Teacherswishingtoexploreanyofthefourlevelsofanalysisdiscussedheremoredeeplyshouldconsulttheotherlessonplansonthesite:

• PlayingonEmotions(emotion)• TheUseofLanguageinPoliticalAds(persuasion)• EvaluatingInformation(factualclaims)• DevelopingCriticalAnalysis(cinematicstyle)

Campaign2016

• DemocraticPresidentialPrimaryAds• RepublicanPresidentialPrimaryAds

PART3:DEVELOPINGCRITICALANALYSISStudentswilllearnhowtobecriticalviewersofpresidentialtelevisioncampaigncommercialsbyanalyzingtheuseofimagesandsoundsinaseriesofads.OBJECTIVEStudentswilllearnhowtobecriticalviewersofpresidentialtelevisioncampaigncommercialsbyanalyzingtheuseofimagesandsoundsinaseriesofads.OVERVIEWTheirexperienceswithfilm,television,andvideogamesofteninspirestudentstoconsiderhowtheaestheticchoicesmadeinthesemediacommunicatemeaning.Inthislesson,studentswillanalyzepoliticalcommercialsbyfocusingontheiruseofimagesandsounds.Acarefulanalysisofacampaigncommercial,likethatofafilmoratelevisionshow,uncoversthe

choicesthecreatorsmadeinpre-production,thechoicestheymadeduringshooting,andthechoicestheymadeduringtheeditingprocess.Duringpre-production,ad-makersmustdecideaboutlighting,theset,props,andperformances.Beforestartingphotographytheychoosesettingsandcostumesanddecidewhethertofilmincolororblack-and-white,wheretheywillplacethecamerainrelationtowhattheyarefilming,whetherornotthecamerawillmove,andhowthecamerawillframetheimages.Afterfilmingiscomplete,materialfromdifferentsourcesandlocationsiseditedtogether,andthesoundtrackiscreated.Thesoundtrackcanincludethesoundrecordedduringfilming,butcanjustaswellincludeavoice-over,whichthead-makersarelikelytohaverecordedseparately;soundeffects;andmusic.Theoverlayingofon-screengraphicsisalsopartoftypicalpost-productionactivity.Noneofthesechoicesisaccidentalorrandom,andeachoneplaysaspecificroleincontributingtotheoveralleffectofthecampaignad,justasinafilm.Campaign2016

• DemocraticPresidentialPrimaryAds• RepublicanPresidentialPrimaryAds

Module15-ReadingWeek(noQuiz,noDiscussion)Directions:CLICKTHELIVELINKSTOREVIEWALLITEMS(nothingtoturninforthisModule):Whatmakesagoodlogo?http://www.davidairey.com/what-makes-a-good-logo/EvaluatingtheCampaignLogosofthe2016Field-MadBlog:http://yeswearemad.com/blog/evaluating-campaign-logos-2016-presidential-candidates/FINALSWEEK-FinalProjectdueFinalProjectDIRECTIONS:1) Designapresidentialcampaignad(ora"getoutthevote"publicservicead)inanymediumofyourchoice(webad,TVad,orprintad)inthestyleofoneofthehistoricaldesignperiodswestudiedinthis class. Incorporate "Effective Ad Campaigns" and "CRITICAL ANALYSIS" knowledge gained inlessontodesignaneffectivead.BesuretoprovideanIMAGE(required)andtofullyIDENTIFYthedesignthatyoucreateasfollows:YourName,Title(orpurpose)ofthedesign(date).2) Writea500word(bareminimum,lessthan500wordswillbegradedas"Incomplete")essayanalyzingyourdesignusingthisOUTLINE(required):

I. II. INTRO&IDENTIFICATION

• Provideanimageofyouradandanimageofanexampleofthehistoricalstylethatinspiredyou.Clearlyidentifybothimages.

• Writeabriefintroductionclearlyidentifyingbothimagesandashortdescriptionofwhatyouradisfor(candidateifsowhichoneORgetoutthevotePSA).

III. IV. COMPARATIVEFORMALANALYSISWITHHISTORICALREFERENCE

• Describethehistoricalstylethatinspiredyourdesign.• CompareyourdesignwithyourhistoricalexamplefromyourINTRODUCTION.Useallofthe

BASICELEMENTSOFDESIGN(Module1).Usedescriptivelanguage.V. VI. CRITICALCONTENTANALYSISOFYOURDESIGN

• Analyzetheeffectivenessofyouradusingthecriteriausedtoanalyzepoliticaladcampaigns(emotion,persuasion,factualclaims,style).

• Analyzethequalityofyourdesignbyusingthecriteriausedtoanalyzeeffectivelogodesign(describable,memorable,effectivewithoutcolor,scalable,relevant).

CONCLUSIONConcludeyouressayasfollows:

• Restatethemainideaofyouressay,oryourthesisstatement(introduction)• Summarizethethreesub-pointsofyouressay(historicalreference,formalanalysis,andcritical

contentanalysis)• Leavethereaderwithaninterestingfinalimpression/finalthought

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