student teaching/student portfolio

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Images from students I worked with at SCAD during the Spring 2011 semester

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Page 1: Student teaching/student portfolio

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tracy zuniga

{tracy zuniga} student work

Page 2: Student teaching/student portfolio

Poster The Museum of Ordinary Things

OBJECTIVE:

The Museum of Ordinary Things in New York City celebrates the design of

basic items used in daily life, such as staplers, paper clips, dust bins and

coffee pots. Students will design a unique 17" x 22" poster for the museum,

advertising either the museum in general or a specific, temporary exhibit.

The poster is meant for display in subways, bus stops, airports, and other

public places around New York City. The target audience consists of visitors

to New York City as well as residents in search of fun activities for a rainy

afternoon. The poster’s purpose is to inspire people to visit the museum.

This was the fi rst project for my student teaching internship in Graphic Design Studio 1. The students should have had

roughly two years of design classes prior to taking this one. The students were instructed to choose an object that was

ordinary. There was a lot of liberty taken by the students as to what that would mean. The professor and I had to explain

that although yes, today almost everyone in the United States has a computer, it is by no means “ordinary”.

After an appropriate object was chosen, the students were then to create a logo for their museum and determine wether

or not the poster would be for the particular object or just an overall poster for the museum. All of them chose to have a

poster for their object. It was around this time that students participation began to wane. As a student teacher, I prodded

them along on facebook knowing that they all were active on the site anyway. I also created a class blog that had articles

that were a bit lengthier to provide them with inspiration.

It was clear at this point that some students needed additional help. We set up additional offi ce hours and held online one-

on-one sessions. I found one of the most diffi cult parts of teaching is not art directing the students into a good portfolio

piece, but asking the right questions to the students to get them to discover the answers for themselves.

Logo design: Nichole Luckie, Spring 2011

MUSEUMof ORDINARYTHINGS

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Page 3: Student teaching/student portfolio

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J E S S I C A G O L D S B E R RY, S P R I N G 2 0 1 1S A R A T R A I N , S P R I N G 2 0 1 1 T Y L E R J O N E S , S P R I N G 2 0 1 1

Page 4: Student teaching/student portfolio

Poster The Museum of Ordinary Things

Tr a c y Z u n i g a 6 3 0 . 6 3 9 . 0 9 6 1 t z u n i g a @ a m e r i t e c h . n e t s w a n z u n . c o mp e w

D AW N C A C C A M I S E , P O S T E R S K E T C H E S D AW N C A C C A M I S E , S P R I N G 2 0 1 1D AW N C A C C A M I S E , L O G O S K E T C H E S

Page 5: Student teaching/student portfolio

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L I S A B R A U N , R O U G HL I S A B R A U N , S K E T C H E S L I S A B R A U N , S P R I N G 2 0 1 1

Page 6: Student teaching/student portfolio

Brochure New Television Channel

OBJECTIVE:

Design a 6- to 8-page, large-scale consumer brochure to promote a new cable

television channel of your own creation. The goal of the brochure is to get the

television-viewing public to watch programs on your new channel.

Students will create and/or collect the images for your own brochure. Students

will either write your own copy or borrow from other sources and cite with

footnotes and/or credits.

After the poster project, the students were to apply what they had learned into a brochure. It seemed a natural progression.

A single page design led to applying visual execution across several pages. Students had to not only come up with the new

channel, but then also design a logo and a sales brochure for the channel.

Students had a great time coming up with ideas for a new channel trying to fi nd shows or channels that were not already

in existence but also that they would be interested in watching. It was tough to keep them all from doing some sort of pet

channel - it was in most concepts.

Concept and development went fi ne for the participants. Most showed an aptitude for developing new ideas and an inter-

est in exploring other options within those concepts. However, when it came time to layout the brochure, most students

followed the sizing that the strongest student was using. Only one ventured outside of the layout they seemed comfortable

with even when the professor and myself expressed concern over the appropriateness of a simple roll-fold. We encouraged

them about how much mail they already received on a daily basis and try to make this stand out from the other mail.

Students in this class showed signs of struggling with layout, hierarchy and visual execution. Students repeatedly had to be

admonished for putting type in boxes, using several different types of imagery.

Logo design: Katherine Fiete, Spring 2011

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Page 7: Student teaching/student portfolio

N I C H O L E L U C K I E , S P R I N G 2 0 1 1

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Page 8: Student teaching/student portfolio

Brochure New Television Channel

Tr a c y Z u n i g a 6 3 0 . 6 3 9 . 0 9 6 1 t z u n i g a @ a m e r i t e c h . n e t s w a n z u n . c o mp e w

J E S S I C A G O L D S B E R RY, S P R I N G 2 0 1 1

Page 9: Student teaching/student portfolio

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D AW N C A C C A M I S E , S P R I N G 2 0 1 1

Page 10: Student teaching/student portfolio

Magazine Magazine Layout Design

OBJECTIVE:

Students are to conceptualize a new magazine and design a logo, cover, con-

tents page, and 2-page spread for a feature article.

The magazine project ended up being a lot of fun and a good way to end the quarter for the students. They once again

enjoyed the concept and development part of the process. Students at this point were very open to discussing ideas with

each other and were able to engage in meaningful critiques of one another’s ideas without being superfi cial or hurtful.

The most diffi cult part of this project for the students was fi nding meaningful and powerful images to express their ideas

and values that their magazine would have. Some students attempted their own photo shoots with varied results, but the

effort was appreciated and rewarded. Choosing appropriate typography has become an issue for the students also. They

frequently mixed too many typefaces or used inappropriate ones. Guiding students to the concepts that typeface choice

will leave an impression on the reader seemed to be an entirely new concept to most.

The fi nal project for many turned out excellent. I credit the students with listening to each other and using their designers

eyes when looking at the overall layout. Students that had diffi culty with the brochure design on the last project, took the

critiques given to their fi nal designs and applied the techniques with gusto on this project.

Logo design: Jessica Goldsberry, Spring 2011

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Page 11: Student teaching/student portfolio

T Y L E R J O N E S , S P R I N G 2 0 1 1

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Page 12: Student teaching/student portfolio

Magazine Magazine Layout Design

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K AT H E R I N E F I E T E , S P R I N G 2 0 1 1

Page 13: Student teaching/student portfolio

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Magazine Magazine Layout Design

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N I C H O L E L U C K I E , S P R I N G 2 0 1 1

Page 15: Student teaching/student portfolio

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Magazine Magazine Layout Design

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J E S S I C A G O L D S B E R RY, S P R I N G 2 0 1 1

Page 17: Student teaching/student portfolio

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Magazine Magazine Layout Design

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Page 19: Student teaching/student portfolio

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Page 20: Student teaching/student portfolio

tracy zuniga

{thank you} for your t ime

t racy zuniga

{p} 630.261.0018 • {c} 630.639.0961

{e} [email protected] • {w} swanzun.com