Class Design Office II

Continue the work started in the 1st semester, refining and complexing knowledge in the fields of typographic composition. Goals: . Creation of a dossier rich in research material, carried out with criteria and specifics defined by the students. · Deepen the knowledge already acquired in the field of "type / graphic" composition; · Synthesis and debugging based on more conscious decision making; · Interpretation and decoding of editorial objects and all their constituent elements - typography; Image; graphics; · Creation of visual meanings elaborated using text, image and graphics; · Development of families of coherent objects and elaborate and refined signs; · Stimulate conceptual thinking through case study analysis. · Enhance your own visual discourse, with sufficient maturity for concrete decision making. . Delivery of graphic objects with a high degree of quality and refinement.

Not applicable

Develop the path started in the first semester, making project practice more solid and conscious. 3 main lines of investigation: 1. Grid 2. Typographic composition 2.1. Character 2.2. text smear 3. Color Execution of exercises: To constitute a research dossier for experimenting with compositions made with the appropriation of large-print editorial material and comic books. Based on these exercises, the following topics will be studied and analyzed: 1. Composition grids 2. Text smudges 3. Textual and graphic composition hierarchies.

This curricular unit is practical and laboratory, based on methodologies and active pedagogical practices: Project based learning and Learning by doing. Active techniques and tools such as: Discussion ground rules - developing an inclusive environment by working with students to create ground rules for discussion. Techniques to stimulate creative exploration will also be used, such as: creativity through the arts; sensory engagement, lateral thinking, mind maps. The evaluation of the UC has a continuous character that focuses on attendance, participation, compliance with deadlines and commitment to the proposed work. The development of the challenge proposed for the semester is individual, with three key moments being defined  two mid-terms and a final one  of presentation, as well as exploratory exercises that aim to stimulate research, creativity and innovation. These evaluation moments are defined by the teachers and are mandatory.

Mu¿ller-Brockmann, J. (2016), Grid Systems in Graphic Design: A Visual Communication Manual for Graphic Designers, Typographers and Three Dimensional Designers. Niggli Edition Elam, K. (2011). Geometry of Design. New York: Princeton Architectural Press. Eskilson, Stephen J.(2012), Graphic Design: A New History. Yale University Press Frascara, J. (2004). Communication design : principles, methods, and practice. New York: Allworth Press Lupton, E. (2014), Thinking with Type, 2nd revised and expanded edition: A Critical Guide for Designers, Writers, Editors, & Students Revised, Expanded Edition. Rockport Publishers Heller, S. & Anderson, G. (2016). The Graphic Design Idea Book. London: Lawrence King. Viction, W. (2017), Less is More: Limited Colour Graphics in Design. Victionary