Project 3: How it Works!

Art 3330 Fall 2015Intermediate

U n i v e r s i t y o f H o u s t o n G r a p h i c D e s i g n

Instructor: M/W Fiona McGettigan Instructor: T/Th Cheryl Beckett

www.design.uh.edu/mcgettigan/intermediate/

Part 2: StoryboardingStoryboards are visual organizers, usually a series of visuals or illustrations displayed in sequence for the purpose of pre-visualizing a process for instructional manuals, videos, animation, film, web etc. Sketch the selected process over a series of 1-6 steps using a 5 x 5" thumbnail format. Include a word or simple phrase to describe the steps and 1-2 sentences that help describe the visuals if necessary.

Part 3 System DesignChoose 1 of the steps from the storyboard above and the explorations of form and typography from part 1, test out:1. A stylistic attitude for visualization of the steps2. Typographic treatments for: Title: (expressive) Word/Phrase steps (semi-expressive) Labels and devices (clear, neutral)Develop a series of 4 variations.

Part 4: Final Visual Story Choose one of the system design solutions from part 3 and apply the standards of form and typography across the 6 panels from the story board. The final presentation should reflect the visual process. Consider 1) clarity of narrative, story or process, 2) typographic appropriateness and expression, and 3) diagrammatic clarity and creativ-ity. In addition, consider composition, color and flow. Present the story on 6—8 x 8" formats flush mounted on gatorboard.

Final Formats1. Part 1 : Compose the 9 studies on a 19 x 19” black board with

2” border. 2. Sketchbook to include Part 2, 3 and 43. Present the diagrammatic story on 6—8 x 8” formats flush

mounted on gatorboard. Color.

From one culture to another, one age group to another, and from one social group to another, understanding “how things work” is either learned from others, or from experience and interaction. What we perceive as being culturally understood about how things work is a question of experience and exposure. For instance, to describe to a young child how the earth rotates or a camera works requires a language and visual repre-sentation that takes complex ideas and makes them simple. A visual designers job is to assist in the under-standing of these processes through the production of information graphics and visual storytelling techniques using image and text to visually inform.

Project Choose a simple process that may be difficult to explain unless supported by a diagrammatic process (natural, scientific, manmade etc.—photosynthesis, tornados, fossils, levers, light bulb, mobile phone, camera, electricity, internet, flushing the toilet, etc. Find or photograph images related to the process. to redraw/stylize. The final image selection should include step by step diagrams.

Part 1 Source Studies (9 total 5 x 5" studies)Image Studies : Collect, explore and observe charts, graphs, informa-tion graphics as an inspirational source for the media study. Use one found or photographed image as the basis for stylization and imagemaking exploration. On the 5 x 5” format, compose the found or photographed image. Develop 4 different translation styles based on that one image (see stylization styles) and place on the 5 x 5” format. Try a range of different techniques and materials to create a unique representation of the object (e.g. pencil, ink, cut paper, gouache, etc.). Consider the overall aesthetic for each of the four. In the end you will want them to feel consistent. These four stylizations will serve as your visual library for part 2 of this project.

Typographic Studies : Choose the name of the process or the name of the object (Volcanic Eruptions, Coptic Bind-ing, Photosynthesis, etc.) Examine appropriate typo-graphic explorations and typeface choices. You may start with a familiar typefaces and then review fonts online or in the general lab. Select 2-4 typefaces that best represent the idea/meaning of your words. Consider : weight, case, size, and juxtaposition of 2 contrasting typefaces in one title/phrase. Present 4 - 5 x 5” typographic explorations.

Compose the 9 studies (1 source image, 4 stylizations

and 4 typographic)on a 19 x 19" black board with 2” border.

Day 1 [M 26/T 27 October] Introduction to project 3.Select a process to research.Information should be collected from resources including books and not purely from on-line references.

Day 2 [W 28/Th 29 October] Present source imagesPresent 8 image studies/+ stylizations/translationsPresent 2 process storyboards : Present reference images of process. : Present three or four short descriptive

sentences that describe the process. From these, identify several descriptive words that best represent the steps.

Day 3 [M 2/T 3 November] Critique 4 refined stylizations + 4 Typographic labelsCritique refined storyboard processPart 3: Choose 1 step of the process to “test” the visualization and typographic attitude.Day 4 [W 4/Th 5 November] Present Part 3: Present 4 variations of 1 step of the process. Choose 1 to apply to final process.

Day 5 [M 9/T 10 November]Present Part 3: Refine 1 step of the process. Critique Part 4 : 1-3 steps using the refined process

Day 6 [W 11/][Th 12 November no class on TH Block Review] Critique Part 4 : 1-3 steps B+W

Day 7 [M 16/T 17 November]Critique Part 4 : 1-6 steps B+W with some color

Day 8 [W18/TH19 November]Critique Part 4 : 1-6 steps

Day 9 [M 23/T 24 November]Critique Part 4 : 1-6 steps

Day 10 [M 30 November/T 1 December]Critique Part 4 : 1-6 steps

Day 11 [W2/TH3 December]Due Project 3 with portfolio

Presentation of sketchesPut together a sketch book of all stylizations. Photocopy entire sketch series (6"x 6") and mount on 8"x 8" black paper and bind in sketchbook. Clearly label the outside of your sketchbook with your name.

Documentation of processPut together a process book of images, text, and any information you collected during the process of working on this project. The format is open but keep it consistent with the stylization sketch book. Clearly label the outside of your process book with your name.

Art 3330 Fall 2015Intermediate

Instructor: M/W Fiona McGettigan Instructor: T/Th Cheryl Beckett

www.design.uh.edu/mcgettigan/intermediate/www.design.uh.edu/beckett

U n i v e r s i t y o f H o u s t o n G r a p h i c D e s i g n

S T Y L I Z A T I O N E X P E R I M E N T S

SilhouetteHigh-contrast shape that describes the exterior form. Re-evaluate the shape and make certain the form is under-standable and interesting.

High ContrastDefine the image through black and white forms only. Removing the gray values of a photographic image.

Equivocal SpaceInterior/exterior studies where the white spaces inside the black shape become a shape or design.

GesturalSpontaneous stylization (or appearing to be so). May use paint or line in expressive fashion. (torn, cut, colored etc).

RhythmsRepetition of forms or parts of forms that can be overlapped, enlarged, reduced, reconstructed, shifted.

IconicReduce the image to its basic components. Evaluate the image and determine its essential definition. Reinforce its standard identification. Create a clean form, with good gestalt and clear formal qualities.

ExaggerationExtreme Emphasis on the idea or image

Historical ReferenceStylization influence through study of Cubism, Surrealism, Dadaism, Constructivism, Victorian, Rococo, Art Deco, Art Nouveau, Impressionism, Expressionism, Pop, New Wave, etc as well as Hollywood, T.V. Culture and American West History

Other methods of stylization include:

PhotographicUse of actual photograph which is interesting in composition, value, texture, form etc. Consider ways of manipulating the image through cropping, xeroxing, screening, layering, etc.

Found ImagePublic domain images that may be interesting for their actual quality or for nostalgic meaning.

Project 3: How it Works!

Art 3330 Fall 2015Intermediate

Instructor: M/W Fiona McGettigan Instructor: T/Th Cheryl Beckett

www.design.uh.edu/mcgettigan/intermediate/www.design.uh.edu/beckett

U n i v e r s i t y o f H o u s t o n G r a p h i c D e s i g n

E X P R E S S I V E T Y P O G R A P H Y ( T I T L E A N D S U B T I T L E )

Project 3: How it Works!

Art 3330 Fall 2015Intermediate

Instructor: M/W Fiona McGettigan Instructor: T/Th Cheryl Beckett

www.design.uh.edu/mcgettigan/intermediate/www.design.uh.edu/beckett

U n i v e r s i t y o f H o u s t o n G r a p h i c D e s i g n

I L L U S R A T I V E D I G A R A M T S

Project 3: How it Works!

Art 3330 Fall 2015Intermediate

Instructor: M/W Fiona McGettigan Instructor: T/Th Cheryl Beckett

www.design.uh.edu/mcgettigan/intermediate/www.design.uh.edu/beckett

U n i v e r s i t y o f H o u s t o n G r a p h i c D e s i g n

Project 3: How it Works!

Art 3330 Fall 2015Intermediate

Instructor: M/W Fiona McGettigan Instructor: T/Th Cheryl Beckett

www.design.uh.edu/mcgettigan/intermediate/www.design.uh.edu/beckett

U n i v e r s i t y o f H o u s t o n G r a p h i c D e s i g n

Project 3: How it Works!

Art 3330 Fall 2015Intermediate

Instructor: M/W Fiona McGettigan Instructor: T/Th Cheryl Beckett

www.design.uh.edu/mcgettigan/intermediate/www.design.uh.edu/beckett

U n i v e r s i t y o f H o u s t o n G r a p h i c D e s i g n