student handbook 2018—19 · 2019. 7. 5. · developing students’ aptitude for team working,...

Student Handbook 2018—19 MA Graphic Design Practice DT9007 DT9008 Dublin School of Creative Arts, College of Arts & Tourism, Dublin Institute of Technology

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Welcome 2

1: Introduction to the Institute 3

2: Programme Details 4

3: The Academic Year 6

4: Curriculum, Assessments and Syllabus 7

5: Recommended Textbooks 9

6: General schedule of examinations and assessments 11

7: Learning, Teaching and Assessment strategies 16

8: Written submissions for project work 17

9: Course Management 24

10: Library facilities in DIT 25

11: General guidance to students 27

12: School, faculty and Institute Support 28

13: General Information 29

14: Relevant Student Clubs 30

15: Programme Management 31

16: Assessment Board 31

17: Annual Monitoring 32

18: Module Descriptors 33

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Welcome May we offer you our congratulations for having successfully obtained a valued place on our MA in Graphic Design Practice 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. We ask that you demonstrate a professional attitude to your work, apply yourself to the requirements of the programme, co-operate in the fulfillment of its goals and assume responsibility for your educational development. Your Programme Chair will assist and guide you through the programme. As your Head of School, I am always available to you and my room is within the suite of Art and Design offices located on the second floor of the NorthHouse Annex in Grangegorman. 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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1: Introduction to the Institute

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. The Institute comprises of four

colleges:

• College of Business

• College of Engineering & Built Environment

• College of Science and Health

• College of Arts and Tourism

Structure of the College: The College of Arts and Tourism is made up of several Schools:

• Dublin School of Creative Arts

• Music and Drama

• Languages

• Media

• Social Science and Law

• Culinary Arts and Food Technology

• Hospitality Management and Tourism

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 and John Walsh

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2: Programme Details

The overall aim of the MA in Graphic Design Practice is to impart an advanced, critically informed knowledge and understanding of graphic design professional practice. This programme aspires in particular, to equip students with an advanced and particularised knowledge, understanding, capacity and confidence in identifying, addressing and critiquing the specific design issues arising in ambiguous problem solving scenarios, and to develop appropriate solutions to design problems in a variety of ill-defined contexts. As a further result of such learning, students will be expected to demonstrate an advanced capacity to articulate and implement best model practices in a variety of contexts. Particular emphasis is placed on developing students’ aptitude for team working, verbal communications, conducting research and the formation of critical faculties allowing the student to undertake independent and informed analysis on topics relating to graphic design practice. The aims and objectives of the MA in Graphic Design Practice have not changed substantially in the last three years but they have been re-written in accordance with the terminology used by the NQAI for a level 9 qualification and accommodates both a one-year and two-year option.

Aims The aims of the MA in Graphic Design Practice are:

• To provide high quality education in the practice-based discipline of design communications.

• To provide an integrated post-graduate programme of practice and theory.

• To provide participants with effective knowledge and competencies required to pursue a career in the graphic design and related industries.

Learning Outcomes Further to the learning outcomes outlined in the individual programme modules, participants will be able to demonstrate:

1 an advanced understanding of the nature, role and potential of design in business.

2 an ability to trouble shoot print production issues and a thorough understanding of how production issues affect design decisions.

3 the professional competencies necessary for working effectively at the forefront of the graphic design industry.

4 competencies in the use of relevant information technology. 5 an ability to manage design projects and provide appropriate solutions in

unpredictable and ill-defined contexts. 6 an ability to operate effectively as part of a design team working in ambiguous

and new situations.

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7 a range of standard and specialised research or equivalent tools and techniques of enquiry.

8 an ability to present work in a manner appropriate to leading professional practice.

9 an ability to reflect on professional practice, identify problems and devise strategies to improve future practice.

Duration of the course and registration The MA Programme DT9007 is a 1 year full-time programme. The MA Programme DT9008 is a part-time version of the programme allowing students to split their study over 2 years, taking all taught modules in year 01 and completing their personal design practice project and thesis research in year 02. Students must register at the start of the first term, and will receive notification to that effect. Any student failing to register before the beginning of November of the first term, may be liable to pay a late registration fee.

Programme Chairperson Barry Sheehan, Programme Chair Thesis advisor

Lecturing staff Leon Butler Kieran Corcoran Design Practice, Thesis advisor Thesis advisor

Brenda Dermody Conor Heelan Design Practice, Thesis advisor Commercial Print Production

Con Kennedy Eavan Murphy Design Managment, Thesis advisor Media Law, Thesis Advisor

Louise Reddy Research Coordinator, Thesis advisor, Pre-press production

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3: The Academic Year DT9007 | DT9008 Semester 1

Approximate dates:

Induction 25th September 2018

Classes commences 25th September 2018

Classes end 14th December 2018

Christmas break ends 07th January 2019

Semester 2 Approximate dates:

Commences 28th January 2019

Easter break 15th April 2019

Classes resume 29th April 2019

Classes finish 10th May 2019

Summer break 21st June 2019

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

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

Semester 1 • Design Practice 1

• Design Management: Strategic Marketing and Project Management and Entrepreneurship

• Research

• Production technology: Pre-press Production and Commercial Print Production

Semester 2 • Design Practice 1 and 2

• Design Management: Strategic Marketing and Media Law

• Research

• Production technology: Pre-press Production and Commercial Print Production

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4: Curriculum, Assessments and Syllabus Integrated structure

The overall structure is based around 3 integrated areas of study and the production of a research thesis. This diagram demonstrates the linked and integrated nature of the curriculum in the MA GDP. Design projects are not stand-alone exercises but are clearly related to issues dealt with in Production Technology and Design Management. Similarly, the written thesis must relate to issues in Design Practice, Production Technology or Design Management.

Area 1: Graphic Design Practice This is project led, it encourages and develops understanding of critical and creative practice in the area of design. Team work, research, practical risk-taking, analysis, development and presentation of concepts are important in the design process in addition to working towards an informed, refined and relevant realisation of communication design solutions. A variety of teaching methods will be used including lectures, seminars and tutorials; workshops; discussion groups and critiques. Participants will work on two “real world” team based design projects and one “real world” self-directed design project. Industry involvement is central to these projects. An industry specialist in the particular field relevant to the project will;

• Provide an overview of contemporary industry best practice relevant to the specific project.

• Draw attention to the technical, business, marketing, human issues that may affect the final design solution.

• Provide objective advice and feedback at key project stages.

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Area 2: Design Management This area of study incorporates strategic marketing, project management, media law and entrepreneurial skills, allowing participants to apply them to their professional design practice. A variety of teaching methods will be used including lectures, tutorials; discussions and facilitation.

Area 3: Production Technology This consists of two support modules of five credits each in pre-press technology, printing and print finishing technology, allowing students to bring their design solutions through to a finished printed product. Other production technologies will be addressed as required. A variety of teaching methods will be used including lectures, demonstration; industrial visits; discussions and critiques. Research Thesis Participants must select a topic relevant to the professional practice of design and complete a written thesis of approximately 20,000 words. Upon completion of the thesis a participant should be able to demonstrate an in-depth critical understanding of their chosen topic. Participants will be offered a sessions in research methods and also appointed a thesis advisor who will guide them through the thesis process. The finished thesis should demonstrate a deep level and sound understanding of the chosen area as well as imaginative, informed and original contributions. The thesis will require approximately 600 hours of the participant’s time.

Project links with Industry Participants of the programme engage with clients throughout the course of their projects. At key intervals within the design process students also meet with industry experts to discuss the direction of their own work and gain professional insights with regard to their process and design strategy. Current industry inputs: Colin Farmer, Unthink and Oonagh Young, Design HQ.

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5: Recommended Textbooks Graphic Design Practice Shapiro, Ellen. 2003 The graphic designer's guide to clients., Allworth Press, New York. Ian Noble, Russell Bestley. 2005. Visual research: an introduction to research methodologies in graphic design. Thames and Hudson, UK. Weinschenk S. 2008, 100 Things Every Designer Needs to Know About People. New Riders. Airey D. 2009, Logo Design Love: A Guide to Creating Iconic Brand Identities. New Riders. Wheeler, A. 2009, Designing Brand Identity: An Essential Guide for the Whole Branding Team. Ollins W. 2008, The Brand Handbook. Thames and Hudson. Clare Dowdy. 2003, Beyond logos: new definitions of corporate identity. RotoVision. Krug S. Black R. 2000, Don't Make Me Think: A Common Sense Approach to Web Usability. Que. Goto K, Cotler E. 2004, Web Redesign: Workflow That Works. New Riders. Zappaterra, Y. 2002, Editorial design: for print and electronic media, RotoVision. Shaughnessy. A, 2005. How to Be a Graphic Designer, Without Losing Your Soul. Princeton Architectural. Heller S. 1999, Design Literacy (Continued): Understanding Graphic Design, Allworth Press. Willoughby, A. March 2005, The Best of Brochure Design: No. 8. Rockport Publishers Inc. Fishel, C. 2002, Redesigning identity: graphic design strategies for success,. RotoVision. Evans, P. 2004.Forms, folds, and sizes: all the details graphic designers need to know but can never find. Roberts L. & Thrift J. 2002, The Designer and the Grid, Rotovision Andreu Balius. 2003. Type at work: the use of type in editorial design, Airlift. Web references http://www.thedesignencyclopedia.org/ http://www.britishdesign.co.uk/ http://www.designcouncil.org.uk/ http://www.aiga.com http://www.dgi.ie http://www.designireland.ie http://www.gdba.ie http://www.creativeireland.com

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Design Management Kotler, P., Armstrong G., & Saunders J. (2005) Principles of Marketing: European Edition: 4th Edition. Published by: FT Prentice Hall. McDonald, M. Marketing Plans (How to Prepare them, How to Use them) (2002) 5th Edition. Butterworth-Heinemann Kelleher D & Murray K. 2006, Information Technology Law in Ireland, Tottel. Clarke S & Smyth S. 2005, Intellectual Property Law in Ireland, 2nd edit., Tottel. McGonagle M. 2002, Textbook on Media Law, 2nd edit, Thompson Round Hall. Gross L et. Al. (eds) 2003, Image Ethics in the Digital Age, University of Minnesota Press Mooney Cotter A. (ed.)2004 Information Technology Law, Law Society of Ireland. Stokes S. 2001, Art and Copyright, Hart Publishing.

Research Methods Greene, J (2004) The Thesis Handbook for the MA in Professional Design Practice, Internal document, DIT. Anderson, J and Poole, M (2001) Assignment and Thesis Writing, 4th ed, John Wiley & Sons, Australia. Wisker, G (2001) The Postgraduate Research Handbook, Palgrave, UK. Creme, P and Lea, M (2003) Writing at University: a guide for students, Open University Press, UK.

Pre-press and Print Production Dabbs, A and Campbell, A (2004) The Digital Designer’s Bible, Ilex, Sussex. Gatter, M (2004) Getting it Right in Print, Laurence King, London. Felici, J (2003) The Complete Manual of Typography: A guide to setting perfect type, Adobe Press, Berkeley Johanson, K and Lundenberg, P (2002) A Guide to Graphic Print Production, John Wiley & Sons, Australia Poppy, E (2004) Forms, Folds and Sizes: All the details graphic designers can never find but need. Rockport, Massachusetts. Printing production management / Gary G. Field, Livonia, NY: Graphic Arts Publishing, 1996 Print buyer's guide to more effective communication with printers / BPIF, London : British Printing Industries Federation, 1989, The print and packaging buying handbook / Alan Jamieson, London: Blueprint, 1996 www.pira.co.uk www.dotprint.com www.printmediaacademy.com

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6: General schedule of examinations and assessments

Assessment Continuous assessment is used throughout 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. 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 given 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.

Learning and Teaching Methods The primary teaching and learning method used on the programme is Problem (or Project) Based Learning (PBL), This is a learning method in which students, working in teams, engage in experiential learning. This method has been chosen for the MA programme as it facilitates the development of flexible knowledge (using knowledge in new ways), problem solving skills and collaboration skills. On the programme you will learn through; live projects, team based learning, group discussions, peer based critiques, workshops, demonstrations, field trips, independent learning, visiting professionals and learner presentations.

Module Assessment The mode of assessment is continuous. The module will be assessed on a cumulative basis through a series of projects. Each project will be awarded a mark out of 100% with a pass mark of 40%.

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Module weighting There is a total number of 90 credits required for a Masters degree programme. The following diagram illustrates how these credits are distributed on the MA in Professional Design Practice. The diagram illustrates how each module is weighted when calculating the overall award grade.

Classification of award The final classification of award is calculated by taking the average of a student's overall marks for each of the modules. The classification of award is according to the following table: 70%–100% First Class Honours 60%–69% Second class honours, First division 50%–59% Second class honours, Second division 40%– 49% Pass

Marks and Standards Examinations are conducted in accordance with the regulations laid down by the Academic Council of the Dublin Institute of Technology. Assessments are in accordance with the General Assessment regulations (2004) and Addendum to the General Assessment Regulations (2005) and Revisions (2018).

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Research Methods30 ects

Design Practice 115 ects

Design Management20 ects

Print Production10 ects

Semester 1 (Sept–Jan)201 –2018 cycle Semester 2 (Feb–May) Semester 3 (June– )

45 ects

90 ects

45 ects

90 ects




Sample Schedule : MA Design PracticeFull time cycle 201 –201

art time cycle 201 –201

201 –201 cycle

Full time cycle 201 –201art time cycle 201 –201 | Part time cycle 201 –20

Research Methods30 ects

Design Management20 ects

Print Production10 ects

Semester 1 (Sept–Jan) Semester 2 (Feb–May) Semester 3 ( une–

Full and Part time options

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Eligibility for Assessment To be eligible for assessment, registered learners must have complied with the specific regulations of their programme and the General Regulations of the Dublin Institute of Technology. Learners who, through illness or other extraordinary circumstances, are prevented from presenting themselves for examination or submitting work for assessment should forward a medical certificate, or other acceptable evidence, to the Exams office with accompanying PC1 form and notify Programme Chair and their respective lecturer. Medical certificates or such evidence will not be accepted as explanation of poor performance. Continuous Assessment Continuous Assessment operates throughout the MA Programme. Learners must satisfy the examiners in all areas in order to pass the examination. Assessment marks are made available to the individual learner to ensure awareness of their progress. At the end of each semester or module, or whenever appropriate.

Referral When a candidate is referred, he/she will not receive the MA or Postgraduate Diploma Award until the deficiency in the required standard has been satisfied. This may be done as appropriate in the Supplemental Assessments::

• By re-submitting a total portfolio or any particular assignment or part thereof or

• By undertaking any other specific requirement as laid down by the Examination Board of the Dublin School of Creative Arts.

Candidates who have been referred may only receive their final MA/Postgraduate Diploma award at the pass level grade. Deferral If exceptional circumstances prevail and the candidate is unable to submit for assessment at the appointed time, either for formal written examination, portfolio or other project work, he/she 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 Assistant Head of Dublin School of Creative Arts prior to the submission/examination date. A PC1 form should be submitted to the exams office this form can is available at: http://dit.ie/currentstudents/studentservices/examinations/requestare-checkre-markorsubmitapc1form/ and the matter will be brought to the attention of the Examination Board meeting for decision.

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Compensation Under some circumstances compensation may be applied to allow a student to pass even though marks in a module are below the pass level of 40%. Compensation is applied at the discretion of the final exam board. Compensation cannot be applied to the Thesis component.

Repeat Examination Where a candidate is undertaking a referral, a deferral or a repeat examination, the required standard must be attained within a limited period. This period will be set by the programme team.

Submission of End of Year work Submission dates will be supplied in writing to students when each assignment is given out. Final Submission dates for end of year work can only be changed at the discretion of the programme team.

Submissions A period of at least 2 hours will be allowed for participants to make their submission on the day. Submission times will be recorded and receipted by the appropriate member of academic staff on the programme committee. Further information on assessment and examinations is available at: http://dit.ie/currentstudents/studentservices/examinations/

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7: Learning, Teaching and Assessment strategies

The MA in Graphic Design Practice employs a range of course delivery and teaching methods. The primary mode of course delivery is through live 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, that are self-directed with tutor facilitation.

Collaborative work Collaborative work and peer based critiques are an essential feature of the programme activities. This reflects the nature of the design industry where designers frequently collaborate with other professionals.

Real world projects One of the core characteristics of the programme is the emphasis on “real world projects” and the interaction with “real world” clients. Through the use of real world projects the programme aims to create a learning environment where students construct personal knowledge based on real world issues and practices. In this environment students are more likely to internalise the learning that takes place because they feel a greater sense of responsibility and ownership of their work when required to make decisions based on real world issues.

Reflective Practice An emphasis is placed on documenting the design process and delivering a summary of your key learning points throughout a project. On some modules this is given orally and for others it is submitted in a written report. This focus on reflective practice helps you to develop your own learning strategies and also helps you to develop a language with which you can talk intelligently about your design work. It also fosters good report writing and oral presentation skills. In addition to the 400 class contact hours you are expected to input an additional 1100 hours of independent learning. Of this 1100 hours, the thesis will require 600 hours work.

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8: Written submissions for project work The Design Report for Design Practice All of your design projects require the production of a Design Report. This report should clearly articulate to the client your; research approach, findings, analysis conclusions and recommendations. It should show how these all relate to the suitability of your design solution. The report should arm the client with clear solid reasoning which they can use to explain the appropriateness of your design solutions to their customers, colleagues, boss, board of directors, etc. Writing tone The language used in the report should be clear, objective in tone and appropriate for your client. Report content Along with the prelims, the report should address the following Project aim and objectives State briefly the aim and objectives of this project Research methods Critically discuss the research activities you engaged in, and indicate why they were appropriate for this project. Research findings Critically discuss analysis and findings, conclusions as well as decisions made as a result of research activities Project objectives State clearly the project objectives and explain the relevant success criteria Success criteria In order for the project to be deemed successful what evaluation criteria should be used? Success evaluation Explain how your design solution meets the project objectives and the previously stated success criteria (For example; concept, mood, copy writing style, colour scheme, layout, typographic style, imagery, chosen touchpoints, etc.)

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Bibliography Use a consistent referencing system to list any relevant publications consulted during the project. Appendices Please include a copy of the brief, schedules, process diagrams and any other relevant support material. Characteristics of a good Design Report

• Proof read for spelling and typographical errors before submission. Carelessness in writing suggests carelessness in thinking. (Allow sufficient time for this and build it into your schedule.)

• Cite opinions from experts in the field to support key arguments. This makes arguments stronger and more convincing and helps cultivate a sense of objectivity.

• Has a good clear structure with numbered sections, headings and subheadings.

• Avoids the use of narrative writing style, slang, overly familiar language or unnecessary designer jargon.

• Includes sufficient information to make convincing arguments but avoids unnecessary levels of irrelevant detail.

• Any Imagery used supports, enhances and clarifies the arguments and recommendations contained within the report.

The Learning Log The learning log is a log book containing text, images and commentary relating to the learning that has occurred in the life of a particular project. In the learning log, you can collate relevant research findings (text and imagery) and make analytical notes of your observations and learning. You can also include concepts and development work in the learning log. Please remember that it is important for you to indicate the relevance of any such material, to the project. Benefits of a learning log

• Helps you examine your design process with the purpose of understanding it better by writing about it.

• Results in a record of learning that can be consulted and used in future practice.

• Helps you develop a language, which you can use to articulate more clearly your design thinking to others.

• Documents your input into group projects.

• Helps you plot your development through a project.

• Provides evidence that you can use to identify your strengths and weaknesses.

• Encourages reflective practice.

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Characteristics of a good learning log

• Well organised, concise with a clear logical structure.

• Produced throughout the life of the project and not left to the end to compile.

• Contains only relevant information and avoids unnecessary imagery and texts.

• The relevance of any text or imagery is clearly indicated. (if you can’t indicate relevance, leave it out)

• Accurately documents contribution to group work including primary and secondary research, concepts and development work.

Learning Presentations At the end of each of your design projects you are required to provide a digital video oral presentation on what you have learned during the course of your design project. The main focus of your presentation should be on what you have learned about the area of design but may also indicate learning in relation to, team working, design process, client meetings, presentations and anything else that you feel was a significant learning outcome. The presentations should be shared with staff for assessment and personal reflection purposes.

Characteristics of a good Learning Presentation;

• Includes expert opinion from relevant published literature.

• Focuses on what was learned, not what was done.

• Supports all claims of learning, with specific examples.

• Has a clear logical structure.

• Uses the time allocated effectively.

• Is well rehearsed. Tips: Memory aids such as flash cards or mind maps are acceptable and advisable. Bring along your back up notes, just in case you need them and also a bottle of water. You can edit your presentation as many times as you wish before you submit. You do not have to appear in the video, you may choose to focus on visual aspects of the project (diagrams, charts or other relevant material that relates to your reflective analysis.

Guide to Structuring Report Assignments Introduction: Report Assignments The report is one of the assignment/assessment tools used on the MA GDP. Reports are often used in education but they are also the method of presentation used in the workplace. Producing a report is the most usual way of communicating results from a project or investigation and they need to be concise and structured in a specific way. All report assignments on the MA must follow the structure specified in this document.

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Report Structure Title Page Should include the Title of the Report. Although normally as descriptive as possible, it should be limited to four or five words. If further details are needed, a subtitle can be added. This page should also include the name of the author, date, programme, module and the name of the tutor.

Summary While typically this will be the final part to be written it is useful to place it at the beginning of the Report. In this way it acts as a foretaste to what follows and helps familiarise the reader to the content. Consisting normally of one page it should summarise the whole Report (rather than just recommendations) and should include a brief statement of the original problem, and of the main evidence that have led to the conclusions.

Contents List Should show major and minor section headings, preferably numbered. Provides a clear indication of the structure of the Report, as well as acting as an index to enable one to refer to a specific part of it.

Introduction The summary will have begun the process of familiarisation, however it is here in the Introduction section that this is mainly achieved. The aims and objectives of the report must be stated here. The introduction may also address the following: a) Why is this topic important? b) What was the remit of the author? c) What is the main argument in the Report? d) On what evidence is the argument based? e) What are the implications for this argument?

Main Section This includes a more detailed exploration of the problem/topic. Normally the main objective here is to make it as clear and as coherent as possible for the reader. To this end, careful consideration should be given to the use of sub headings, concise and unambiguous language and careful editing to ensure it meets with the required word count. Detailed illustrations or further extensive elaboration of points raised are best left for inclusion in an Appendix.

Conclusions The conclusions section should follow naturally from the main body. There should be no new material introduced at this stage, but rather a drawing together of the arguments developed in

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your main section, so that their implications can be spelled out. It may help to think of the conclusions as being a summary of relevant findings.

Recommendations The recommendations should be clearly prioritised, and justified. Those evaluating your report will be checking that these recommendations are appropriate, and are consistent with the aims and objectives of the report.

Appendices Appendices are where you include supporting evidence for those wishing for more detail. Thus you might include a copy of a questionnaire, or an interview schedule, or tables and charts. Any material in your appendices should be referred to at the appropriate point in your text, so that the reader who does wish to refer to the supporting evidence knows that it exists, and where to find it. In the interests of clarity, letters should be used to identify the different appendices, to avoid confusion with the numbers used to identify the major and minor sections of your text.

References/Bibliography Some of your evidence will be in the form of secondary data. You could also be drawing on concepts, which have been introduced, in your courses. In both cases, your readers may wish to reassure themselves that you are making appropriate use of information or theory. You need to make very clear in your text what source you are using at any point, and include a list, usually at the end, with full reference to the material in question. Thus in the text you might say “Handy (1985)”, while in your references you would say: Handy, CB (1985) Understanding Organizations (3rd ed), Penguin, London. The appropriate referencing system used on the Programme is the Harvard System. The recommended text for guidance on implementing the Harvard system correctly is Anderson, J and Poole, M (2001) Assignment and thesis writing, (4th ed), Wiley and Sons, Brisbane (lib ref: 808.066).

Thesis Handbook A thesis handbook is produced separately by the programme team and is available from the thesis research coordinator, Louise Reddy.

Reflective Reports A reflective report is a summary of the learning you have obtained and the observations you have made through the course of an assignment. The learning points and the observations can be derived from memory of events or more often a Reflective Diary. The reflective report may focus on:

• Research approach

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• Team working issues

• Project, time and resource management

• Making presentations

• Personal goals

• Peer evaluation

• Other To help you write the report, under each point above, ask yourself the following questions:

• What was successful?

• What could have worked better?

• What were the key learning points?

• Are there any implications for future practice?

• (What would you do differently next time?) Tip: Keep notes in a diary throughout the course of an assignment, this will make writing the reflective report much easier when you come to write it.

Reports style guides Citing references in your report The required referencing system used on the Programme for report writing is the Harvard System. The essential text for guidance on implementing the Harvard system correctly is Anderson, J and Poole, M (2001) Assignment and thesis writing, (4th ed), Wiley and Sons, Brisbane (lib ref: 808.066). Margins Every page of the report must meet these minimum margin standards: Top: 1 inch Bottom: 1.25 inch Right: 1 inch Left: 1.5 inch (binding edge) All Report material must fit within these margin requirements (including tables, page numbers, figures, and graphs). The margins used should be consistent throughout the report.

Fonts and Font Size Twelve point Times New Roman, left aligned, is standard, but any legible font, except those that are script, italic, or ornamental, is acceptable for the body of the text. All print should be letter quality with dark black characters that are consistently clear and dense.

Line Spacing The report must be one and one-half spaced. Spacing must be used consistently throughout the document. Footnotes, endnotes, bibliographic entries, long quotations, items in lists, and appendixes may be single-spaced. The line spacing observed in a report must be consistent throughout, including the spacing between a chapter heading and the first line of text.

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Pagination Every page of the entire report must be numbered, except for the title page. Page numbers must appear in the same location on each page and be consistent in font size and style, not less than .5 inch from the edge of the page. Preliminary pages of a report are numbered in lowercase roman numerals. The first page of the report (main body) follows the preliminary pages and begins in Arabic numbering with 1. Paper The report must be submitted on white, 80 to100gsm, and A4 standard grade paper. Print Quality Report copies submitted should be preferably of laser quality. If you are concerned about print quality, ask your tutor for advice. Excellent quality photocopies without any smudges or blemishes may be submitted. Corrections made with correction fluids or tapes are not acceptable. Binding A single staple in the upper left hand corner of the report should be sufficient in most cases. If the number of pages precludes this method of binding then a plastic comb binding is the preferred binding method. Never submit a report unbound in loose pages.

Submission Copies Students are required to produce two hard copies of the report and one electronic version. One hard copy is submitted to the tutor for assessment. Students must retain the second hard copy and the electronic version of the report. If requested students must be able to present these to their tutor.

Plagiarism Presenting other people’s work as your own is considered plagiarism. Any report submitted for assessment, that includes plagiarised material will receives an automatic fail grade. It is ok to include some information from a primary or secondary source once it is referenced clearly in the report.

Assessment Criteria A detailed breakdown of the assessment criteria for each module assignment will be given by each lecturer at the start of the semester. Late Submissions Up to 24 hours late project will be marked out of 80% 24 to 48 hours late project will be marked out of 50% After 48 hours projects will not be accepted for assessment, resulting in a 0% mark

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9: Course Management

Course Management Team The MA in Graphic Design Practice is managed by a Programme Committee under the overall guidance of the Assistant Heads and Head of the Dublin School of Creative Arts. The committee comprises the Programme Chair, staff members teaching on the course, a student representative and the Assistant Head/Head of School. The committee is responsible for developing and assisting the operation of the programme. The class is required to elect a student representative who attends Programme Committee meetings. Student Feedback / Staff student meetings The programme team acknowledges the importance of prompt feedback. Staff will endeavor to provide feedback to students where possible, within 2—3 working weeks after a project has been submitted. Please note that all marks given as part of the feedback are only indicative and may be subject to change at assessment boards.

Course Quality Assurance Procedures The Programme Committee has an important function in the monitoring and development of the academic programme. 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/available online on web.courses.

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10: Library facilities in DIT Library ResourcesThe library service plays a central role in the educational mission of the DIT as it seeks to provide the resources to support the learning, teaching and research activity of the Institute. The main collections relating specifically to Design are held in the Library at Bolton Street and Grangegorman. Current book stock volumes are divided into 3 main collections – Reference, Short Loan and Main Lending. Bolton St. Library is one of 6 libraries in Dublin Institute of Technology. It is located in the main building Bolton St., Dublin 1 that has entrances on both Bolton St and Kings Inn St. The library has 40 PCs as well as 4 stand-alone Catalogue PC s and over 360 wireless student study spaces. There are 5 black and white printers photocopiers. It also has the facility for stand-alone black and white printing should there be a problem with the network. The library has a collection of almost 60,000 books, reports and thesis, there is an audio-visual collection with over 800 titles from all subject areas. There are 500 journal titles, with some journal issues dating back as far as 1930’s. DIT Library actively promotes a policy of providing access to information resources worldwide, to supplement its core collections. There has been and continues to be heavy investment in information technology over the last number of years. Access to the World Wide Web is now freely available on a number of library PC’s. It currently contains over 100,000 references with c.15,000 being added annually. The Library is currently investigating a number of Web based information services, which will provide additional subject coverage. The library produces a number of publications designed to help users exploit the available resources. Guided tours are given to first year students and the librarian participates in orientation programmes for new students.

Opening HoursTerm-time Monday—Thursday 09.00—21.30 Friday 09.30—17.15 Saturday 10.00—17.00 Outside term-time Monday—Friday 10.00—17.00 Library Opening and Closing Times may change during the year — please check locally.

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Dublin Institute of Technology Library RegulationsAll registered staff of the Dublin Institute of Technology are entitled to use the library services. Other categories of users may be admitted according to DIT library policy.

• All users must have a current DIT identity card which must be produced when borrowing library materials and at any other time upon request.

• The person registered on the ID card or library card is responsible for all material borrowed on that card. ID cards and library cards are not transferable. Lost or stolen cards should be reported immediately to the library or Secretary Registrar.

• All materials borrowed from the library must be returned by the due date and time. Borrowers with overdue material may not be permitted to borrow additional items, or renew other items, until such time as all overdue books are returned. Fines may be levied on overdue materials.

• Users must refrain from bringing food or drink into the library.

• Mobile Phones, personal stereos, etc. should not be operated within the library.

• The DIT accepts no responsibility for any damage or theft of personal belongings howsoever caused.

• The librarian is fully authorised to enforce the library regulations and to take such action as is necessary in this respect.

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 for a four year contract starting Sep 2017 — Aug 2021. 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

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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.

11: General guidance to students Recommended study techniques Your success in college largely depends upon how you use your time. Therefore, planning and time management are key skills to master. Where does all the time go? From week to week, keep a diary of how you actually spent your time and find out how you can improve on it from week to week. There are obvious time limits, which must be met, but try to derive as much personal experience and knowledge as possible from projects. Personal involvement at all stages will give you much more satisfaction and feeling of achievement.

The following are some simple study tips;

• Study notes soon after the class lecture, this will aid information retention.

• If a project is long and overwhelming, divide it into smaller units that you can work in immediately.

• Give yourself a break from study every now and again.

• Plan blocks of work — 50 minutes work, 10 minute break.

• Work on tedious or difficult material first.

• Plan ahead with projects allow sufficient time to get them done.

• Don’t jump from subject to subject For DIT supports go to: http://www.dit.ie/campuslife/campuslifeoffice/studyskillssupport/

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12: School, faculty and Institute Support Disability Services The disability services at DIT are committed to helping students with disabilities achieve their academic goals. If you are a person with a physical sensory or learning disability, medical or mental health condition that interferes with your learning disability services can support you.

Counselling Service The DIT counselling service is available to all students. It is a free confidential service and provides a safe place where you can come and talk about any issue or difficulty, which may be troubling you. There are a team of counselling psychologists operating in four of the main sites. Over 500 students use the service each year and some of the issues that students bring to counsellors include personal social issues, relationship issues, family issues, depression, anxiety, low self-esteem and self-confidence, academic problems, exam worries, phobias, eating disorders, sexual identity, bereavement, alcohol and just other general life problems.

Chaplaincy Service Other services include the Chaplaincy Service, which provide support and care for your personal, social and spiritual life and contributes to a sense of community throughout the institute For more information visit: http://dit.ie/currentstudents/

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/

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13: General Information

General Student Behaviour Eating, drinking and smoking are not allowed in work areas. Work relating to support or academic studies must not be carried out in class project time unless it is specifically related to the project in hand, or otherwise agreed by the lecturer in charge. Similarly, work relating to one support/academic staff member should not be carried out in another's session. Where students are formed into smaller groups for organisational/problem-based-learning purposes, the numbers in each group should not be violated and any exchanges should be discussed with the lecturer. Generally, a productive class atmosphere should be maintained which is neither disruptive nor inconsiderate to other students. Late submission of project work will normally result in a progressive reduction of grading. In general, the way students conduct their business, will be seen as a component of their general attitude and approach to course work.

Teaching Locations The programme is delivered primarily on the main Bolton Street campus. For the most part students will use the Masters Design Studio at room 219 and the Pre-press laboratory in room 223.

Security: Access to Room 219 The building is a public ‘open’ building in the city centre. This presents a security issue and for that reason classrooms are normally locked. If the MA design studio (room 219) is locked, go to the porters desk at the kings inn street entrance, show the porters your student ID and ask them politely to open room 219.

Security: Lockers Lockers are provided in room 219 for your exclusive use. If you leave the room, please make sure you place your personal belongings in a locker. Do not leave personal items unattended; in the past this has encouraged theft. Please note the following;

• You must provide your own lock.

• Do NOT store food or drink items in the lockers.

• Locks and contents of lockers must be removed by the end of Semester 2.

Workshop Safety and Regulations As a student of DIT you are bound to adhere to all Health and Safety regulations. In the area of Print Media you will be exposed and have access to printing media labs. In advance of any

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practical demonstration or workshop exercises, the lecturer in charge will outline the health and safety precautions and hazards pertaining to the print media workshops.

• All students working in the print media workshops must be supervised by a lecturer or the designated supervisor.

• Never enter a lab or workshop unless a lecturer is present.

• Never operate any machine without having express permission from the lecturer in charge.

• Read any instructions carefully before starting to work.

• Familiarise yourself with the stop buttons and guarding mechanisms

• Check that all guards and safety devices are in place on machines and ensure that they are used at all times

• Wear appropriate approved Personal Protective Equipment at all times when in Laboratories.

• Approved safety glasses, ear defenders and dust masks must be worn at all times when using any machine

• Never leave a machine running unattended — avoid distraction

14: Relevant Student Clubs

Clubs and SocietiesSome 150 Clubs and Societies operate in the Institute. These represent all of the major (and many minor) sporting disciplines, as well as cultural and social activity and numerous course-related societies. Some of the DIT centres have well equipped Gymnasia, and the swimming pool in DIT Kevin Street is available to all registered students. Other local facilities are used where required. Furyher information is available at: http://dit.ie/currentstudents/

DIT Students’ Union The Students’ Union offices in Bolton street are located in the Student Common Room area, beneath the canteen. The Offices are open 9–5 and if you need any information at all you can drop in between these hours. The Student Support Advisor and Class Rep Convenor are both based there and are happy to answer any questions. Whether its accommodation issues, grant questions, rental assistance, or exam issues the student union will offer you advice. Alternatively, you can also find a lot of information on the website at www.ditsu.ie

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15: Programme Management Programme Committee The MA in Graphic Design Practice has a programme committee which operates in accordance with the Quality Assurance Document. The Programme Committee shall be made up of a select number of lecturers and tutors from the programme and will include a Student Representative in accordance with the Quality Assurance Regulations.

Programme Team The Programme Team shall be made up of all staff teaching or tutoring on the programme and does not include a student representative.

Staff/student Meetings Staff/student meetings shall take place at least once per term and more regularly if deemed necessary by either student or staff at their individual request.

16: Assessment Board School Board Shall consist of The Head of School, Assistant Heads of School, School Secretary, Programme Chairs, and invited guests at the request of the Head of School.

Assessment Boards The function of the examination board is to determine the result and level of performance in respect of each candidate for the ensemble of mandatory assessments for the course and to specify the requirements, if any, relating to reassessment. This determination is made in accordance with the procedures and regulations set out in the Course Document under Marks and Standards.

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 the students in their care and with a range of responsibilities as set out in the General Assessment Regulations of the Dublin Institute of Technology.

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External examiners Normally an external examiner is appointed for each programme in respect of the terminal examinations of a course leading to an award of the Institute, in order to provide an annual objective peer judgement on the standards achieved at the completion of the programme.

17: Annual Monitoring

Class representative Each student group elects a representative to air their views to the student union. Any problems, which touch on programme problems, are discussed with the Assistant Head/Head of School. There is student representation on Academic Council and also at Course Committee level. Students also give feedback details to individual staff members via the Q6 form. Further details may be found in the Quality Assurance document available on the DIT website.

Programme review The programme is critically evaluated at yearly intervals by the Programme Committee under the supervision of the relevant College Board, to ensure that the academic standards are being maintained at the appropriate level in accordance with the Quality Assurance Handbook. The programme is also reviewed every five years as part of the School Review policy.

Staff/student Meetings Staff/student meetings shall take place at least once per term and more regularly if deemed necessary by either student or staff at their individual request. Student representatives have the opportunity at these meetings to voice views and opinions regarding the programme to the Programme Committee.

Programme Quality Assurance and Enhancement Procedures The programme is critically evaluated at yearly intervals by the Programme Committee under the auspices of the Faculty Board to ensure that the academic standards are being maintained at the appropriate level in accordance with the Quality Assurance Regulations. A student survey will be conducted at the end of each semester using the Q6 Form in accordance with the Quality Assurance Regulations. Any amendments to the programme are considered by Faculty Board for approval.

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18: Module Descriptors MA Graphic Design Practice DT9007/DT9008 Programme Modules

Module List

• Design Practice 1 & 2

• Design Management

• Research

• Pre-press Production

• Commercial Print Production

M1: Module Descriptor Template Module Code Pre-requisite

Module codes Co-Requisite Modules code(s)

ISCED Code

Subject Code

ECTS Credits

NFQ Level (CPD)#

GDES1001 PPGD1005 PFGD 1004 DESM 1003 RESM1002

15

Module Title Design Practice 1 This Header should be repeated on each page of the Module

1

School Responsible: Dublin School of Creative Arts Module Overview: This module will cover the area of design professional practice. To facilitate participant’s understanding of professional design practice, they will ‘learn by doing’. Participants will achieve this by working on ‘live’ design projects with ‘live’ clients. Together with guidance from industry specialists and design tutors, participants will learn, to a professional industry standard, how to plan and manage design projects, communicate effectively with clients, develop client briefs, plan and structure design presentations and produce design reports. Through the use of a learning log and reflection report, participants will be required to reflect on what they have learned in order to identify strategies to overcome their own knowledge/skill deficiencies. To facilitate the development of important team working skills (which are necessary in the design industry) participants will work on at least two team based projects in module 1. The main focus of module 2 in the second semester participants will work on a self-directed individual project which will allow them to develop a level of expertise in a specific area, relevant to professional design practice, that is of particular interest to themselves. Module Aim The aim of this module is to impart an advanced, critically informed knowledge and understanding of design professional practice. The module aims, to equip students with an advanced and particularised knowledge, understanding, capacity and confidence in identifying, addressing and critiquing the specific design issues arising in ambiguous problem solving scenarios, and to develop appropriate solutions to design problems in a variety of ill-defined contexts. As a further result of such learning, students will be expected to demonstrate an advanced capacity to articulate and implement best model practices in a variety of contexts. A particular emphasis is placed on developing students’ aptitude for team working, verbal communications, conducting research and the formation of critical faculties allowing the student to undertake independent and informed analysis on topics relating to design practice. Learning Outcomes (LO): (to be numbered) For a 5ECTS module a range of 4-10 LOs is recommended On Completion of this module, the learner will be able to 1 To draw on a range of sources and demonstrate an ability to synthesise them in order to provide

appropriate design solutions in unpredictable and ill-defined contexts. 2 Acquire the necessary information from a client to facilitate the production of an appropriate design brief. 3 Produce design briefs to a professional industry standard. 4 Plan and effectively manage a design project from initial client meeting to final solution delivery. 5 Prepare and deliver formal design presentations to a professional industry standard. 6 Produce design solutions that take cognizance of a client’s business/legal/technical issues. 7 Work effectively and efficiently within a design team towards completing project goals. 8 Communicate convincingly the value of their design solutions to their clients. Indicative Syllabus: Understanding the value of design Effective design research Planning and managing the design project Dealing with ambiguity Managing the client Modeling design process Producing client briefs Preparing for client presentations Delivering client presentations Designing for the process Learning and Teaching Methods: This module principally uses project based learning and collaboration. In conjunction with this method of learning, other approaches utilized consist of workshops, group discussion and tutorials. As individuals each student is expected to reflect on and evaluate their own work and that of their peers. Total Teaching Contact Hours 120 Total Self-Directed Learning Hours 180 Module Delivery Duration:



ISCED Code

Subject Code

ECTS Credits

NFQ Level (CPD)#


15


2

Given the ‘live project’ and ‘live client’ involvement in the projects and also the practical nature of this module it is recommended that the class size should not exceed twenty five students. It consists of 10 contact hours per week which is delivered as a linked module that runs over two semesters. Assessment Assessment Type Participants must submit all elements for assessment with a 40% requirement overall to pass the module. Submission for practical components, reports and learning logs is determined by the design project schedule this can vary from project to project due to the nature of working with live clients and live projects. All participants receive feedback on practical projects upon completion. Formative feedback is given to participants on their practical work, learning logs and reflective piece.

Weighting (%) LO Assessment (No.)

Project Practical, report, learning log and reflective piece

100% 1–8

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) Universal Principles of Design, Revised and Updated: 115 Ways to Enhance Usability, Influence Perception, Increase Appeal, Make Better Design Decisions and Teach Through Design Paperback. 2010 William Lidwell, Kritina Holden, Jill Butler The A - Z of Visual Ideas: How to Solve any Creative Brief Paperback. 2011. John Ingledew Managing the Design Process - Concept Development: An Essential Manual for the Working Designer. 2010. Terry Stone Thinking with Type, Second Revised and Expanded Edition: A Critical Guide for Designers, Writers, Editors, and Students (Design Briefs). 2010 by Ellen Lupton (Author) Know Your Onions: Graphic Design: How to Think Like a Creative, Act Like a Businessman and Design Like a God Paperback. 2014. Drew de Soto Visual research: an introduction to research methodologies in graphic design. Ian Noble, Russell Bestley. 2005. Thames and Hudson Designing Brand Identity: An Essential Guide for the Whole Branding Team. 2012. Alina Wheeler Don't Make Me Think: A Common Sense Approach to Web Usability. Krug S. Black R. 2000, Que ZAG: The #1 Strategy of High-Performance Brands. Marty Neumeier. 2006 The Brand Flip: Why Customers Now Run Companies and How to Profit from it. Marty Neumeier. 2015 Wally Olins. Brand New.: The Shape of Brands to Come Paperback – 7 Apr 2014 Supplemental Reading: (author, date, title, publisher) How to Be a Graphic Designer, Without Losing Your Soul. Adrian Shaughnessy. 2005. Princeton Architectural Why Fonts Matter. 2016. Sarah Hyndman The Best of Brochure Design Series. Rockport Publishers Inc. Forms, folds, and sizes: all the details graphic designers need to know but can never find. Poppy Evans. 2004. The Designer and the Grid, Roberts L. & Thrift J. 2002, Rotovision Type at work : the use of type in editorial design. Andreu Balius. 2003. Airlift. Web references, journals and other thedesignencyclopedia.org britishdesign.co.uk designcouncil.org.uk aiga.com http://www.dgi.ie/pintrest.com behance.com



ISCED Code

Subject Code

ECTS Credits

NFQ Level (CPD)#


15


3

Version No: Amended By John Greene, Louise Reddy Commencement Date Associated Programme

Codes

# Date of Academic Council approval ………………………….



ISCED Code

Subject Code

ECTS Credits

NFQ Level (CPD)#

GDES 1002 PPGD 1005 PFGD 1004 DESM 1003 RESM 1002 GDES 1001

15


1

School Responsible: Dublin School of Creative Arts Module Overview: This module will cover the area of design professional practice and will build upon the learning achieved in module 1 (Graphic Design Professional Practice). To facilitate participant’s understanding of professional design practice, they will ‘learn by doing’. Participants will achieve this by working on ‘real world’ design projects with ‘real’ clients. Together with guidance from industry specialists and design tutors, participants will learn, to a professional industry standard, how to plan and manage design projects, communicate effectively with clients, develop client briefs, plan and structure design presentations and produce design reports. Through the use of a learning log and reflection report, participants will be required to reflect on what they have learned in order to identify strategies to overcome their own knowledge/skill deficiencies. This module is mostly centered around an individual self-directed project which will allow participants to develop a level of expertise in a specific area, relevant to professional design practice, that is of particular interest to themselves. Module Aim The aim of this module is to impart an advanced, critically informed knowledge and understanding of design professional practice. The module aims, to equip students with an advanced and particularised knowledge, understanding, capacity and confidence in identifying, addressing and critiquing the specific design issues arising in ambiguous problem solving scenarios, and to develop appropriate solutions to design problems in a variety of ill-defined contexts. As a further result of such learning, students will be expected to demonstrate an advanced capacity to articulate and implement best model practices in a variety of contexts. A particular emphasis is placed on developing students’ aptitude for collaborative working practices, verbal communications, conducting research and the formation of critical faculties allowing the student to undertake independent and informed analysis on topics relating to design practice. Learning Outcomes (LO): (to be numbered) For a 5ECTS module a range of 4-10 LOs is recommended On Completion of this module, the learner will be able to 1 To draw on a range of sources and demonstrate an ability to synthesise them in order to provide

appropriate design solutions in unpredictable and ill-defined contexts. 2 Acquire the necessary information from a client to facilitate the production of an appropriate design brief. 3 Produce design briefs to a professional industry standard. 4 Plan and effectively manage a design project from initial client meeting to final solution delivery. 5 Prepare and deliver formal design presentations to a professional industry standard. 6 Produce design solutions that take cognisance of a client’s business/legal/technical issues. 7 Work effectively and efficiently within a design team towards completing project goals. 8 Communicate convincingly the value of their design solutions to their clients. Indicative Syllabus: Indicative syllabus covered in the module and / or in its discrete elements Learning and Teaching Methods: This module principally uses project based learning and group work. In conjunction with this method of learning, other approaches utilised consist of lectures, workshops, group discussion and tutorials. As individuals each student is expected to reflect on and evaluate their own work and that of their team. Total Teaching Contact Hours 120 Total Self-Directed Learning Hours 180 Module Delivery Duration: Given the ‘live project’ and ‘live client’ involvement in the projects and also the practical nature of this module it is recommended that the class size should not exceed twenty five students. It consists of 10 contact hours per week which is delivered as a linked module that runs over two semesters.



ISCED Code

Subject Code

ECTS Credits

NFQ Level (CPD)#

GDES 1002 PPGD 1005 PFGD 1004 DESM 1003 RESM 1002 GDES 1001

15


2

Assessment Participants must submit all elements for assessment with a 40% requirement overall to pass the module. Submission for practical components, reports and learning logs is determined by the design project schedule this can vary from project to project due to the nature of working with live clients and live projects. All participants receive feedback on practical projects upon completion. Formative feedback is given to participants on their practical work, learning logs and reflective reports. Assessment Type Weighting (%) LO Assessment

(No.) Project (self directed) Practical, report, learning log and reflection

100% 1–8

Module Specific Assessment Arrangements (if applicable)


Essential Reading: (author, date, title, publisher) Universal Principles of Design, Revised and Updated: 115 Ways to Enhance Usability, Influence Perception, Increase Appeal, Make Better Design Decisions and Teach Through Design Paperback. 2010 William Lidwell, Kritina Holden, Jill Butler The A - Z of Visual Ideas: How to Solve any Creative Brief Paperback. 2011. John Ingledew Managing the Design Process - Concept Development: An Essential Manual for the Working Designer. 2010. Terry Stone Thinking with Type, Second Revised and Expanded Edition: A Critical Guide for Designers, Writers, Editors, and Students (Design Briefs). 2010 by Ellen Lupton (Author) Know Your Onions: Graphic Design: How to Think Like a Creative, Act Like a Businessman and Design Like a God Paperback. 2014. Drew de Soto Visual research: an introduction to research methodologies in graphic design. Ian Noble, Russell Bestley. 2005. Thames and Hudson Designing Brand Identity: An Essential Guide for the Whole Branding Team. 2012. Alina Wheeler Don't Make Me Think: A Common Sense Approach to Web Usability. Krug S. Black R. 2000, Que ZAG: The #1 Strategy of High-Performance Brands. Marty Neumeier. 2006 The Brand Flip: Why Customers Now Run Companies and How to Profit from it. Marty Neumeier. 2015 Wally Olins. Brand New.: The Shape of Brands to Come Paperback – 7 Apr 2014, Wally Olins Supplemental Reading: (author, date, title, publisher) How to Be a Graphic Designer, Without Losing Your Soul. Adrian Shaughnessy. 2005. Princeton Architectural Why Fonts Matter. 2016. Sarah Hyndman The Best of Brochure Design Series. Rockport Publishers Inc. Forms, folds, and sizes: all the details graphic designers need to know but can never find. Poppy Evans. 2004. The Designer and the Grid, Roberts L. & Thrift J. 2002, Rotovision Type at work : the use of type in editorial design. Andreu Balius. 2003. Airlift. Web references, journals and other thedesignencyclopedia.org britishdesign.co.uk designcouncil.org.uk aiga.com http://www.dgi.ie/pintrest.com behance.com Version No: Amended By John Greene, 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 ………………………….



ISCED Code

Subject Code

ECTS Credits

NFQ Level (CPD)#

DESM 1003 PPGD 1005 PPGD 1004 GDES 1001 GDES 1002 RESM 1002

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Module Title Design Management This Header should be repeated on each page of the Module

1

School Responsible: Dublin School of Creative Arts Module Overview: The knowledge areas covered and the competencies fostered in this module have been carefully chosen to augment the designers visual, creative and technical skills with the appropriate range of skills and knowledge necessary to operate in the role of a design studio manager. The module is broken into 3 units: project management and entrepreneurship, strategic marketing, media law for designers, The aim of this module is to give the learner a set of skills and knowledge that will enable them to effectively manage design projects and a design practice. Design Management Unit 1: Project Management and Entrepreneurship This module unit is project management and entrepreneurship. This unit creates an overview of design service operations, entrepreneurship and innovation. The aim of this unit is to give the learner an understanding of design service operations, innovation and entrepreneurship. Design Management Unit 2: Strategic Marketing This module unit coves all aspects of marketing and its relevance to the design function. It sets about matching the inherent design skills of the student with marketing and communication opportunities for the benefit of the client. Learners will be able to assist the client in choosing appropriate and effective marketing strategies such as marketing communications, advertising, branding, direct marketing and electronic web design. Specific aspects of the marketing plan that would be of direct benefit to the student should they desire self employment are also addressed. The aim of this module unit is to: Introduce the student to strategic marketing planning and to outline the role the designer plays in assisting the client in developing this process and acquaint the student with the need for and importance of a marketing plan that will assist them in industry or in possible self-employment endeavours Design Management Unit 3: Media law for Designers The module unit provides students with an understanding of the Irish legal system. The unit examines themes of privacy and image rights, as well as addressing the contract law aspects of design practice. Students also gain a particular appreciation of intellectual property rights and related legal concerns. The primary aim of this module unit is to provide students with an overview of the complexities and inter-dependencies of media law in professional design practice, and to offer students the appropriate legal knowledge and skills to deal with such. The unit will enable students to anticipate, recognise and avoid potential legal problems, whether working as part of a design team or as a consultant. Learning Outcomes (LO): (to be numbered) For a 5ECTS module a range of 4-10 LOs is recommended On Completion of unit 1 of the module, the learner will be able to 1 describe all elements of the designers value chain; 2 analyse both internal and external environments to the designer; 3 manage a design/studio environment effectively; 4 create entrepreneurial opportunities; 5 evaluate the various corporate entities which are available to the entrepreneur; 6 demonstrate awareness of the various sources of funding for start-ups; On Completion of unit 2 of the module, the learner will be able to 7 Perform the Design function within the overall marketing requirements of the client; 8 Incorporate the design function into the overall marketing strategy; 9 Produce a Marketing Plan appropriate to a start-up business On Completion of unit 3 of the module, the learner will be able to 10 demonstrate a detailed understanding of the Irish legal system as it applies to professional design

practice 11 show evidence of understanding how to liase with legal professionals where necessary; 12 demonstrate a detailed understanding of intellectual property at a theoretical and practical level; 13 recognise and respect the intrinsic nature of law within the design business environment; Indicative Syllabus:



ISCED Code

Subject Code

ECTS Credits

NFQ Level (CPD)#


20


2

Defines service operations. It identifies where the designer is positioned within the value chain. It aims to develop various management tools available to the designer which will enhance the effective operation of the design entity. It encourages an environment for entrepreneurship and innovation while concurrently delivering knowledge required by the entrepreneur. Facilitation of project work through tutorials and group learning. Small use of lectures and guest lecturers from marketing profession The role of marketing in the firm and in the economy Examination of consumer choice behaviour The market research process Analysing marketing opportunities Developing marketing strategies Shaping the marketing offering Addressing the key aspects of a Marketing plan as it applies to a start-up business Irish legal system Defamation, privacy, image rights Control of content, advertising, contracts Trademarks, domain names, registered designs, passing off Copyright and related rights Learning and Teaching Methods: Lectures and presentations combined with a series of industrial visits and practical workshops. Guest Lectures. Facilitation of project work through tutorials and group learning. Lectures and discussions requiring advance reading, problem based learning exercises and video. Total Teaching Contact Hours 96 Total Self-Directed Learning Hours 104 Module Delivery Duration: Indicate if the module is normally delivered for example over one semester or less, or over one academic year etc. Assessment Assessment Type Weighting (%) LO Assessment

(No.) Unit 1: Written individual report 100% 25% 1–6 Unit 2: Project 100% 50% 7–9 Unit 3: Continuous assessment 100% 25% 10–13 Module Specific Assessment Arrangements (if applicable)

(a) Derogations from General Assessment Regulations (b) Module Assessment Thresholds 40% in all components to pass

module, compensation not permitted

(c) Special Repeat Assessment Arrangements Essential Reading: (author, date, title, publisher) Service Operations Management, Johnston R., Clark G., Financial Times, Prentice Hall, 2001, Entrepreneurship / Robert D. Hirsch, Michael P. Peters, Boston, Mass.: Irwin/McGraw-Hill, 1998 Principles of Marketing:European Edition: Kotler, P., Armstrong G., & Saunders J. (2005) 4th Edition. Published by: FT Prentice Hall. Marketing Plans (How to Prepare them, How to Use them) by Malcolm McDonald. (2002) 5th Edition. Published by: Butterworth-Heinemann



ISCED Code

Subject Code

ECTS Credits

NFQ Level (CPD)#


20


3

Kellher D & Murray K. 2006, Information Technology Law in Ireland, Tottel. Clarke S & Smyth S. 2005, Intellectual Property Law in Ireland, 2nd edit., Tottel. McGonagle M. 2002, Textbook on Media Law, 2nd edit, Thompson Round Hall. Gross L et. Al. (eds) 2003, Image Ethics in the Digital Age, University Of Minnesota Press Mooney Cotter A. (ed.)2004 Information Technology Law, Law Society of Ireland. Stokes S. 2001, Art and Copyright, Hart Publishing. Web references, journals and other: www.cai.ie Copyright Association of Ireland www.irlgov.ie www.marketingteacher.com & www.mii.ie Version No: Amended By Eavan Murphy, Jim

McCauley, Louise Reddy Commencement Date Associated Programme

Codes




ISCED Code

Subject Code

ECTS Credits

NFQ Level (CPD)#

RESM 1002 PPGD 1005 PFGD 1004 DESM 1003 GDES 1002 GDES 1001

15

Module Title Research This Header should be repeated on each page of the Module

1

School Responsible: Dublin School of Creative Arts Module Overview:

This module provides participants with the opportunity to conduct research on a chosen topic that is important to them and has professional relevance in a graphic design context. Students learn how to develop their research proposal, outlining a plan and schedule which provides them with an appropriate framework to produce a dissertation (approximately 20,000 words) that meets the academic rigour suitable at taught Master’s level. During the early stages of the process, emphasis is placed on offering guidance and advice in formulating a research topic. The module provides a broad understanding of research skills, techniques and methodologies that may be utilised in a research project. Participants are also acquainted with available material and resources as well as the criteria that should be adhered to when producing research on the MA in Professional Design Practice programme. Drawing on the academic expertise available in the School of Art, Design and Printing participants are also assigned a supervisor who can offer guidance and direction during the research process with feedback given on their first draft. At key points during the first two semesters the students are provided with three thesis weeks during which time they can devote all of their class time to their research project. The writing up and editing of the thesis takes place over the summer semester. Submission of a complete draft takes place on September 10th which will allow students to incorporate feedback from their supervisors. Module Aim The aim of this module is to promote discourse and debate in design research among participants and develop the appropriate skills and knowledge to enable the learner to produce a dissertation at Master’s level that places them at the forefront of learning in their chosen field of research.

Learning Outcomes (LO): (to be numbered) For a 5ECTS module a range of 4-10 LOs is recommended On Completion of this module, the learner will be able to 1 Choose a suitable research topic relevant to the broad discipline of graphic design practice. 2 Formulate a hypothesis and research question and develop a research proposal. 3 Plan and manage the complexities associated with an independent research project. 4 Conduct a critically focused literature review. 5 Evaluate and choose various research methods appropriate to a specific research project. 6 Conduct an analysis of data demonstrating their ability to integrate knowledge collected from a range of

primary and secondary sources. 7 Draw conclusions from the evidence compiled and formulate judgements that enable them to make

appropriate recommendations. 8 Write a dissertation investigating or testing a hypothesis from a research proposal that is informed by the

forefront of learning in their field of research. 9 Reflect upon and critically evaluate the research process and learning outcomes.

Indicative Syllabus: Choosing a research topic Developing a proposal Research skills, using resources, planning and organisation Research techniques, methods and analysis Conducting a search of relevant literature and producing a literature review Writing a dissertation, required structure and conventions Learning and Teaching Methods: This module uses a mixture of workshops and seminars that focus on supporting dissertation development and include regular sessions with dissertation supervisors. These sessions take place over the first and second semester and students use the final semester to write up and edit their dissertation . Total Teaching Contact Hours 28



ISCED Code

Subject Code

ECTS Credits

NFQ Level (CPD)#

RESM 1002 PPGD 1005 PFGD 1004 DESM 1003 GDES 1002 GDES 1001

15

Module Title Research This Header should be repeated on each page of the Module

2

Total Self-Directed Learning Hours 572 Module Delivery Duration: This is a linked module that is run over three semesters with seminars and tutorials taking place during the first two semesters, the final draft is submitted in the second month after the summer semester. Assessment The assessment of this module consists of a dissertation of approximately 18,000–20,000 words and a reflective report. Assessment Type Weighting (%) LO Assessment

(No.) Dissertation 90% 1–8 Reflective report 10% 9 Module Specific Assessment Arrangements (if applicable)


Essential Reading: (author, date, title, publisher) Greene, J (2004) The Thesis Handbook for the MA in Professional Design Practice, Internal document, DIT. Anderson, J and Poole, M (2001) Assignment and Thesis Writing, 4th ed, John Wiley & Sons, Australia. Supplemental Reading: (author, date, title, publisher) Bell, J (2005) Doing Your Research Project, 4th ed, Open University Press, Maidenhead. Blaxter, L, Hughes, C, and Tight, M (2006) How to research, 3rd ed, Open University Press, Berkshire. Creswell, J (2007) Qualitative Inquiry and Research Design: Choosing Among Five Approaches, Sage publications, London. Creme, P and Lea, M (2003) Writing at University: a guide for students, Open University Press, UK. Denscombe, M (2007) The Good Research Guide, 3rd ed, Open University Press, Maidenhead. Hart, C (2005) Doing your Masters Dissertation, Sage, London. Hart, C (1998) Doing a Literature Review, Sage, London. Wisker, G (2001) The Postgraduate Research Handbook, Palgrave, UK. Designed Web CT site for the module. Version No: Amended By Louise Reddy Commencement Date Associated Programme

Codes




ISCED Code

Subject Code

ECTS Credits

NFQ Level (CPD)#

PPGD 1005 PFGD 1004 DESM 1003 GDES 1002 GDES 1001

15

Module Title Prepress production This Header should be repeated on each page of the Module

1

School Responsible: Dublin School of Creative Arts Module Overview: Prepress technology is an area that is intrinsically linked to design and printing technology, it is in this context that students are provided with an opportunity to learn about the processes involved in artwork production. This is achieved through practical project work where participants ‘learn by doing’. All projects used in this module are designed by the students which helps to ensure that the knowledge and skills gained during the prepress module remains relevant to the learner. The artwork that is prepared and output by the students is later used to generate plates and print the projects based on their own specifications. Participants on this module gain insight and practical experience of prepress production and issues or potential problems that can arise when design projects are carried through the prepress process for print. Working in groups, students are expected to find solutions and strategies to ensure work is produced successfully. Students are also expected to review current literature and draw on this research when evaluating their work. Module Aim The aim of this module is to equip participants with appropriate knowledge of prepress technology so that they can successfully prepare and produce artwork for print and ensure that they can communicate effectively with prepress specialists and/or printers when specifying their requirements for a design project.. Learning Outcomes (LO): (to be numbered) For a 5ECTS module a range of 4-10 LOs is recommended On Completion of this module, the learner will be able to 1 Prepare and output artwork using appropriate technology with consideration given to printing and

finishing processes 2 Identify potential prepress issues at the design stage of a project. 3 Describe the various stages of prepress production and explain associated terminology. 4 Identify good systems of communication and effective strategies to ensure effective workflow of a project

through the various stages of production with relevant parties. 5 Evaluate and critically discuss the success of production on completion of printed projects that draws on

practice and theory Indicative Syllabus: Input processes and associated technology Output processes and associated technology Colour management Prepress and printing issues IT for graphic design professionals Effective use of software for appropriate file production Planning and schedules Learning and Teaching Methods: This module predominantly uses project based learning and groupwork. In conjunction with this style of learning, other methods utilised where appropriate consist of lectures, demonstrations, practicals and tutorials. As individuals each student is expected to reflect and evaluate their own work and that of the team.. Total Teaching Contact Hours 96 Total Self-Directed Learning Hours 24 Module Delivery Duration: Given the practical nature of this module the class size should not exceed twenty students. It consists of four contact hours per week which is delivered as a linked module that runs over two semesters. Assessment Students must submit all elements for assessment with a 40% requirement overall to pass the module. Submission for practicals and learning log is built around the print production schedule for project work where students go through the process of planning , preparing and outputting artwork . A record of their contribution is



ISCED Code

Subject Code

ECTS Credits

NFQ Level (CPD)#

PPGD 1005 PFGD 1004 DESM 1003 GDES 1002 GDES 1001

15

Module Title Prepress production This Header should be repeated on each page of the Module

2

kept in their own individual learning journals and supplemented by independent research. Post production students are expected to reflect and evaluate their production process that draws on their learning and experience of the module . Formative feedback is given to students on their learning log.. Assessment Type Weighting (%) LO Assessment

(No.) Group Project 1 25% 1–4 Group Project 2 25% 1–4 Individual Learning log 50% 1–5 Module Specific Assessment Arrangements (if applicable)


Essential Reading: (author, date, title, publisher) Dabbs, A and Campbell, A (2004) The Digital Designer’s Bible, Ilex, Sussex. Gatter, M (2004) Getting it Right in Print, Laurence King, London. Supplemental Reading Pipes, A (2009) Production for Graphic Designers, Laurence King Publishers, London Dabbs, A and Campbell, A (2004) The Digital Designer’s Bible, Ilex, Sussex. Ambrose, G and Harris, P (2015) The Visual Dictionary of Prepress and Production, Ava, Lausanne. Ambrose, G and Harris, P (2014) Print and Finish, Fairchild books, London. Ambrose, G and Harris, P (2008) The Production Manual: a graphic design handbook, Ava, Lausanne. References of relevance are indicated on a weekly basis Designed Web CT site for the module Version No: Amended By Louise Reddy Commencement Date Associated Programme

Codes




ISCED Code

Subject Code

ECTS Credits

NFQ Level (CPD)#

PFGD 1004 PPGD 1005 DESM 1003 GDES 1002 GDES 1001

15

Module Title Commercial Print Production This Header should be repeated on each page of the Module

1

School Responsible: Dublin School of Creative Arts Module Overview: In this module students are introduced to the operations, materials and technology involved in the reproduction and finishing processes of printed material. This module also gives the student an overview of the production technologies which complement the role of the designer. Module Aim The aim of this module is to augment participant’s existing design skills with a range of relevant technical skills and expertise in the areas of commercial printing and finishing in order to facilitate their ability to work effectively as graphic design professionals. Learning Outcomes (LO): (to be numbered) For a 5ECTS module a range of 4-10 LOs is recommended On Completion of this module, the learner will be able to 1 Demonstrate an in-depth knowledge of the roles and responsibilities of all personnel involved in the print

production process 2 Communicate effectively a client’s design requirements to printing personnel, in written and verbal form,

on matters relevant to print/finishing production; 3 Demonstrate an advanced understanding of the major print production technologies and how they relate

to graphic design practice; 4 examine critically the practices of graphic design professionals that can lead to common print production

issues and articulate how these issues can be prevented; 5 critically examine a design proposal in order to identify the key factors that will affect price/cost in

commercial printing and finishing processes. Indicative Syllabus: All major print and packaging production processes with a focus on relief printing from concept to finished product. All aspects of electronic, digital and lithographic print and packaging processes from concept to finished product. Commercial printing processes and their applications Print Quality assessment Ancillary operations Materials and substrates Print Finishing Learning and Teaching Methods: Problem based learning combined with a series of industrial visits and practical workshops Guest lectures Total Teaching Contact Hours 72 Total Self-Directed Learning Hours 28 Module Delivery Duration: This is a linked module delivered across two semesters Assessment Students must submit all elements for assessment with a 40% requirement overall to pass the module. Submission for practicals and learning journals is built around the print production schedule for project work. Formative feedback is given to students on their learning journal. Assessment Type Weighting (%) LO Assessment

(No.) Practical group project 1 50% 1–5 Individual Learning Log 50% 1–5 Module Specific Assessment Arrangements (if applicable)

(a) Derogations from General Assessment Regulations Pass all components at 40% (b) Module Assessment Thresholds



ISCED Code

Subject Code

ECTS Credits

NFQ Level (CPD)#

PFGD 1004 PPGD 1005 DESM 1003 GDES 1002 GDES 1001

15

Module Title Commercial Print Production This Header should be repeated on each page of the Module

2

(c) Special Repeat Assessment Arrangements Essential Reading: (author, date, title, publisher) Printing production management / Gary G. Field, Livonia, NY: Graphic Arts Publishing, 1996 Supplemental Reading Print buyer's guide to more effective communication with printers / BPIF, London : British Printing Industries Federation, 1989, The print and packaging buying handbook / Alan Jamieson, London: Blueprint, 1996 Web references, journals and other: www.pira.co.uk, www.dotprint.com, www.printmediaacademy.com. Irish Printer Magazine, PrintWeek Magazine. Version No: Amended By Conor Heelan, Louise

Reddy Commencement Date Associated Programme

Codes
