Student Handbook 2018/19

BA Design (Visual Communication)

DT545_1 Dublin School of Creative Arts, Faculty of Arts and Tourism, Dublin Institute of Technology

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Contents

Welcome ........................................................................................................ 3

Introduction to the Institute & outline of facilities ..................................................... 4

DIT Mission Statement ............................................................................................................... 4

Structure of the College .............................................................................................................. 4

Programme details ............................................................................................ 5

Introduction ................................................................................................................................. 5

Programme aims and learning outcomes ................................................................................... 5

Duration of the course and registration....................................................................................... 6

Lecturing staff ............................................................................................................................. 6

The Academic year ............................................................................................ 7

Semester 1 ................................................................................................................................. 7

Semester 2 ................................................................................................................................. 7

Stage 1 ....................................................................................................................................... 7

Deadlines and penalties ............................................................................................................. 8

Recommended textbooks and course materials .......................................................... 8

Essential reading ........................................................................................................................ 8

Useful web references ................................................................................................................ 9

Recommended journals .............................................................................................................. 9

General materials list .................................................................................................................. 9

Printmaking material & tools list requirements.......................................................................... 10

General schedule of examinations and assessments ................................................... 10

Assessment .............................................................................................................................. 10

Stage 1 ..................................................................................................................................... 11

Learning and teaching methods ............................................................................................... 12

Module assessment .................................................................................................................. 12

Learning, teaching and assessment strategies .......................................................... 13

Group work ............................................................................................................................... 13

Team teaching .......................................................................................................................... 13

Reflective practice .................................................................................................................... 13

Late submissions ...................................................................................................................... 14

Internal examiners .................................................................................................................... 14

Referral ..................................................................................................................................... 14

Deferral ..................................................................................................................................... 14

Course management ......................................................................................... 15

Course management team ....................................................................................................... 15

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Student feedback / Staff student meetings ............................................................................... 15

Course quality assurance procedures ...................................................................................... 15

Guidelines to students ....................................................................................... 16

Third level academic skills ........................................................................................................ 16

Time management .................................................................................................................... 16

Use of computer resources....................................................................................................... 17

Library information .................................................................................................................... 17

Student printing services .......................................................................................................... 18

DIT Students’ Union, Grangegorman ....................................................................................... 18

Examinations — Dublin Institute of Technology ......................................................... 19

Examination/Continuous assessment dates ............................................................................. 20

Deferrals ................................................................................................................................... 20

Personal circumstances............................................................................................................ 21

Rechecks .................................................................................................................................. 21

Appeals ..................................................................................................................................... 21

Accessing results ...................................................................................................................... 22

Contacting the Examinations office .......................................................................................... 22

Communications .............................................................................................. 23

Communicating by email .......................................................................................................... 23

Data protection ......................................................................................................................... 23

Modularisation ................................................................................................ 24

A brief explanation: ................................................................................................................... 24

Fees .......................................................................................................................................... 24

Late registration ........................................................................................................................ 25

Deferring and withdrawing ........................................................................................................ 25

Student support services .................................................................................... 26

Useful links ............................................................................................................................... 26

Module Descriptors for DT545 year 01 .................................................................... 27

SP1112 Visual Exploration 1 10ECTS...................................................................................... 28

SP1113 Design Process 1 10ECTS ......................................................................................... 30

SP1102 What is Graphic Design? 5ECTS................................................................................ 34

VISC1001 Design History Visual Communications 1: the ABCs of History 5ECTS ................. 38

Option modules: Theory seminar 5ECTS ................................................................................. 41

SP1114 Visual Exploration 2 10ECTS...................................................................................... 42

SP1115 Design Process 2 10ECTS ......................................................................................... 44

SP1105 Design Applications 1 5ECTS ..................................................................................... 48

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Welcome

May we offer you our congratulations for having successfully competed for and obtained a valued place on

our BA Design (Visual Communication) programme. Our aim is to provide a creative, committed and

energetic environment within which our students can explore and develop their individual abilities

together with our professionally experienced staff.

Design is an integral part of our lives. It is exciting and invigorating. It is something we are far more

conscious of than we were some years ago. In our personal lives we have come to expect and demand

much higher design standards. No matter where you are you will probably find that a graduate of the

Dublin School of Creative Arts has contributed to your immediate environment in some way or another.

Not only is design about corporate identity, graphics, interiors, packaging, illustration, exhibition and

furniture design but it is also an important component of our everyday living. A unique feature of the

Dublin School of Creative Arts is an emphasis on the professional approach to the understanding and

resolving of problems.

All we ask of you is that you demonstrate a professional attitude to your work, apply yourself to the

requirements of the pathway of your choice, co-operate in the fulfillment of its goals and assume some

responsibility for your educational development.

Your year coordinator will assist and guide you through your chosen pathway and advise you regarding

your choice of electives. As your Head of Department, I am always available to you and my room is within

the suite of Art and Design offices on the second floor. There is an open door and a welcome any time you

wish to call.

Kieran Corcoran.

Head of Dublin School of Creative Arts

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Introduction to the Institute & outline of facilities

DIT Mission Statement

The Institute is a comprehensive higher education institution, fulfilling a national and international role in

providing full-time and part-time programmes across the whole spectrum of continuing education. It aims

to achieve this in an innovative, responsive, caring and flexible learning environment, with state-of-the-

art facilities and the most advanced technology available. It is committed to providing access to higher

education for students of different ages and backgrounds, and to achieve quality and excellence in all

aspects of its work. A comprehensive history of the institute is available in the Library in The story of the

Dublin Institute of Technology by Duff, Hegarty & Hussey.

Structure of the College

Dean & Director of College of Arts and Tourism

John O’Connor

Head of Dublin School of Creative Arts

Kieran Corcoran

Assistant Heads of Dublin School of Creative Arts

Barry Sheehan (e) barry.sheehan@dit.ie

John Walsh john.x.walsh@dit.ie

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Programme details

Introduction

The BA Design (Visual Communication) is a four year, modular, full time, honours degree programme. It

aims to educate learners to a level of excellence in visual communication design through fostering high

standards of creative, intellectual and technical abilities. The programme draws primarily on the

experiential learning model where learners are active in their learning and are encouraged to become self

directed, life long learners. It aims to link design theory and practice through providing learners with a

critical understanding of the historical, social and cultural context in which they will function as

designers.

Programme aims and learning outcomes

The aims and learning outcomes of the BA Design Visual Communication are as follows:

a. To educate learners to a level of excellence in visual communication design by stimulating high

standards of creative, intellectual and technical abilities.

b. To provide an integrated learning environment which enables learners to develop the knowledge,

skills and attitudes appropriate to visual communication design.

c. To integrate the development of relevant key skills among learners – including problem solving,

communication skills, teamwork, presentation skills, project management — by embedding them in

the curriculum

d. To prepare learners to be self-reliant, flexible and multi-skilled so as to maximize career

opportunities or pursuit of postgraduate studies

e. To equip learners with the design strategies and processes required to develop an individual creative

approach to solving design problems

f. To provide learners with a critical understanding of the historical, social and cultural context in

which they will function as designers.

Within the context of the above aims, and upon completion of the programme learners will have a

knowledge of:

a. The theory, concepts and methods related to the design process.

b. The historical, social, and cultural context which they will function as designers.

c. The professional, legal and ethical responsibilities of the designer.

d. The relationship between design practice and theory in the context of visual communication

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Learners will be able to demonstrate a mastery of:

a. Design, Typographic and Imagemaking skills

b. Appropriate media/technologies for the visualisation and communication of design ideas.

c. Current software applications for print and screen based design

d. The skills appropriate to articulating design concepts and writing design documents

e. The skills appropriate for the presentation of design concepts and design solutions.

f. Learners will be able to demonstrate competence in:

g. The critical appraisal and creative evaluation of design problems and their solutions

h. Researching, analysing and generating complex, strategic design solutions.

i. Understanding and writing a brief

j. Key skills such as problem solving, communication skills, teamwork, presentation skills and project

management

k. Selection of specialist design and production services.

l. Applying the processes of career management.

Duration of the course and registration

The BA (Design) course is a four year full time programme. Students must register at the start of the first

term. Any student failing to register before the beginning of November of the first term will be liable to

pay a late registration fee.

Lecturing staff

Programme Chair Brenda Dermody Brenda.dermody@dit.ie

First year Co-ordinator Brenda Duggan Brenda.duggan@dit.ie

Teaching Staff on Year 01 of the programme

Brenda Dermody Brenda Duggan

Peter Jones Maryann Bolger

Steven Lohan Ben Readman

Tim Stott Con Kennedy

Louise Reddy

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The Academic year

Semester 1

Approximate dates:

Classes commences 17th September 2018

Review week Monday 29th October

Classes end Friday 14th December 2018

Christmas break ends 02nd January 2019

Semester 2

Approximate dates:

Commences 28rd January 2019

Review week Monday 5th March

Easter break 15th April 2019

Classes resume 29th April 2019

Classes finish 08th May 2019

An up to date calendar of the Academic year is available at:

http://www.dit.ie/academicaffairsandregistrar/calendar/

Stage 1

In stage 1 learners are introduced to the basic principles of the design process. Two ten credit modules

facilitate the development of an understanding of the visual language of design. The main emphasis in

Studio Practice is to encourage learners to develop an integrated approach to the various forms of visual

communication. Critical theory introduces learners to the history and theory of design and provides

learners with a vocabulary for analysing designed objects and a range of essential research and

presentation skills.

Semester 1 30 ECTS

Visual Exploration 1 10 credits

What is Design? (Professional Practice) 05 credits

ABCs of History (critical theory) 05 credits

Design Process 1 10 credits

Semester 2 30 ECTS

Visual Exploration 2 10 credits

Design Applications 1 05 credits

Design Process 2 10 credits

Theory Seminar 05 credits

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Deadlines and penalties

The usual penalties for late submission apply to projects submitted during the semester. Projects

received within one week after the deadline date will incur a penalty of 20% reduction in marks awarded.

Projects received more than one week after the stated deadline will not be eligible for assessment except

in exceptional circumstances.

Recommended textbooks and course materials

Below is a Visual Communication reading list for year 1.

Additional reading lists will be circulated by lecturers for individual modules.

Reading list

Ayres, Julia. (1991) Printmaking Techniques New York, Watson-Guptill Publications

Bellantoni, Jeff, (2000) Type in motion: innovations in digital graphics, London: Thames & Hudson.

Carter, Rob (2002) Digital Color and Type, Crans-Près-Céligny, RotoVision,

Craig, James (1999) Designing with Type: A basic course in Typography, 4th ed. New York: Watson-Guptill

Publications

Heller, Steven & Fernandes, Teresa (1999) Becoming a Graphic Designer: (2nd ed) New York, John Wiley

& Sons, Inc

Jacobs, Jnr.L. (1991) Available light photography. Amphoto

Lee, Stuart D., (2001) Digital imaging: a practical handbook. London : Library Association Publishing

Livingston, Alan & Isabella (2003) The Thames and Hudson Encyclopedia of Graphic Design and Designers,

London, Thames & Hudson

Meggs, Philip B. (1992) Type and Image: The Language of Graphic Design. New York, Van

Newark, Quentin (2002) What is Graphic Design? Hove, Rotovision.

Nostrand Reinhold.

Oldach, Mark (1995) Creativity for Graphic Designers. Cincinatti, OH, Northlight Books.

Spiekerman, Eric (2000) Stop Stealing Sheep and Find out how Type Works, 2nd ed., San Jose, Calif.,

Adobe; Hemel Hempstead; Pretice Hall

Stephen, P. (1999) Icons of Photography. The 20th century. Prestal Verllag

Szarkowski, John (1976) Looking at Photographs, New York Ideas Books International

Whale, George, 2001, Digital Printmaking, London, A& C Black Ltd.

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Woolman, Matt, Jeff Bellantoni. (2000) Moving type: designing for time and space, Switzerland,

RotoVision SA

Wills, Scott (1997) Computer Tips-for artists, designers & desktop publishers, London: W.W.Norton & Co.

Useful web references

Design Ireland http://www.designireland.ie

Design Council http://www.design-council.co.uk

Illustrators Guild http://www.igi.ie

Association of Illustrators, London http://www.AOI.co.uk

International Society of Typographic Designers, www.istd.org.uk

British Design Council: www.designcouncil.org.uk

American Institute of Graphic Arts: www.aiga.org

Design Museum: www.designmuseum.org

Careers: www.dit.ie/jobscene

Careers: www.gradireland.com/jobs

Careers: www.prospects.ac.uk

Recommended journals

Baseline, Creative Review, Eye: International Review of Graphic Design, Grafik, Aperture Magazine,

Creative Camera Magazine,

General materials list

A3 layout pad (Daler) Reids, Nassau Street stock an inexpensive brand of layout paper

A4 sketchbook / notebook

Swan Morton surgical blades, size 10A

Scalpel Handle, No. 3

A3 cutting mat (Royal Sovereign)

30cm steel ruler

Set square

Roll of masking tape (1”)

Pencil rubber

Selection of pencils hard (Hs) to soft (Bs)

Scissors (8”)

Selection of black felt tip pens (fine to thick)

1GB USB storage device

acrylic/watercolour paint (white, black, red. blue, yellow)

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selection of brushes

water container and palette (white plate)

oil crayons, colour pencils

Magazines and newspapers

35mm SLR film camera / digital compact or SLR with a full range of Auto / Manual controls.

A3 (or A2) portfolio for end of year presentation and job hunting

A2/A3/A4 plastic portfolio

A3 card portfolio

A4 pocket folders

Further materials will be requested by individual staff

Printmaking material & tools list requirements

1 Masking tape 50 mm roll (various discount or hardware stores)

1 Stanley knife & Blades (McQuillans, Goughs, Woodies, etc)

1 Engineer’s scribe or etching point (McQuillans, Goughs)

2 Fabriano Tiepolo 300g (white smooth) 70 x 100cm (Kennedys, Evans)

or if not available Fabriano No5/ Fabriano Rosapina 285g) (white smooth)

6 x Hog hair brushes schools quality standard round (1cm brush)

Pastels Caren d’Ache Neocolor II (water soluble only)

Daler-Rowney Aquafine Water Colour tubes for monoprinting

Different colours can be shared between students

1x Apron, Gloves vinyl pairs, (Various suppliers)

Jam jars with lids

Newspapers

Protective shoes

General schedule of examinations and assessments

Assessment

Continuous assessment has been implemented on all years of the programme.

Summative assessment is carried out through projects and assignments. In order to increase the

transparency of the assessment process, assessment criteria and weightings are included within each

project brief.

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Formative feedback is given on a continual basis through interim critiques, peer and tutor reviews and

individual discussion with lecturers. Learners also receive formative and summative feedback at formal

reviews which take place towards the end of each semester. As part of this review learners are shown the

assessment form for each individual project which details the assessment criteria and specific written

feedback where appropriate. The end of year mark is an accumulation of weighted project grades.

Stage 1

The programme of study is divided into two areas

Strand A — Studio Practice 80%

Strand B — Critical theory 20%

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Learning and teaching methods

Studio projects, team based learning, group discussions, peer based critiques, workshops,

demonstrations, field trips, independent learning, visiting professionals, learner presentations,

presentation for public exhibition.

Module assessment

The mode of assessment is continuous. The module will be assessed on a cumulative basis through a series

of studio projects. Each project will be awarded a mark out of 100% with a pass mark of 40%. The Studio

Practice area is examined by means of Continuous Assessment. All project briefs within programme A

must be submitted. In year 1 all components of Visual Exploration 1 and 2 and Design Process 1 and 2

must achieve a mark of 40%. Failure to do so will result in a referral in that component.

Formative assessment will be carried out through work-in-progress presentations, self, peer and tutor

critiques. Summative assessment will be carried out through a series of design projects which require

learners to:

• Apply and document the process of Visual Communication design across a range of media (research,

analysis & development, realisation, presentation) including graphic design, imagemaking and

multimedia.

• Transfer and apply diagnostic, problem solving and creative skills to a range of design contexts.

• Apply advanced knowledge of typography, graphic design, and imagemaking to structuring and

articulating information across a range of media.

• Demonstrate an understanding of the role and function of communication media in the context of

current and historical styles and movements.

• Present a professional portfolio of creative design work in electronic and print format

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Learning, teaching and assessment strategies

The BA Design (Visual Commnication) employs a range of course delivery and teaching methods. The

primary mode of course delivery is through studio based projects where creative problem solving and

design skills and knowledge are developed and refined through experiential learning. Participants are set

a range of practical projects throughout the year, in years three and four these become more self

directed. Project research is facilitated with an extensive collection of design journals and online

learning resources.

Group work

Group work and peer based critiques are an essential feature of studio activities. From the outset of the

programme you are required to present your design solutions to the class group at regular intervals. This

helps you to develop the ability to communicate your ideas and design solutions. These skills are

reinforced in the critical theory area where in addition to formal lectures you are required to make group

presentations on selected topics within the history and theory of design.

Problem based learning is employed in years one, two and three of the programme as a means of

fostering independent learning. Problem based learning promotes important key skills such as, teamwork,

negotiation skills, problem solving and project management. It also reflects the nature of the design

industry where designers frequently work in teams.

Team teaching

Team teaching is used to support theme based learning across the programme. Projects are planned,

delivered and assessed by a team of lecturing staff with expertiese in design for print media, design for

digital media, imagemkaking, professional practice, and design history and theory. This approach

promotes deep learning, and provides you with a more holistic view of visual communication design and

of the BA Design (Visual Communication) curriculum. Team teaching also facilitates you in integrating the

skills and knowledge acquired on the programme more readily.

Reflective practice

An emphasis is placed on documenting the design process and writing design reports. A key aspect of this

learning and reflection involves writing a report at the end of each project or module stating the

strengths and weakness of your work and what you learned from doing each project. See report template

in Appendix 1. The idea behind this is that it helps you to become more aware of and take ownership of

your own educational and creative development. In addition to the class contact hours specified in the

schedule for each semester you are expected to input a further 50% These additional hours include time

for research, project work, reading and so on.

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Late submissions

Projects received within one week after the deadline date will incur a penalty of 20% reduction in marks

awarded. Projects received more than one week after the stated deadline will not be eligible for

assessment except in exceptional circumstances.

Internal examiners

These are whole-time or part-time members of academic teaching staff, formally appointed each year for

the purpose of examining and assessing students in their care and with a range of responsibilities as set

out in the General Assessment Regulations of the Dublin Institute of Technology.

Referral

If you are referred in your examinations, it means that you may not progress to the next stage of the

course until the deficiency in the required standard has been satisfied. This may be done as appropriate

in the supplemental examinations by:

• re-submitting a particular assignment or part thereof or

• undertaking any other specific requirement as laid down by the Examination Board of the Dublin

School of Creative Arts.

Deferral

If in exceptional circumstances, you are unable to submit for assessment at the appointed time either for

portfolio or project work, you will be deemed not to have reached the standard required by virtue of non-

submission. In this event, notice must be given in writing to the Head of Dublin School of Creative

Artsprior to the submission / examination date and the matter will be brought to the attention of the

Examination Board meeting for decision.

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Course management

Course management team

The BA Design (Visual Communication) is managed by a Programme Committee under the overall guidance

of the Head of Department and Head of the School of Art Design and Printing. The committee comprises

the Programme Chair, staff members teaching on the course, a student representative and the Heads of

School and Department.

The committee is responsible for developing and assisting the operation of the programme. A year co-

ordinator (Brenda Duggan this year <brenda.duggan@dit.ie>) is appointed for each year of the course and

has a responsibility for the operation of that year as well as a pastoral role for students of that year. Each

class is required to elect a student representative who attends Programme Committee meetings.

Student feedback / Staff student meetings

Towards the end of each semester, or when appropriate, a formal review of your progress is carried out

by year tutors. You will be advised of your marks and general progress during this review. Records of all

review meetings are kept. Your end of year mark is an accumulation of project grades achieved

throughout the academic year.

Course quality assurance procedures

The Programme Committee has an important function in the monitoring & development of

the academic programme of the BA Design (Visual Communication). Each year it prepares an annual

report (the Q5 Report) for the Head of School incorporating student feedback and comments of the

External Examiners. It makes recommendations for modifications to the programme which are usually

implemented for the coming academic year. Details of such modifications are communicated to the

Academic Quality Assurance committee and incorporated into a revised course document and student

handbooks. As part of this process you will be asked for your opinion about the programme at the end of

each academic year. This evaluation is completed using Q6 forms which will be distributed by your

lecturers.

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Guidelines to students

Third level academic skills

There is a well developed infrastructure for helping students within the institute and it is important to

remember that should never be afraid to ask for help if and when you need it. Good working skills will

allow you to develop your potential in creative practice.

• You should learn how to organise and plan your time. Start by working out how much time you have

for each project and then plan a realistic schedule.

• Don’t leave practical work assignments to the last minute. This will put you under a lot of

unnecessary pressure.

• If you come across material you so not understand, make a note of it and then ask your tutor to

explain it to you.

• If you have difficulty concentrating when reading, get into the habit of asking yourself questions

about the text.

• Whether or not indicated in a project brief, you should try to apply your learning experiences from

previous projects, academic sessions and your own experience to each new challenge.

• Your learning and creative development should build upon previous experiences so that you are able

to tackle more complex and sophisticated projects as you progress through the programme.

Time management

Your success or failure in college largely depends upon how you use your time.

Therefore time management is a valuable skill to master.

• When an assignment/project is long and seems overwhelming, divide it into smaller units that you

can work on immediately

• Start jobs ahead of time. This avoids discovering that you cannot produce a 1500 word essay or

complex piece of design in three hours the evening before it is due.

• Don’t jump from subject to subject.

• Make a list of things that need to be done and give some priority over others. Try to achieve your

high priority goals every week.

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Use of computer resources

Each of the major DIT centres has a range of computing facilities available to provide hands on

experience for students learning design software applications. In the early stages of the programmme you

will be scheduled for regular design applications classes and workshops. Access to digital design labs is

also available at other times by arrangement. In the third and fourth stage of the programme learners are

expected to take a proactive role in improving their digital design skills and learning new design

applications. Occasional workshops will be given by staff when relevant to specific projects. You should

familiarize yourself with the institute regulations for computer usage which are available on the DIT

website at www.dit.ie.

Library information

There are six constituent libraries within the Institute located at Aungier St., Bolton St., Cathal Brugha

St., Kevin St., Grangegorman and Rathmines House. The student ID card also serves as the Library card.

Hours of opening vary from library to library and according to the time of year. During term time, most

libraries are open from 9:30am – 9:30pm Monday to Friday. Saturday opening is from 10:00am – 5:00pm.

Please check the notices at each library for further information or check the DIT Library website at

http://www.dit.ie/library

The DIT currently stocks collections in excess of 170,000 books and other items and subscribes to

approximately 1,800 journal titles. The libraries are networked, operating the same computer system and

share a common database. The entire holdings of the DIT libraries, their locations and current status are

displayed on the OPAC (online public access catalogue) in each centre. The OPAC may also be accessed

via the internet. Registered students may borrow from any of the DIT libraries. To access your library

account visit: https://ditlib.dit.ie/patroninfo.html~S0.

Generally the DIT library provides study places, textbooks, monographs, course materials, reference

works and journals both to support the courses offered and to facilitate research. Material may be

available in many formats, for example books, videos, slides, tapes, microfilms, CD-ROMs, computer

disks, maps and music. Internet access and on-line searching is available to varying degrees in the DIT

libraries. Card operated photocopiers are also available.

Your Library and Information Service will be a valuable resource for you during your time with DIT. Please

feel free to visit any of the libraries and remember that the library staffs are always willing to help you if

you are unsure of where to find the information you seek.

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Student printing services

DATAPAC ARE THE PROVIDERS OF THE DIT

STUDENT PRINT, COPY AND SCANNING SERVICE.

Student print services is provided by Datapac and managed by Information Services

You can print from any Student PC/Mac or your own laptop or mobile device and release the print at any

of the 64 Datapac printers around Campus. All printers can:

Print / copy / scan to email

A3 /A4

BW / Colour

To begin using the service you must first credit your account.

Single sided Double sided

A4 B&W €0.05 €0.07

A4 Colour €0.09 €0.15

A3 B&W €0.09 €0.14

A3 Colour €0.14 €0.24

There is no cost for scanning however you need to have a non-zero balance in your account to allow

scanning to work. For more information please visit: http://www.dit.ie/is/student/printing/.

Please note: some project work will require specialist printing which will need to be done through a

specialist service provider. Your lecturers will inform you when such printing will be required.

DIT Students’ Union, Grangegorman

The Students’ Union are located on all campuses in the DIT, in Grangegorman the union is based in the

Bradogue building across from Rathdown house. The offices are open 9.00—17.00, if you need any

information at all you can drop in between these hours. Your Student Advisor (Eve Donnelly) is based

down there and are happy to answer any questions. Whether its accommodation issues, grant questions,

rental assistance, or exam issues they are there to help you. You can also contact Eve at 01 402 4111 or

eve.donnelly@ditsu.ie. Alternatively, check out our website at www.ditsu.ie for all relevant up-to-date

information.

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Examinations — Dublin Institute of Technology

For the latest information regarding examinations and regulations procedures please visit:

http://www.dit.ie/qualityassuranceandacademicprogrammerecords/student-assessment-

regulations/general

What is the pass mark for each module? To pass a module a student must obtain 40% or more in that

module. To pass a programme as a whole, (or each year, if relevant) you must pass each one of the

required number of modules for your programme (including compulsory modules, if any). Compensation

rules apply only in limited circumstances.

What grades are available? For a classified award, a candidate must obtain at final examination, an

aggregate mark (based on an average of the total marks available). On completion of the programme,

classifications are awarded as follows:

Degree programmes

First Class Honours 70% plus

Second Class Honours, Upper Division 60 - 69%

Second Class Honours, Lower Division 50 - 59%

Pass 40 - 49%

Candidates compeleting continuous assessment must ensure that they are registered for the correct

modules. This usually takes place around November and March in the semesters and is done through the

self-service system when logged in to mydit.ie.

For further information please visit: http://www.dit.ie/studentservices/registration/.

For further information on exam procedures see DIT “General Assessment Regulations” available at:

http://www.dit.ie/examinations/

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Examination/Continuous assessment dates

Exam dates for written examinations at are set by the Exams Office. For Semester One examinations

precise dates are usually issued in mid-December. For Semester Two examinations precise dates are

usually issued in March. Please note that timetables are always provisional and are subject to change.

It is each student’s responsibility to ensure they receive their examination details for examinations. We

only use DIT e-mail addresses to communicate with students. It is not possible to add non-DIT e-mail

addresses to this list.

The commencement of the examination weeks are detailed on the Official DIT Academic Calendar which

changes each year. As a general guide, Semester One examinations normally commence during the second

week in January, Semester two examinations normally commence during the third week in May, with the

Supplemental examinations normally commencing in the first week in September. The DIT academic

calendar is available to view at: http://www.dit.ie/DIT/academic/calendar/index.html.

Submission of continuous assessment projects is circulated by individual lecturers when projects are

distributed. It is the students responsibility to ensure they are familiar with all submission dates. In

semester one, they usually take place in late December/early January, in semester two submission

usually occurs in May.

Deferrals

An unsuccessful exam/assessment or a failure to sit an exam/assessment will be counted as an ‘attempt’

such that the next attempt will be deemed to be a ‘second attempt’, ‘third attempt’ or ‘fourth attempt’

as the case may be. However, an attempt at an exam/continuous assessment may not be counted if a

student has obtained a deferral.

On what basis are deferrals granted? Deferrals sought before the commencement of exams/deadlines

for continuous assessment submissions may be granted, at the discretion of the Head of School on the

following grounds only:

• Illness (supported by a medical note)

• Bereavement or serious illness of a close family member, partner or close friend necessitating

absence

• Pregnancy or recent childbirth (father or mother) necessitating absence

• Unavoidable circumstances requiring absence from exams/submission of assessments

• Excessive personal stress where certified by a doctor or counsellor

• Other unavoidable factors preventing the sitting of exams/submission of assessments.

Deferrals will not be granted, in particular, in the following circumstances:

21

• Lack of preparedness for exams/assessments (without other mitigating factors)

• Uncertified illness or stress

Personal circumstances

If something happens before or during an exam/submission of an assessment that you believe may affect

your performance in the exam/assessment, you may submit a personal circumstances form requesting

that the Progression and Award board take these circumstances into account. A personal circumstances

form must be submitted within 2 days of your final exam. In the case of continuous assessment work the

personal circumstances form must be submitted no later than the same day as the hand-in date for the

assessment.

Rechecks

You may seek a recheck if, having received your results, you believe that we have miscalculated or made

a mistake inputting your exam/assessment results. A recheck does not involve a remarking or

reassessment of the relevant paper. It simply requires that we check that the results entered have been

correctly calculated and that all marks have been accounted for. A recheck must be sought in writing

within three working days of the publication of results on the DIT noticeboard or the issuing of

results on the Electronic Gradebook (and not within three days of your receiving your results).

Appeals

In certain circumstances specified by the General Assessment Regulations, an appeal may be sought in

respect of examination results. The grounds for seeking an appeal are limited. All appeals must be

sought in writing within seven working days of the publication of results on the DIT noticeboard or

the issuing of results on the Electronic Gradebook (and not within seven days of your receiving your

results).

Forms for the above may be obtained from the Examinations Office, for further information and

access to form online, please visit:

https://www.dit.ie/qualityassuranceandacademicprogrammerecords/student-assessment-

regulations/general/.

22

Accessing results

Students through Electronic Gradebook can access their results on-line. The result release dates will be

published by email. When accessing results on-line the following instructions must be followed:

• Get your User ID and PIN which was forwarded to your student e-mail account.

• Log on to http://modularisation.dit.ie and click on the “Student Self Service” link on the left hand

side of the page.

• Enter the “Secure Area” (for new users to this site you will be required to change your PIN)

• Click on the black “Student Services” link

• Click on the “Student Records” link to view your results

Contacting the Examinations office

When making contact please remember that we have a large number of programmes so please identify

what programme you are taking. Under no circumstances will exams/assessment results be given over

the phone.

Examinations Officer:

Nicola Shortt nicola.shortt@dit.ie

23

Communications

Communicating by email

E-mail is a very useful and efficient way of communicating with students. You should be allocated e-mail

addresses on registration (the address will be printed on your student ID card). It is advisable that

students use their DIT email addresses in communication with the Institute to ensure that emails are

received and replied to.

Please note that we are not permitted to give out our address list or any individual addresses to outside

bodies.

Please check your account regularly as important information is contained in e-mails sent to these

addresses.

To access your e-mail go to http://mydit.ie

When prompted for….

….Username: Enter your student no. e.g. D061234567

….Password: Enter your Date of Birth in the format DDMMYYYY

e.g. Al Capone al.capone@student.dit.ie

Username: D061234567, Password: 17011899 (17th January, 1899)

If you are experiencing any difficulties please contact the Computer Support desk office: 402-3123 or

support@dit.ie

When setting up your mailing preferences, please make sure to enter your reply-to address in the correct

format firstname.lastname@student.dit.ie . If in doubt, enter the full address on your student card.

Otherwise while you may be able to send mail, the recipients will not be able to reply.

Data protection

Please note that we are generally not permitted to give out information concerning individual students to

any person, including other students seeking such information. We regret, in particular, that we cannot

give out students’ contact details (e-mail addresses, phone numbers, home addresses) to other students,

or supply home or personal contact details for staff members.

24

Modularisation

A brief explanation:

A modularised programme is where the individual subjects are sub-divided into discrete packages of

learning called modules. Modules can be combined in a number of different ways to make a programme,

which gives more flexibility in terms of developing new and interesting subject combinations for

programmes. As all modules have a credit value, getting an award is based on the principles of credit

accumulation; the amount required per academic session is 60 credits.

Module: A module is a subject or a number of subjects that make up a single topic of study.

CRN: This is the Course Registration Number. The code number allocated to a specific module. The

module code will generally be used as a short way of identifying the module. Credits: Each module

carries a number of credits (multiples of 5) and students are expected to complete enough modules in a

year to amount to 60 credits. This would mean taking 12 modules in a year or 6 per semester of 5 credits

each.

ECTS: European Credit Transfer System. ECTS is internationally recognised, which means that students

will be able to have their learning at DIT recognised at other European and international Institutes and

universities.

Core Modules: A module is one which must be studied and passed in order to gain a particular named

award.

Optional Modules: A module is one which must be studied in conjunction with core modules and which

student selects from within a prescribed and limited set for a particular named award.

Elective Modules: A module is one chosen by the student from the total set available in the Institute,

subject to restrictions such as prohibited combinations which may be specified in a Programme

Document.

Semester: There are two blocks of 15 weeks in a year (12 weeks of classes followed by 2 study weeks and

a week of exams). These are called semesters and there are examinations at the end of each semester.

Some modules only last for one semester (Semester 1 or Semester 2) and some modules last for the whole

year (both Semesters).

NOTE: any information about modularisation or examinations will be mailed to your students e-mail

account and posted on the notice boards throughout the college. So check your e-mails regularly!

Fees

Course fees are broken down as follows:

Tuition Fees

Student Services/Exam Fees (sometimes known as Registration Fee)

For more detailed information on fees please visit:

http://www.dit.ie/studentservices/studentservicescentres/contactus/.

25

For information grants and finance please visit: For current information please visit

http://www.dit.ie/studentservices/feesandgrants/

http://www.studentfinance.ie/

For information on financial assistance available within the DIT, please visit:

http://www.dit.ie/campuslife/studentsupport/studentfinancialsupport/.

Late registration

It is important that you register on time as per the Registration Schedule issued to you. If for some

exceptional reason, you cannot register as per the slot for your Course, then you must call to the

Registrations Office to complete your registration. Unless you are registered, you will not receive your

Student ID Card and you will not be able to use the Computer Labs.

Failure to register by the appropriate date will result in a late penalty fee being charged to your account.

A second penalty will be charged if you have still not registered by last day term Semester 1. Please note

that failure to register by last day term in Semester One will affect your eligibility to sit Institute exams.

Deferring and withdrawing

If for a reason you decided that this course may not be for you, you are able to withdraw from the

course, without penalty before the 31st of October 2018. This is an important date, after this date you

will be charged half the year tuition, and this would have consequences if you wanted to pursue a

different 3rd level course.

Before a student decides to defer their place for one year, we recommend that you meet with your Head

of School/Assistant Head of School/Programme Tutor to discuss your options. The Institute has a number

of Support Services available if you would like some advice or guidance to reach the best decision for

you. DIT Student Retention Officer and/or Student Counsellor Counselling Service can offer some

good advice.

If deferring for medical reasons, please attach medical certificates to your deferral form.

Please see DIT’s Student Registration & Fees Policy for further details on the financial implications of

deferring or withdrawing from a DIT programme.

For further information please visit: http://www.dit.ie/studentservices/registration/deferwithdraw/

26

Student support services

Useful links

http://www.dit.ie/campuslife/campuslifeoffice/

http://www.dit.ie/campuslife/studentsupport/

http://www.dit.ie/campuslife/disability/

http://www.dit.ie/campuslife/counselling/

http://www.dit.ie/campuslife/studenthealthservice/

http://www.dit.ie/fyi/

27

Module Descriptors for DT545 year 01

28

SP1112 Visual Exploration 1 10 ECTS

Module Lecturers Peter Jones, Stephen Lohan, Ben Readman

Module Description

This module is an exploration of the basic principles of Photography, Printmaking and Drawing with an

emphasis on creative problem solving and effective communication in an art and design context.

Module Aim

The aim is to introduce the student, through an introductory collaborative module to a process of

encounter and discovery. The distinctive properties of traditional, contemporary and experimental photo,

print and drawing media; their practical and conceptual applications, are also explored.

Learning Outcomes

On successful completion of this module the student will be expected to:

1. Apply methods of visual representation across a broad range of print, drawing and photo media.

2. Demonstrate visual awareness through the learning Portfolio.

3. Identify appropriate primary and secondary research methodologies.

4. Produce a comprehensive portfolio in which the student displays examples of the different materials

and processes encountered in each discipline.

Learning and Teaching Methods

Learning and teaching methods for this module include lectures, practical demonstrations, workshops,

group crits, project work, studio practice, field trips, learning portfolios.

Module Content

The content of this module will include an exploration of individual and interdisciplinary

approaches to each of the 3 media.

Module Assessment

Formative assessments: Project presentation, group critiques, learning portfolios.

Summative assessments: 100% portfolio project.

Assessment Criteria and Weighting

Research 20%

Analysis and development 40%

Realisation 30%

Presentation 20%

29

Recommended Reading

Jurgens, Martin C. The Digital Print. Thames & Hudson, London, 2009

Whale, George. Digital Printmaking: A&C Black Lt, London, 2001.

Ayres, Julia. Printmaking Techniques. Watson - Guptill Publications, New York, 1993

Ayres, Julia. Monotype: mediums and methods for painterly printmaking. Watson - Guptill

Publications, New York, 1993

London, B. Photography. Prentice Hall: New Jersey, 2007.

Wright, T. The Photography Handbook. Routledge: London, 2004.

Wells, L. Photography: A Critical Introduction. Routledge: London, 2004.

Smagula, Howard J. Creative Drawing. London, 2002.

The Drawing Book: a survey of drawing, the primary means of expression.

London, 2005.

Petherbridge, Deanna. The Primacy of Drawing: histories and theories of practice.

London, 2009

Van Gogh Vincent. The Complete Letters of Vincent Van Gogh, Thames and Hudson,

London, 1999

Journals

Printmaking Today. Ferrand Press, London: Quarterly.

30

Design Process 01

Module Code Pre-requisite

Module codes

Co-Requisite

Modules

code(s)

ISCED

Code

Subject

Code

ECTS

Credits

NFQ Level

(CPD)#

SP1113 NA 20351 10 8

Module Title Design Process 01

School Responsible: Dublin School of Creative Arts

Module Overview:

This module consists of three components: typography, digital media and design applications.

In this module, learners are introduced to the basic principles of the design process.

The module will focus on the design process in relation to visual communication design.

Module elements cover digital media, design applications and design for print and are delivered as three

discrete components.

Component Aim: Design Applications

This module will be delivered using blended learning methods.

Learners will be introduced to the role and significance of design applications as a major element of visual

communication. Learners will further explore design application through projects. Learners will acquire

construction methods, vector drawing, painting, layout and presentation skills.

Component Aim: Digital media

The aim is to introduce learners to how visual communication design differs in a digital context. To be aware

that print is a technology and how the affordances of the digital effect how we take in communication. This will

be explored through a range of projects and research

Component Aim: Typography

The component aims to introduce to typography and how it can be used to solve design problems. They will

be introduced to the principles of typesetting, (with reference to the history of printing and typography) the

anatomy of page layout, girds and hierarchy of information.

31

Learning Outcomes (LO): (to be numbered)

For a 5ECTS module a range of 4-10 LOs is recommended

Component

Digital media

Learning Outcomes

On Completion of this module, the learner will be able to

1 Explain the role and function of the visual communication designer

2 Identify and apply the basic elements of graphic design

3 Demonstrate awareness of design methods including brainstorming, mindmapping and

problem-solving skills reflective analysis

4 Communicate ideas more effectively through visual media: drawing, photography & digital

imaging – putting a narrative together

5 Generate and visualise design concepts

6 Demonstrate awareness of terminology for design and visual literacy

7 Explore effective methods of image making across a range of media.

8 Source and collate relevant research material

9 Be able to deploy various design methods including brainstorming, mindmapping and

problem-solving skills to reflective analysis

Component

Design

Applications

Learning

Outcomes

On completion of this component - the learner will be able to:

1 Work to a design brief and generate digital design concepts for print

2 Explore effective methods of constructing vector images within a digital print media

context

3 Be aware of quality consciousness

4 Demonstrate awareness of terminology for design applications, visual literacy and

technology

32

5 Present hard copies, multipage pdf colour proofs and email in Webcourses

Indicative Syllabus:

The aim of this module is to introduce the learner to the critical examination of the various typologies making

up visual communication. It will also facilitate the development of an understanding of the visual and verbal

language of design. The module aims to introduce design thinking through reflective analysis, brainstorming,

mindmapping and problem-solving skills in the generation of design ideas. This module will introduce the

learner to a range of design media technologies. It will explore various compositional spaces for print and

digital media

Learning and Teaching Methods:

Learning and Teaching Methods

Studio-based projects, Team based learning, Group discussion, Demonstrations, Peer-based critique,

Workshops, Blended Learning with Webcourses.

Total Teaching Contact Hours 135

Total Self-Directed Learning Hours 65

Module Delivery Duration:

The module is delivered over a semester

Assessment

Assessment Type Formative assessment will be carried out

through work-in-progress presentations, self, peer and tutor

critiques.

Weighting (%) LO

Assessment

(No.)

33

Summative assessment will be carried out through a series of

design projects which require learners to:

• Produce evidence of research related to each set

project in the form of a bound ‘source book’ —

including primary and secondary research

• Provide evidence of their understanding and

application of the different stages of the design

process to solve visual problems set

• Design interface solutions through development

sketches and simple screen layout

• Develop creative approaches to digitalizing images

and examining file format

• Highlight the differences between print and digital

media, visualized in notebooks

• Make presentations to the class using simple narrative

techiques.

Each project will be

awarded a mark out

of 100% with a pass

mark of 40%.

Module Specific Assessment Arrangements (if applicable)

(a) Derogations from General Assessment Regulations

(b) Module Assessment Thresholds

(c) Special Repeat Assessment Arrangements

Essential Reading: (author, date, title, publisher)

Helen Armstrong and Zvezdana Stojmirovic., 2011, Participate : designing with user-generated content

Shaughnessy, Adrian (2010) How to be a graphic designer without losing your soul.

Lupton, Ellen 2008, Graphic Design : The new basics, Baltimore, Princeton architecture Press

34

Lupton, Ellen, 2011, Graphic Design Thinking : Beyond Brainstroming New York, PA Press

www.artofthetitle.com

www.ted.com

www.adobe.com

www.ideo.com

www.youtube.com

Supplemental Reading: (author, date, title, publisher)

Roland Barthes , The Photographic Message” in Image Music Text,

Version No: Amended By Brenda Duggan

Commencement Date 2010 Associated

Programme Codes

# Modules that are to be offered as Stand-Alone CPD Programmes must have an NFQ level assigned

*Details of the assessment schedule should be contained in the student handbook for the programme stage.

Date of Academic Council approval …2010……………………….

SP1102 What is Graphic Design? 5ECTS

Module Author Lecturer – Con Kennedy

35

Module Description

In this module, learners will be given an opportunity to explore the multifaceted nature of the Graphic

Design profession.

Module Aim

The aim of this module is to provide students with an opportunity to get an overview of the profession

and the role of the Graphic Designer in society. Students will become aware of the variety of career

options available to them within the discipline. While engaging with the design process students will

conduct research into specific areas of interest to them as they begin to discover the requirements and

demands of the design industry.

Learning Outcomes

At the end of this module learners will be able to:

1. Identify basic terminology used in industry

2. Name some of the leading international designers

3. Identify the knowledge, skills and attitudes required to become a graphic designer

4. Identify the different roles within the design profession

5. Apply basic research and information skills

6. Document process through notebooks

7. Generate a range of design solutions

8. Work independently and as part of a team

9. Make a team oral and visual presentation

Learning and Teaching Methods

Studio projects, team based learning, guest lecturers, group discussions, peer based

critiques, and studio visits.

Module Content

Information research skills

The stages of the design process

Principles of design Presentation skills

Communication skills

Time management skills

Module Assessment

The mode of assessment is continuous. The module will be assessed on a cumulative basis

through a series of studio projects. Each project will be awarded a mark out of 100% with a pass mark of

40%. (See Assessment Form in Appendix 4, which details criterion under

36

which students are assessed). Formative assessment will be carried out in relation to team

work and oral presentations as well as peer and tutor critiques. Summative assessment will be carried out

through a series of design projects which require learners to:

• Research aspects of the design industry through primary and secondary sources.

• Develop a range of design solutions through the generation of ideas and concept

• development sketches.

• Apply principles of design in the production and realisation of design solutions.

• Present solutions both visually and orally.

• Write up summary reports and reflective logs.

Essential Reading

Lupton, Ellen and Jennifer Cole Phillips (2008) Graphic design: the new basics.

Lupton, Ellen (2014) Type on screen : a guide for designers, developers, writers, and students

Armstrong Helen (2011) Participate : designing with user-generated content /

Ambrose, Gavin (2006) The Visual dictionary of Graphic Design? Hove, Rotovision

Heller, Steven & Fernandes, Teresa (1999) Becoming a Graphic Designer: (2nd ed) New

York, John Wiley & Sons, Inc

Jury, David (2006) What is typography? Hove: RotoVision

Livingston, Alan & Isabella (2003) The Thames and Hudson Encyclopedia of Graphic

Design and Designers, London, Thames & Hudson

Meggs, Philip B. (1992) Type and Image: The Language of Graphic Design. New York, Van

Nostrand Reinhold.

Newark, Quentin (2002) What is Graphic Design? Hove, Rotovision.

Oldach, Mark (1995) Creativity for Graphic Designers. Cincinatti, OH, Northlight Books.

Shaughnessy, Adrian (2005) How to be a graphic designer, without losing your soul. New

York: Princeton Architectural Press.

Twemlow, Alice (2006) What is graphic design for? Hove: RotoVision, 2006.

White, Alex, W. (2002) The Elements of Graphic Design. NY, Allworth Press

Zegen, Lawrence (2009) What is illustration? Switzerland: RotoVision.

Supplemental Reading

Glaser, Milton (2000) Art is work, New York, Overlook Press

Fletcher, Alan (1999) The Art of Looking Sideways, London, Phaidon

Web references: journals and other:

IDI (Institute of Designers in Ireland) www.idi-design.ie

IGI (Illustrators Guild of Ireland) www.illustratorsireland.com

GDBA (Graphic Design Business Association) www.graphicdba.com

37

ICAD (the Institute of Creative Advertising & Design) www.icad.ie

ICOGRADA (International Council of Graphic Design Associations) www.icograda.org

American Institute of Graphic Arts: www.aiga.org

British Design Council: www.designcouncil.org.uk

Design Museum: www.designmuseum.org

Sample articles from Émigré Magazine: http://www.émigré.com/Editorial.php

Eye: International Review of Graphic design (1991-) Croydon: Quantum Publishing.

Creative Review (1981-) Manchester: Centaur Communications Ltd.

Careers: www.dit.ie/jobscene

Careers: www.gradireland.com/jobs

Careers: www.prospects.ac.uk

Further Details

To be delivered in one semester.

38

VISC1001 Design History Visual Communications 1: the ABCs of History

5ECTS

Module Author(s) Mary Ann Bolger

Module Description

This module provides a general introduction to the history of design, writing and typography in the West,

with an emphasis on how designed objects and letterforms interact with, reflect and influence wider

society The student will examine the cultural significance and historical development of one of the

fundamental technologies of communication — writing in semester 01. In Semester 02 the student will

address and critique the significance of technologies of communication in modern culture and discuss the

formation of canons of design history in general and so-called ‘design classics’ in particular.

Module Aim

The aim of the module is to introduce critical debates in the history of graphic design while situating the

subject in relation to wider social history. Students will examine the cultural significance and historical

development of key technologies of communication writing, typography and printing while engaging in

critical reflection on the assumptions that govern our understanding of everyday writing and professional

typographic practice. The module will help the student to achieve a standard of visual literacy that,

together with skills of inquiry and analysis will enable critical evaluation of design and visual culture.

Learning Outcomes

On completion of this module the learner will be able to:

Make connections between design and societal change, drawing upon key theorists

Identify key factors in the development of the Latin alphabet

Assess the cultural significance of writing, typography and/or printing

Demonstrate a basic comprehension of changing values and tastes in the history of

design and articulate their contemporary relevance.

Formulate and present critiques of so-called ‘design classics’.

Apply a method of investigation and analysis to the study of designed objects

Learning and Teaching Methods

Lectures

Seminars

Student presentations

Site visits

Self-directed Learning

Module Content

39

Syllabus:

First Semester:

1 The ABCs of ABCs

2 Looking at letters: introduction to lettering in the environment

3 ‘Keeping Count of One’s Cows’ How writing began.

4 ‘Codes and conspiracy theories’ Do we write in hieroglyphs?

5 Pictograms and Rebuses Project brief

6 What did the Romans do for Us?’ The development of Latin script

7 REVIEW WEEK Design Week

8 ‘The Work of Angels?’ Ireland’s contribution to the way we write today

9 The Book of Kells

10 ‘The Alphabetic Babel’ The symbolism of letterforms

Semester 02

1 Feedback, re: Semester 1

2 What did Gutenberg do? Introduction to printing

3 Print nationalism: The Boke of Common Prayer

4 Technological determinism: The 1916 Proclamation

5 ‘The Crystal Goblet’

6 What is Graphic Design?

7 REVIEW WEEK

8 Helvetica: Crystal Goblet redux

9 Design and revolution: Beat the Whites with the Red Wedge

10 Information Design: Making the city legible

11 Advertising: Snake Oil and Lemons

12 Revolting graphic designers: ‘First things first’

Module Assessment

This module is assessed through the production of class presentations and written

submissions. There will be a Formative Assessment point at the end of the first semester,

with a Group Exhibition/Space Review and an individual written report. This will be

extended in second semester to a themed essay.

Group Exhibition Project, Class presentation and individual written report: 50%

Essay: 50%

Assessment Criteria

Research 30%

Analysis and Development 25%

Evaluation and Structure 25%

40

Presentation and Referencing 20%

Reading List

Collins, Michael Towards Postmodernism. London: British Museum, 1994.

Conway, Hazel Design History – a Student’s Handbook. London: Routledge, 1987.

Cumming, Elizabeth and Wendy Kaplan, The Arts and Crafts Movement. London: Thames

and Hudson, 1991.

Drucker, Johanna The alphabetic labyrinth: the letters in history and imagination. London:

Thames and Hudson, 1999

Fallan, Kjetil Design History: Understanding Theory and Method. Oxford: Berg, 2010.

Forty, Adrian Objects of Desire: design and society, 1750-1980. London: Thames and

Hudson, 1986.

Hollis, Richard Graphic Design: A Concise History. Oxford: OUP, 1999.

Lees-Maffei Grace and Rebecca Houze The Design History Reader. Oxford: Berg, 2010.

Lupton, E. and Abbot Miller, J. Design, Writing Research: Writing on graphic design.

London: Phaidon, 1996

Livingston, A & I Dictionary of Graphic Design and Designers. London: Thames & Hudson,

1998.

MacCarthy, Fiona A history of British design, 1830-1970. London : Allen and Unwin, 1979

McDermott, Catherine, Essential Design, London: Bloomsbury, 1994

McLuhan, Marshall The Gutenberg Galaxy. Toronto: University of Toronto Press

Meggs, Philip B A History of Graphic Design. New York: Wiley, 1998.

Robinson, Andrew Story of writing: alphabets, hieroglyphs and pictographs. London:

Thames & Hudson, 1995

Pevsner, Nikolaus, Pioneers of Modern Design. From William Morris to Walter Gropius,

Revised & Expanded. New Haven & London: Yale University Press, 2005

Sacks, David The Alphabet. London: Hutchinson, 2003

Sparke, Penny An Introduction to Design and Culture, 1900 to the present. London:

Routledge, 2004.

Spiekermann, Erik Stop Stealing Sheep and Find Out How Type Works. San Jose, Adobe,

2003.

Walker, John A Design History and the History of Design. London: Pluto, 1987.

Magazines/Journals

Blueprint, Creative Review, Things, The Design Journal, Design and Culture, Journal of

Design History Eye Magazine, Visible Language

Further Details

Delivered over 2 semesters. ECTS awarded at end of second semester.

41

Option modules: Theory seminar 5ECTS

Option Modules: Theory seminar (5 credits)

You must choose ONE 5 credit Theory Seminar Modules:

Please visit http://www.dit.ie/registration/studentclasstimetables/ for al list of available modules

running in the current semester. This will be introduced during the semester by your tutor Mary Ann

Bolger.

42

SP1114 Visual Exploration 2 10ECTS

Tutors Peter Jones, Ben Readman and Stephen Lohan

Module Description

This module focuses on developing imaging and ideation possibilities through a variety of lens based, print

and graphic media. This module emphasizes advanced technical skills and the pursuit of creative

applications.

Module Aim

The aim of this module is to further develop an understanding of the distinctive properties of traditional,

contemporary and experimental graphic media, with an emphasis on more advanced practical and

conceptual applications.

Learning Outcomes

On successful completion of this module the student will be expected to:

1. Apply methods of visual representation across a broad range of print, drawing and photo media.

2. Demonstrate visual awareness through the learning Portfolio.

3. Identify appropriate primary and secondary research methodologies.

4. To evaluate their own work and that of their peers

5. Produce a comprehensive portfolio in which the student displays examples of the different materials

and processes encountered in each discipline.

Learning and Teaching Methods

Learning and teaching methods for this module include lectures, practical demonstrations, workshops,

group crits, project work, studio practice, field trips, learning portfolios.

Module Content

The content of this module will include a continued exploration of colour, composition,

lighting, image editing, image manipulation, traditional and contemporary approaches, and materials that

can be used graphically.

Module Assessment

Formative assessments: Project presentation, group critiques, learning portfolios.

Summative assessments: 100% portfolio project.

Assessment Criteria and Weighting

Research 20%

Analysis and development 30%

43

Realisation 30%

Presentation 20%

Recommended Reading

Jurgens, Martin C. The Digital Print. Thames & Hudson, 2009

Whale, George. Digital Printmaking. London: A&C Black Lt, 2001.

Silvie, Turner. Which Paper? A Guide to Choosing and Using Fine Papers. London: Estamp,

1994.

Silvie, Turner. Europe for Printmakers. London: Estamp, 1994.

Ayres, Julia. Printmaking Techniques. New York: Watson - Guptill Publications, 1993.

Ayres, Julia. Monotype: mediums and methods for painterly printmaking. New York: Watson Guptill

Publications, 1993.

London, B Photography Prentice Hall: New Jersey, 2007.

Wright, T The Photography Handbook. Routledge: London, 2004.

Wells, L Photography: A Critical Introduction. Routledge: London, 2004.

Smagula, Howard J. Creative Drawing, London: Laurence King, 2002.

The Drawing Book: a survey of drawing, the primary means of expression.

London: Black Dog, 2005.

Petherbridge, Deanna. The Primacy of Drawing: histories and theories of practice.

London: Yale University Press, 2009.

Van Gogh, Vincent The Complete Letters of Vincent Van Gogh. Thames and Hudson, 1999

Journals

Printmaking Today. Ferrand Press, London: Quarterly.

44

M1: Design Process 02

Module Code Pre-requisite

Module codes

Co-Requisite

Modules

code(s)

ISCED

Code

Subject

Code

ECTS

Credits

NFQ Level

(CPD)#

SP1115 NA 20353 10 8

Module Title Design Process 02

This Header should be repeated on each page of the Module

School Responsible: Dublin School of Creative Arts

Module Overview:

Module Aim: Digital Media

The aim of this module is to integrate the processes of design exploration and development from semester

01. It aims to deepen the learner’s ability to research and to critically examine design in a digital context.

The module will enable learners to work with a range of design media, technologies and software

applications. The module also introduces learners to the basic principles of layout in design for digital media.

In this module, learners are introduced to the basic principles of the design process.

Module Aim: Typography

The module aims to expand and deepen the learning from semester one. Learners will explore how

typography can be used to solve design problems. They will be introduced to the principles of typesetting,

(with reference to the history of printing and typography) the anatomy of page layout, girds and hierarchy of

information.

The module will focus on the design process in relation to visual communication design – looking at

module elements over digital media and design for Print as two discrete components.

This module consists of two components: typography and digital media. In this module, learners knowledge of

the basic principles of the design process in these areas is expanded.

Learning Outcomes (LO): (to be numbered)

For a 5ECTS module a range of 4-10 LOs is recommended

Learning Outcomes: Digital media

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On Completion of this module, the learner will be able to

1 Understand the role of design processes used by a visual communication designer

2 Apply an expanded vocabulary in relation to design process and creative practice

3 Apply basic principles of design across a range of media

4 Explore effective methods of image making across a range of media.

5 Communicate ideas more effectively through visual media: drawing, photography & digital

imaging

6 Source and collate relevant research material

7 Communicate ideas more effectively through visual media: drawing, photography & digital

imaging

8 Source and collate relevant research material

9 Begin to critically evaluate their own work and that of their peers

Learning

Outcomes:

Typography

1 Apply the stages of design process (Research and analysis, synthesis/development,

realisation, presentation)

2 Visually document their design process

3 Generate and visualise design concepts

4 Apply some basic principles of typographic design

5 Typeset and format continuous text using a grid

6 Integrate type and image

7 Write a design rationale

8 Present finished visuals to a high standard

Indicative Syllabus:

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Research skills, creative problem-solving, typography, digital media, design applications, the anatomy of

layout, hierarchy of information, letterspacing, wordspacing, leading, selecting and combining type, type and

colour, display type, and working with paragraphs.

Learning and Teaching Methods:

Learning and Teaching Methods

studio-based projects, team teaching, group projects, group discussion, demonstrations, peer-based critique,

Workshops, Seminars, field trips, presentations

Total Teaching Contact Hours 72

Total Self-Directed Learning Hours 36

Module Delivery Duration:

The module is delivered over one semester

Assessment

Module Assessment

The mode of assessment is continuous. Learners must pass all

components. The module will be assessed on a cumulative basis

through a series of studio projects.

Weighting (%) LO

Assessment

(No.)

Summative assessment will be carried out through a series of

design projects which require learners to:

Summative assessment will be carried out through a series of

design projects which require learners to:

• Design interface solutions that incorporate linear and

nonlinear communication using relevant software.

• Develop their digital design vocabulary through a series of

journal entries.

• Present work orally and visually.

• Develop skills to integrate creative and formal typography

to produce design which communicates effectively.

• Critically evaluate best practice in typographic

communication.

Each project will

be awarded a

mark out of 100%

with a pass mark

of 40%.

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• Demonstrate critical awareness in conceptual

development from research material into the production of

design solutions and imagemaking.

• Express consideration of alternative initial concepts. This

should be evidenced in notebooks through brainstorming,

mindmapping, thumbnails, and development sketches.

Formative assessment will be carried out through work-in-progress

presentations, self, peer and tutor critiques.

N/A

Module Specific Assessment Arrangements (if applicable)

(d) Derogations from General Assessment Regulations

(e) Module Assessment Thresholds

(f) Special Repeat Assessment Arrangements

Essential Reading: (author, date, title, publisher)

Helen Armstrong and Zvezdana Stojmirovic., 2011, Participate : designing with user-generated content

Shaughnessy, Adrian (2010) How to be a graphic designer without losing your soul.

Lupton, Ellen 2008, Graphic Design : The new basics, Baltimore, Princeton architecture Press

Lupton, Ellen, 2011, Graphic Design Thinking : Beyond Brainstroming New York, PA Press

www.artofthetitle.com

www.ted.com

www.adobe.com

www.ideo.com

www.youtube.com

Supplemental Reading: (author, date, title, publisher)

Roland Barthes , The Photographic Message” in Image Music Text,

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Version No: Amended By Brenda Duggan

Commencement Date 2010 Associated

Programme Codes

# Modules that are to be offered as Stand-Alone CPD Programmes must have an NFQ level assigned

*Details of the assessment schedule should be contained in the student handbook for the programme stage.

Date of Academic Council approval …2010……………………….

Module Code Pre-requisite

Module codes

Co-Requisite

Modules

code(s)

ISCED

Code

Subject

Code

ECTS

Credits

NFQ Level

(CPD)#

SP1105 NA 8546 5 8

Module Title Design Applications 1

This Header should be repeated on each page of the Module

School Responsible: Dublin School of Creative Arts

Module Overview:

In this module, learners are introduced to software applications relevant to design and communication,

focusing on vector, bitmap and layout assembly programmes. The aim of this module is to equip learners with

basic skills in digital technology relevant to design for print. The module is designed to enable learners to

realise elements of their design projects in digital form and hard copy and further develops awareness of the

role of digital technology in the planning and production of artwork for final output.

Learning Outcomes (LO):

For a 5ECTS module a range of 4-10 LOs is recommended

On Completion of this module, the learner will be able to

1 Utilise appropriate software to effectively realise design solutions

2 Create and format custom documents

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3 Specify and apply colour to correct specifications

4 Identify and select appropriate file formats relevant to final output

5 Utilise online resource to share and mange files

6 Format text and images based on best practice workflow and generate type specification sheet

7 Set up document and correctly for printing

8 Create a mulipage PDF document for proofing

Indicative Syllabus:

Design applications, vector, bitmap and assembly programmes, formatting text and generating styles, image

preparation and streamlining worlfow, drawing and layout, creating and implementing a basic grid structure

Learning and Teaching Methods:

Project based learning through studio projects, team teaching, tutorials and demonstrations, peer-based

critique, workshops, online resources.

Total Teaching Contact Hours 36/45

Total Self-Directed Learning Hours 64/55

Module Delivery Duration:

This module is delivered over one semester

Assessment

Assessment Type Weighting (%) LO Assessment

(No.)

Formative assessment is carried out through work-in-progress and

tutor critiques.

Summative assessment is carried out through a learning portfolio

which requires learners to:

• Evidence competency and skills through a series of completed tutorials and digital tasks

• Demonstrate acquired technical skills through transfer and application of knowledge to project work.

• Reflect on the value of acquired skills in the completion of project work and future practice.

Each

project is

awarded a

mark out of

100% with

a pass

mark of

40%.

1-8

Module Specific Assessment Arrangements (if applicable)

(g) Derogations from General Assessment Regulations

50

(h) Module Assessment Thresholds

(i) Special Repeat Assessment Arrangements

51

Essential Reading:

WebCT online resources

www.adobe.com

www.youtube.com

www.thinkingwithtype.com/

Supplemental Reading:

Felici, James (2011) The Complete Manual of Typography, A guide to setting perfect Type, Adobe Press

Squire, Victoria (2007) Getting it right with Type, Laurence King

http://type.method.ac

Adobe Classroom in a book series

Version No: Amended By Louise Reddy

Commencement Date Associated

Programme Codes

# Modules that are to be offered as Stand-Alone CPD Programmes must have an NFQ level assigned

*Details of the assessment schedule should be contained in the student handbook for the programme stage.

Date of Academic Council approval ……2010…………………….

52