Typography and Image Creation

I need help with my assign work. I will like to know whats required of me with my assignment

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DL 0717

GRA4001

Typography and Image Layout

Coursework

Date for Submission: Please refer to the timetable on ilearn

(The submission portal on ilearn will close at 14.00 UK time on the date
of submission)

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Assignment Brief

As part of the formal assessment for the programme you are required to

submit a Typography and Image Creation assignment. Please refer to your

Student Handbook for full details of the programme assessment scheme and

general information on preparing and submitting assignments.

Learning Outcomes:

After completing the module you should be able to:

1. Work with a variety of analogue media in the production of design

outcomes.

2. Use relevant graphic design hardware and software in the production of

design outcomes.

3. Understand the possibilities of creative use of design skills and how key

skills are fundamental to the production of good design.

4. Develop and apply knowledge of design methods, grids and layout,

typography, drawing, logo and image adjustment.

5. Demonstrate incremental practical and reflective development to

formative academic and peer feedback.

Your assignment should include: a title page containing your student number, the

module name, the submission deadline and a word count; the appendices if relevant;

and a reference list in Arden University (AU) Harvard format. You should address all

the elements of the assignment task listed below. Please note that tutors will use the

assessment criteria set out below in assessing your work.

Maximum word count: 3000 words (please note that this is a practice based

portfolio).

Please note that exceeding the word count will result in a reduction in grade proportionate

to the number of words used in excess of the permitted limit.

Re-sits:

If you are re-sitting this assessment for the first time, you may re-work your original

submission if you wish. However, if this is your third attempt at this assessment, you

must submit a piece of work which is substantially different from your first two

attempts.

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Assignment Task

Below you will find a checklist of activities that are required for submission.

All questions must be included in your digital sketchbook, and all questions must be

supported by step-by-step processing, design thinking and a reflective commentary.

Question 1

Take a new page in your sketchbooks for each of the below:

1. Experiment with mark making ways to make marks (minimum 8) without using

any modern day implements such as pens and pencils.

2. Experiment with substances (minimum 8), such as coffee, crushed plants etc.

to make pigments that you can paint with in your sketchbooks.

3. Experiment with surfaces that you can make rubbings of, (minimum 8). Use

charcoal, chalk or pencils to achieve this.

4. Select a letter from the Book of Kells and reproduce it in pencil on a page in

your sketchbook, include a copy of the original image for references. Then

photocopy your drawing and using the found substances and mark marking

tools recreate the same colours as your chosen letterform from the Book of

Kells.

Question 2

Take a sheet of layout paper and freehand draw the outline of either Helvetica, Times,

Arial or Sans Serif, spelling the word Typography, ensure that you label the anatomy of

typography.

Then on a new sheet of layout paper draw your name 6 times using 6 fonts of your own

choice, again label the anatomy of typography.

Question 3

Take a new page in your sketchbooks for each of the below:

1. Contour drawing of a mobile phone.

2. Positive spaces of a mobile phone.

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3. Negative spaces of a wooden chair.

4. Cross contour drawing of a banana and a hand.

5. Draw a grid of 3×4 boxes and make a series of marks in them.

6. Draw a cube and tone the cube with light coming from another direction. Then

draw a sphere, with the light coming from another direction.

7. Arrangement drawings of the following items together, a pair of scissors, a book, a

bottle of perfume and a lamp (make 4 arrangement drawing of these objects.)

8. Make a perspective drawing of a staircase.

Question 4

1. You will draw a hypothetical wildlife logo design. You can choose a theme of your

own, for example extinction, survival, nature reserve etc.

Select one of the animals below:

Dolphin, Frog, Cat, Dog, Giraffe, Zebra, Parrot.

Carry out research until you locate an image that you wish to work from and then

draw an initial animal logo and use it as a template. Make a Design Sheet

comprised of 4 rows down and 6 boxes across, ensuring that each box is 3cm x

3cm. Complete 12 drawing variations of the logo in the grid boxes.

2. Now make another grid template, with the same dimensions from above. Select a

font for your logo and proceed to complete 12 drawing variations of the logo in

your grid boxes, this time with the logo and the font in different forms and

arrangements. You can scale up either or both the logo and the font, the key aim is

to create a variety of designs based on the same elements. Take a moment to look

at all of your designs and choose one of them as your final animal logo design.

3. Take your final logo design and use Illustrator to create your own vector logo,

using the pen tool and the basic steps carried out in the pdf found in lesson 07.

4. Using your awareness of the cultural meaning of colour in some countries from

lesson 08, reproduce your logo for another country, incorporating a culturally

relevant colour and theme.

5. Now you have your vector logo consider the theme and meaning behind it and

think of ideas that you can add to your logo to create subtle variations. Make 2

hidden meaning (hidden content or meanings ) versions of your logo and 2

substitution versions of your logo, as found in lesson 09.

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Question 5

In lesson 10 we discussed the case study of the Obama Campaign, look back at your logo

designs and think about your design process and the design thinking that has gone

behind your design process. Now imagine that you have been asked to design an A4

campaign poster for your animal theme that must include your logo design. Using the

Obama Hope poster as inspiration, design a simple vector poster for your animal theme

that includes your logo design. Make sure to include the design processing steps at key

stages as you design your final poster.

Formative Feedback

Over the course of the module you have the opportunity to upload your weekly

activities (that feed into your final assessment), to the Group Learning Space in

order to receive formative feedback from both your tutor and peers.

This is to allow time for you to reflect on the feedback and refine your final

submission. The feedback is designed to help you develop your design process and

design thinking and assists you to develop your skills as an independent learner.

Your final work must be submitted through iLearn on or before the submission date

as listed on your module page on iLearn.

Guidelines:

You MUST underpin your analysis and evaluation of the key issues with appropriate

and wide ranging academic research and ensure this is referenced using the AU

Harvard system. The My Study Skills Area contains the following useful resources:

Guide to Harvard Referencing

http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Harvard_Quick_Ref_Guide

Guide to Harvard Citation

http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Guide_to_Harvard_Citation

You must use the AU Harvard Referencing method in your assignment.

http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Harvard_Quick_Ref_Guide

http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Guide_to_Harvard_Citation

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Additional notes:

Students are required to indicate the exact word count on the title page of the

assessment.

The word count excludes the title page, executive summary, reference list and

appendices. Where assessment questions have been reprinted from the

assessment brief these will also be excluded from the word count. ALL other

printed words ARE included in the word count. Printed words include those

contained within charts and tables. See ‘Word Count Policy’ on the homepage of

this module for more information.

Assignments submitted late will not be accepted and will be marked as a 0% fail.

Your assessment should be submitted as a single Word (MS Word) or PDF file. For more

information please see the “Guide to Submitting an Assignment” document available on

the module page on iLearn.

You must ensure that the submitted assignment is all your own work and that all sources

used are correctly attributed. Penalties apply to assignments which show evidence of

academic unfair practice. (See the Student Handbook which is on the homepage of your

module and also in the Induction Area).

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Assessment Criteria: Level 4

Level 4 is the first stage on the student journey into undergraduate study. At Level 4 students will be developing their knowledge and

understanding of the discipline and will be expected to demonstrate some of those skills and competences. Student are expected to

express their ideas clearly and to structure and develop academic arguments in their work. Students will begin to apply the theory which

underpins the subject and will start to explore how this relates to other areas of their learning and any ethical considerations as

appropriate. Students will begin to develop self-awareness of their own academic and professional development.

Grade Mark Bands Generic Assessment Criteria

First

(1)

80%+

Outstanding performance which demonstrates the ability to analyse the subject area and to confidently apply

theory whilst showing awareness of any relevant ethical considerations.

The work shows an excellent level of competence and confidence in managing appropriate sources and

materials, initiative and excellent academic writing skills and professional skills (where appropriate). The work

shows originality of thought.

70-79%

Excellent performance which demonstrates the ability to analyse the subject and apply theory whilst showing

some awareness of any relevant ethical considerations.

The work shows a high level of competence in managing sources and materials, initiative and very good

academic writing skills and professional skills (where appropriate). The work shows originality of thought.

Upper

second

(2:1)

60-69%

Very good performance which demonstrates the ability to analyse the subject and apply some theory.

The work shows a good level of competence in managing sources and materials and some initiative. Academic

writing skills are good and expression remains accurate overall. Good professional skills (where appropriate).

The work shows some original thought.

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Lower

second

(2:2)

50-59%

A satisfactory to good performance which begins to analyse the subject and apply some underpinning theory.

The work shows a sound level of competence in managing basic sources and materials. Academic writing skills

are satisfactory and expression remains accurate overall although the piece may lack structure. Satisfactory

professional skills (where appropriate). The work lacks some original thought.

Third

(3)

40-49%

Basic level of performance in which there are some omissions in understanding the subject, its underpinning

theory and

ethical considerations.

The work shows a basic use of sources and materials. Academic writing skills are limited and there are some

errors in expression and the work may lack structure overall. There are some difficulties in developing

professional skills (where

appropriate). The work lacks original thought and is largely imitative.

Marginal

fail

30-39%

Limited performance in which there are omissions in understanding the subject, its underpinning theory and

ethical considerations.

The work shows a limited use of sources and materials. Academic writing skills are weak and there are errors in

expression and the work may lack structure overall. There are difficulties in developing professional skills (where

appropriate). The work lacks original thought and is largely imitative.

Clear

fail

29% and

below

A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory

and ethical considerations.

The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very

weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where

appropriate) are not developed. The work is imitative.

– AnAtomy of
typogrAphy

Aimee Brown

CAp/AsCender-Line

meAn-Line

BAse-Line

desCender-Line

stem

Arm

desCender

Counter

ovAL BowL

terminAL

tAiL

AsCender

AnAtomy of type

vertiCAL stress

X height

My anatomy of the word
‘Typography’

I never knew that typography had so many terms and almost
mathmatical qualities to it, so to learn about that was very inter-
esting.
Now knowing all the different lines such as the ascender, mean,
base and descender make it so much easier to draw these words
precisely. They give a guide line so that you know where to start
and stop, helping with the proportions of the letters.

My attempt at drawing the word Typography
in my chosen font Helvetica.

CeLtiC
hAnd

Brush
sCript

thorne
shAded

drACLuLA
inLine

my nAme in
different fonts
Celtic Hand was my first chosen font.
I chose this as I have actually come
across it before but had never tried to
re-create it. I turned out to be very sim-
ple and easy to draw.

For my second font I had chosen Brush
Script. I feel like this is a very popular
one and may come in handy for future
use.

I wanted to move onto more interesting
fonts. Therefore I found ‘Thorne Shaded’
and thought it would be great to practice
3D lettering.

When looking on the different websites,
I came across ‘Dracula Inline’. It was a
very unique font with quite a bit of detail.
The hardest out of all to draw.

– What is Graphic
DesiGn?

aimee BroWn

mark makinG With marBles

For my first experiment with mark making I thought back
to what I used as a child for paintings/drawings. I remem-
bered using marbles, dipped in paint, to create an abstract
image featuring various colours crossing paths.

I placed an A4 piece of plain paper in
a box and used a handful of different
coloured paint to use on the marbles.
The final image could work well as a
background for a graphic design piece.

mark makinG With nature

I used black in ink to print with this flower
as paint may have been too heavy for the
petals. The stem was very useful to draw
thick accurate lines.

I covered the leaf in black acrylic paint to
make a print. The mark came out great,
showing all the veins and details of the
leaf.

The dandelion was smaller than the oth-
er flower and leaf so it was much easier to
contol and cover in ink. I chose ink, again,
over the paint as it was such a small plant.

Large Flower Large Leaf Small Dandelion

mark makinG With householD items

I found various shapes and sizes of screws
and used them for different types of mark-
ings.

Since the texture of the corn was very
bumpy and solid, it didn’t make that well of
a instrument to use for mark making.

Although the sides of the corn weren’t very
successful, I tried cutting it in half and us-
ing the centre to create more round tex-
tured markings.

Screws Dried Corn Dried Corn Centre

suBstitutinG paint With FooD
Out of each substance I tried, coffee was by far the best
to write and draw with. I used instand coffee with a little
bit of water to make sure it kept its dark brown colour. It
ended up drying and staying perfectly.

I used balsamic vinegar for my second test. Since it was
much lighter in colour than the coffee, I found myself hav-
ing to go over it a few times, dropping more vingenar in
places allowing it to spread. It didn’t dry as well as the
coffee and just stayed quite sticky.

Materials

Coffee

Vinegar

Tea

All three markings together.

usinG tea For mark makinG
The contents of the tea bag where more on the sol-
id side compared to the coffee and vinegar. Therefore,
it made it quite difficult to make marks on the paper.
I ended up rubbing the contents on the paper with my
finger for the the colour to transfer.

FrottaGe or ruBBinGs

Elephant Wall Decoration ‘A’ Decoration Centre of Dreamcatcher

Mirror Frame Elephant Decoration – different angle Marshall Speaker

Book oF kells

Original Version My Version

The Book of Kells
is an example
of an illuminated
manuscript. It has
been handwritted
with embellishments
and decoration.
These documents
were what was
used before the
time of the printing
press.
I chose to rec-
reate this ‘f’ as
the outside shape
seems quite simple
but once you look
closer, within the
letter, the details
are very intricate.

potato printinG
To re-create Gutengerg’s idea of the printing press, I carved my name into a po-
tato be able to print it onto a piece of paper. When first trying this method, I
started to carve out my name backwards to what I needed it to be. Therefore I
had to start again.
Once I had successfully cut away my name, I dipped the potato into some black
acrylic paint and then pressed the stamp, multiple times, onto a piece of paper.

reFerences:

Book of Kells ‘F’ [photograph]. Avaliable from: https://twistedstrokes.deviantart.com/art/F-Lindisfarne-
Style-65622779 [Accessed 24 November 2017]

– Foundation: drawing i
& reFlective writing

aimee Brown

contour
P
os
iti
ve
S

ha
pe
o
f
iP
ho
ne
6

s
Contours of iPhone 6s Back & Front

When drawing the contour shapes of
my phone, I measured the height,
width and screen so that the drawing
would be proportional.
The faint lines indicate these
measurements.

negative Space
After looking at positives shapes, and using my phone as an example,
I then went onto looking at negative space. Negative space looks at the
space surrounding the object.
I used two types of chairs to demonstrate thing and also two takes on
showing negative space. The first chair I used is my plastic desk chair,
this didnt really have much detail other than the legs. Whereas with the
second wooden chair it had many cut-outs providing more detail.
Which both drawings I used a 3b pencil to shade the background.

croSS-contour
Cross-contour uses the outline of an object while also
including ‘topographical lines’ to detail the surface tex-
tures and mass.
I used a banana and a 3D ‘A’ decoration to practice
cross-contour. Since the A was very sructured and
straight, it was much easier to draw than the curved,
rounded banana.

croSS-contour
I then went onto try cross-contour using the shape of my hands. I
took two different approaches when drawing these. The first was the
flat hand and chose to use very simple lines. Whereas when I drew
my fist, I tried to really mimic the creases and details of the skin.

Aimee Brown

– FoundAtion: drAwing ii

Cross-HAtCHing And
mArk-mAking

sHAding & tone
I practiced my technique of tone, dimension and
shading by drawing these cubes and a sphere with
different light directions.
I found that the cubes seemed to be a good place
to start since there are clear lines where the tones
should change whereas the sphere had a continuous
gradient the whole way round.

Vanishing Point

PersPeCtive

I used my phone in a diagram to
demonstrate how to achieve the cor-
rect dimensions of an object in a
drawing.

Proportion and perspective are very impor-
tant to consider when you’re trying to cre-
ate a realistic drawing. I drew two types of
staircases to show how correct measurements
and precision can affect a viewers percep-
tion.

ArrAngement

I used a lamp, perfume bottle, a book and a pair of scissors to see how the different arrngements can alter the way someone views the drawing.

ArrAngement

Aimee Brown

– The hisTory of
Logos And definiTions

reference PhoTos
When first first researching giraffes for this
project, I came across a few photos of a
mother giraffe and her baby sharing a ‘kiss’.

It seemed that these photographs were very
popular to the public so I thought they would
be very effective
for the campaign.

1.

2. 3.

Each one of these
designs have given
me ideas for dif-
ferent styles of the
logo.

These images were created using the Procreate app on an iPad. I made these to help visualise the best colour com-
binations and to make sure I was able to create a digital image from my sketches. When creating the final vector im-
age in Illustrator, I was able to refer back to these in order to help me pick the style and arrangement.

VecTor imAges

Once I had chosen the style of logo I wanted to make, I opened up Adobe Illustrator to create the
final vector image. Since I couldnt find a way to invert the text over the image in Ilustrator, it had
to be all done carefully by hand. Making two layers of the text, one being black and one white, and
erasing where each one should stop.

I made three vector images to start with since I couldnt choose which would be best. By making all
three, I could see which would be more suitable for the style and most effective.

finAL Logo Versions

references:

1.Two Giraffes [photograph]. Avaliable from: Two Giraffes [photograph]. Avaliable from: https://www.ex-
press.co.uk/news/nature/670328/World-famous-Misha-the-giraffe-behind-touching-Kiss-photo-dies-Perth-
Zoo [Accessed 30 December 2017] [Accessed 29 December 2017]

2.Two Giraffes [photograph]. Avaliable from: https://www.express.co.uk/news/nature/670328/World-fa-
mous-Misha-the-giraffe-behind-touching-Kiss-photo-dies-Perth-Zoo [Accessed 30 December 2017]

3. Giraffe Kiss [photograph]. Avaliable from: https://images-na.ssl-images-amazon.com/images/I/81Y-
BxcSXveL._SL1200_ [Accessed 30 December 2017]

Aimee Brown

– BrAnd identity, BrAnd
evolution

Fonts And recolours

testing sizes

Is is adaptable?
The outline of the two giraffes can easily be
altered to different styles, as well as the font.

Cost Effective?
I made made a coloured and a greyscale
version of the logo so there is one for print-
ing and the other for branding and advertise-
ment.

logo reworking

FinAl reworked logo designs

Aimee Brown

– Colour Theory

yellow/orAnge

African nations: Quality, success.

Japanese culture: Bravery, wealth, courage,
happiness, love and good health.

Ukraine: strength, bravery.

Blue

Western Cultures: Trusy, security, authority.

Middle Eastern Countries: safety, protec-
tion, heaven, spirituality, immortality.

Latin American countries: hope, good
health.

Judaism: holiness, divinity.

PurPle

Eastern and Western cultures: Royalty,
wealth, power, exclusivity, fame.

Thiland and Brazil: Worn with black when
mourning.

United States: Honor,courage

originAl logos

CulTurAl APProPriATe logos

Aimee Brown

– FAmous Logos And
Hidden meAnings

Positive And negAtive sPAce
I swapped the black and whites of the images around to see if the sil-
houettes of the giraffes would change the impact of the logo.
I believe that making the giraffes white made them stand out considera-
bly more but it made the text almost harder to read.

PLAying witH tyPe
Since looking at larger companies
logos and their techniques, I decided
to take on my own approach of mak-
ing the text part of the image rather
than it sitting on top.

I made two quick logos on Adobe Il-
lustrator, using my existing giraffe sil-
houettes that I have used in previous
designs.

new Logos
I have chosen a simple design for
my new logo. I believe that this
one will have more opportunities for
adaptation as well as increased rec-
ognisability.

The final design includes a map of
the world to showcase the compa-
ny’s goals and brand identity.

reFerences:

World Map [image]. Avaliable from: https://freeclipartimage.com//storage/upload/world-map-clip-art/
world-map-clip-art-1 [Accessed 15 December 2018]

The Complete Package

After incorporating some
landscape features into my
logo in the last lesson,
I felt that I could take
this idea further in my
poster design. By layering
the different landscapes,
and using dark bold colours
like the Obama poster, I
thought this would achieve
an eyecatching effect.

BE A PART
OF THE CHANGE

W

I then produced a version
that used more similar
colours to the Obama
poster. I found it more
of a challenge as red is
not a natural colour for
the landscapes featured.
However I found I using more
black for the silhouettes
helped balance everything
out. I also felt that this
version made my logo more
noticeable, as the use of
green in my logo contrasted
the poster.

BE A PART
OF THE CHANGE
W

References

[Photographer unknown]. PacSafe Turtle Fund. Available from: https://www.pacsafe.com/ExploreTurtles [Accessed
17th January 2018]

Cox, D. J., African Elephant Walkingon Savanna with Bird on Back Kenya,Kimball Stock. Available from:
https://www.kimballstock.com/preview.asp?db=a&image=ELE+01+NE0025+01 [Accessed 17th January 2018]

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DL 0717

GRA4004

BA (Hons) Graphic Design

Design History and Critical Thinking

Assessment

Date for Submission: Please refer to the timetable on ilearn

(The submission portal on ilearn will close at 14.00 UK time on the date of
submission)

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Assignment Brief

As part of the formal Assessment for Design History and Critical Thinking you are required to

submit:

Coursework: There are 6 Assessed Activities labelled as parts 1-6 (each requiring between

500-1000 words written responses). The total maximum word count for the assessed

responses should be 3000 words (excluding headings and appendices). For the final

submission, edit and compile your responses into one PDF document and label each one

with the title of the assessed activity as stated in each lesson. (See the checklist at the end

of this assignment.)

Bibliography and List of Figures: Submit a full bibliography in Harvard format listing all the

academic sources you have consulted, including ones you do not reference directly in your

text. The bibliography should be comprised of a range of different sources: books, journals,

articles, catalogues, websites, and broadcast material. In a separate ‘list of figures’, list all

the images you have included in your document in Harvard format. Insert the list of figures

and the bibliography the after your coursework (and before your appendices).

Appendix (optional): In the course material, there are 10 reflective research questions

asking you to consider lesson content in light of your personal practice. These are labelled

as ‘Personal Practice’, parts A-J. To support your coursework, you may edit and compile a

selection of four of your responses into a ‘Personal Practice Appendix’ (limit your word count

to 1200). List your appendix at the end of the document (after the bibliography / list of figures

and any appendices associated with the Assessed Activities).

Please refer to your Student Handbook for full details of the programme assessment

scheme and general information on preparing and submitting assignments.

Learning Outcomes:

After completing the module you should be able to:

1. Appraise works of art & design, media texts, objects and images in the light of
modern and contemporary design practices and histories.

2. Understand artistic, cultural, historical technological, social and political contexts
relevant to graphic design.

3. Research, evaluate and employ information from a variety of sources using
appropriate technologies.

4. Undertake research and communicate ideas and information in written form, using
appropriate academic conventions.

5. Possess a breadth and depth of knowledge within design.

This assignment will assess all Learning Outcomes 1-5

Your assignment should include: a title page containing your student number, the module

name, the submission deadline and a word count; the appendices if relevant; and a

reference list in Arden University (AU) Harvard format. You should address all the elements

of the assignment task listed below. Please note that tutors will use the assessment criteria

set out below in assessing your work.

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Maximum word count: 3000 words (see listed tasks for specific activity word counts).

Please note that exceeding the word count will result in a reduction in grade proportionate to

the number of words used in excess of the permitted limit.

You will upload your pdf file through the ilearn submission page to Turnitin. Details on

uploading can be found on the module homepage.

Re-sits:

If you are re-sitting this assessment for the first time, you may re-work your original

submission if you wish. However, if this is your third attempt at this assessment, you must

submit a piece of work, which is substantially different from your first two attempts.

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Checklist of activities for submission:

Assessed Research Activity 1: Academic Writing on Art Nouveau

Word count: 400 words

Brief:

After researching Art Nouveau styles and artists, I would like you to choose one of the

tendencies of Art Nouveau (e.g., Art Nouveau in France, English Art Nouveau, The Glasgow

School of Art, etc.) to produce a short essay (400 words) in which you explain the peculiar

characteristics of the style and analyse two examples of works produced in that context.

This activity introduces you to the requirements of academic writing. Remember that an

academic essay is a fluent text written with a precise structure:

1. Introduction: outlining your topic.

2. Main text: presenting your research and your argument.

3. Conclusion: summarising your key points.

Remember the academic requirements of short essays and think about structure, language

and references.

Assessed Research Activity 2: Synopses of Early Modernist Movements

Word count: 600 words

Brief:

We would like you to select one image for each movement (Cubism, Futurism,

Constructivism, Suprematism, Bauhaus, De Stijl, Early Modern Expressionism, Dada and

Surrealism), and explain in a short paragraph why it can be defined as a Modernist artwork.

You may do so by considering how each movement can be understood in relation to the key

words outlined in the lesson:

• Representing the invisible

• Self-Awareness

• The use of new techniques as means to convey meanings

• The breaking of traditional conventions

We would also like you to start becoming familiar with the correct way of labelling images.

Every time you use a figure (image) in your writing, it should be referred to three times:

1. In a caption, just below the image. This should include: a number (e.g., Fig. 1), the
name of the author/artist/designer, date, and title of the work.

2. In your writing. You should include an in-text citation (name of author/artist/designer
and date) and a sentence or two about the image explaining what it illustrates and
why it is there.

3. As a reference in your bibliography in a separate List of Figures. This should include:
the number (e.g., Fig. 1), the author/artist/designer, date, title, format, and source
(publisher / ULR link and viewed date in square brackets [ ]

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Assessed Research Activity 3: Image Analysis of El Lissitzky’s Beat the Whites with

Red Wedge

Word count: 400 words
Brief:

Research the meaning of El Lissitzky’s Beat the Whites with Red Wedge. Explore a range of
different sources in libraries and online and put together a bibliography.

Once you have gathered sufficient information, analyse the image and discuss on the
following points (300 words):

• The political context of the poster

• What the forms and colours represent

• How the poster reflects the aesthetic of Suprematism

Then respond to the following question (100 words):

• Do you think the poster is effective?

• Do you think the poster would have been effective if El Lissitzky had used a
naturalistic and figurative image?

Assessed Research Activity 4: Image Analysis of Cassandre’s Poster Normandie

Word count: 400 words
Brief:

After reading the description of Cassandre’s Nord Express in lesson 07, we would like you to

research another poster of Cassandre’s titled Normandie, and write a short essay (400

words) in which you analyse the poster in the light of Art Deco aesthetic.

Remember the academic requirements of short essays and think about structure, language
and references.

Assessed Research Activity 5: Academic Writing on Postmodern Designers

Word count: 600 words
Brief:

We would like you to choose two Postmodern designers that you find particularly interesting.

Write a short essay (600 words) discussing the following points:

• Why their work can be considered Postmodern

• Similarities and differences between their work (two major and three minor)

• How and why you relate their work to your own practice

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Remember the academic requirements of short essays and think about structure, language
and references.

Note: when you write about your work and your practice you can use the first person (‘I’)

Assessed Research Activity 6: Academic Writing on Essay Question

Word count: 600 words
Brief:

Choose one of the following two topics and produce a short essay (600 words).

1. Select two examples of early websites (between 1993 and 1998). Describe, analyse and

compare them in the light of their historical context.

2. Select a work from each of the three designers: Erik Adigard, John Maeda, and Aaron

Koblin. Describe, analyse and compare the work in the light of their historical context.

Remember the academic requirements of short essays and think about structure, language
and references.

Formative Feedback

You have the opportunity to upload work to the forums week by week to receive formative

feedback. The feedback is designed to help you develop areas of your work and it helps you

develop your skills as an independent learner.

Submission:

Check that you have completed all of the above and prepare for submission.

Your assignment should include: a title page containing your student number, the module
name, the submission deadline and a word count; the appendices if relevant; and a

bibliography and list of figures in Arden University (AU) Harvard format. You should address

all the elements of the listed assignment tasks. Please note that tutors will use the

assessment criteria set out below in assessing your work.

Maximum word count: 3000 words (see listed tasks for specific activity word counts).
Please note that exceeding the word count will result in a reduction in grade proportionate to
the number of words used in excess of the permitted limit.

You will upload your pdf file through the ilearn submission page to Turnitin. Details on

uploading can be found on the module homepage.

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DL 0717

Re-sits:

If you are re-sitting this assessment for the first time, you may re-work your original
submission if you wish. However, if this is your third attempt at this assessment, you must
submit a piece of work, which is substantially different from your first two attempts.

Guidelines:

You MUST underpin your analysis and evaluation of the key issues with appropriate and

wide-ranging academic research and ensure this is referenced using the AU Harvard

system. The My Study Skills Area contains the following useful resources:

Guide to Harvard Referencing

http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Harvard_Quick_Ref_Guide

Guide to Harvard Citation

http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Guide_to_Harvard_Citation

You must use the AU Harvard Referencing method in your assignment.

Formative Feedback
You have the opportunity to upload work to the forums week by week to receive formative
feedback. The feedback is designed to help you develop areas of your work and it helps you
develop your skills as an independent learner.

Additional Notes:
Students are required to indicate the exact word count on the title page of the assessment.
The word count excludes the title page, executive summary, bibliography, list of
figures, and appendices. Where assessment questions have been reprinted from the
assessment brief these will also be excluded from the word count. ALL other printed
words ARE included in the word count. Printed words include those contained within
charts and tables. See ‘Word Count Policy’ on the homepage of this module for more
information.

Assignments submitted late will not be accepted and will be marked as a 0% fail.
Your assessment should be submitted as a single Word (MS Word) or PDF file. For more
information please see the “Guide to Submitting an Assignment” document available on the
module page on iLearn.

You must ensure that the submitted assignment is all your own work and that all sources
used are correctly attributed. Penalties apply to assignments, which show evidence of
academic unfair practice. (See the Student Handbook, which is on the homepage of your
module and also in the Induction Area).

For more information please see the “Guide to Submitting an Assignment” document available on
the module page on ilearn.

http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Harvard_Quick_Ref_Guide

http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Guide_to_Harvard_Citation

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Level 4 introduces students to HE. Students are expected to demonstrate relevant skills and competencies; to be articulate
in expressing ideas orally; and to be coherent and structured in terms of written or other media. Forms of expression at this
level may be descriptive or imitative, but students are expected to demonstrate an increasing understanding of the
theoretical background of their study and the analytic competence to explore it, as well as its relationship, where
appropriate, to particular skills. Students are expected to develop an awareness of strengths and weaknesses in their skill
sets

Mark Bands Outcome

Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)

Knowledge & Understanding
Intellectual (thinking), Practical,
Affective and Transferable Skills

C
h

a
ra

c
te

ri
s
ti

c
s
o

f
S

tu
d

e
n

t
A

c
h

ie
v

e
m

e
n

t
b

y
M

a
rk

in
g

B
a
n

d

90-100%

Achieves
module
outcome(s)
related to GLO
at this level

Exceptional information base, exploring
and analysing the graphic design
discipline, its theory and historical issues
with considerable originality and in
depth.

Work of exceptional distinction, which
shows evidence of extensive,
appropriate reading and research,
independent thought, critical reflection,
and excellent organisation of the material
and presentation.

Exceptional management of learning
resources, complemented by self-
direction and exploration. Structured and
accurate expression. Very good
academic and intellectual skills.

Exceptionally high level of creativity and
personal engagement, and excellent
self-reflective and evaluative skills
demonstrated in the Personal Practice
Appendix

All activities completed to an
exceptionally high and consistent
standard, demonstrating accurate
understanding of what each brief
requires.

80-89%

Outstanding information base, exploring
and analysing the graphic design
discipline, its theory and historical issues
with considerable originality and in
depth.

Work of very high standard, which shows
evidence of extensive, appropriate
reading and research, independent
thought, critical reflection, and excellent
organisation of the material and
presentation.

Outstanding management of learning
resources, complemented by self-
direction and exploration. Structured and
accurate expression. Very good
academic and intellectual skills.

High level of creativity and personal
engagement, and excellent self-reflective
and evaluative skills demonstrated in the
Personal Practice Appendix

All activities completed to a very high
and consistent standard, demonstrating
accurate understanding of what each
brief requires.

70-79%

Excellent information base, exploring
and analysing the graphic design
discipline, its theory and historical issues
with considerable originality and in
depth.

Work of a high standard, which shows
evidence of extensive, appropriate
reading and research, independent
thought, critical reflection, and excellent
organisation of the material and

Excellent management of learning
resources, complemented by self-
direction and exploration. Structured and
accurate expression. Very good
academic and intellectual skills.

Good level of creativity and personal
engagement, and excellent self-reflective
and evaluative skills demonstrated in the
Personal Practice Appendix

All activities completed to a high and

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DL 0717

presentation. consistent standard, demonstrating
accurate understanding of what each brief
requires.

60-69%

Good information base, exploring and
analysing the graphic design discipline,
its theory and historical issues with some
originality and depth.

Above average work, which shows
evidence of a good range of appropriate
reading and research, some measure of
independent thought and critical
engagement, thorough organisation of
the material and presentation.

Good management of learning resources
with good self-direction. Structured and
mainly accurate expression. Good
academic and intellectual skills.

Some creativity and personal
engagement, and good self-reflective
and evaluative skills demonstrated in the
Personal Practice Appendix.

All activities completed to a high and
consistent standard, demonstrating good
understanding of what each brief
requires.

50-59%

Satisfactory information base that begins
to explore and analyse the graphic
design discipline and its theoretical and
historical issues but is still mainly
imitative and/or descriptive.

Competent work, which shows evidence
of appropriate reading and research,
some engagement with the object and
processes of study, some critical ability,
and reasonable organisation of the
material and presentation.

Satisfactory use of learning resources,
complemented by some self-direction
and exploration. Some lack of structure
and accuracy in expression. Acceptable
academic and intellectual skills.

Some personal engagement, and
satisfactory self-reflective and evaluative
skills demonstrated in the Personal
Practice Appendix.

The majority of activities completed to a
good standard but with some
inconsistency, mostly demonstrating
good understanding of what each brief
requires.

40-49%

A marginal
pass in module
outcome(s)
related to GLO
at this level

Basic information base: omissions in
understanding of major theoretical and
historical issues related to the graphic
design discipline. Largely imitative and/or
descriptive.

Acceptable work that, despite showing
evidence of some relationship with the
topics of study, does not succeed in
grasping them coherently or producing
an organised account of them. Little
evidence of research. Limited or no
critical skills. Basic presentation of
material.

Basic use of learning resources with
limited self-direction. Some difficulty with
structure and accuracy in expression.
Some difficulties with academic and
intellectual skills.

Limited personal engagement and basic
self-reflective and evaluative skills

demonstrated in the Personal Practice
Appendix.

Inconsistent completion of activities,
varying standard of responses, and
omissions in understanding of the
requirements of the briefs

30-39%

A marginal fail
in module
outcome(s)
related to GLO
at this level.
Possible
compensation.

Limited information base: limited
understanding of the graphic design
discipline and its theoretical and
historical issues.

Inadequate or seriously incomplete work,
showing poor evidence of research. Lack

Limited use of learning resources. Hardly
no self-direction, and difficulty with
structure and accuracy in expression.
Weak academic and intellectual skills.

Hardly no personal engagement and
limited self-reflective and evaluative skills

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DL 0717

Sat-isfies
qualifying mark

of critical skills. Poor structure and
organisation of the material and
presentation.

demonstrated in the Personal Practice
Appendix.

Less than half of activities completed,
limited understanding of the
requirements of the briefs.

20-29%

Fails to achieve
module
outcome(s)
related to this
GLO.
Qualifying mark
not satisfied.
No
compensation
available

Little evidence of an information base
and/or research. Little evidence of
understanding of discipline and its
theoretical and historical issues.

Fails to demonstrate sufficient
understanding of the material presented
in module. Lacks even basic academic
structure and presentation.

Little evidence of use of learning
resources. No self-direction. Very weak
academic and intellectual skills and
significant difficulties with structure and
expression.

Fails to demonstrate personal
engagement and self-reflective and
evaluative skills in the Personal Practice
Appendix.

Less than 1/3 activities completed
responses, inaccurate understanding of
the requirements of the briefs.

10-19%

Inadequate information base and/or
research. Inadequate understanding of
discipline and its theoretical and
historical issues.

Inadequate understanding of the material
presented in module. Lacks academic
structure and presentation.

Inadequate evidence of use of learning
resources. No self-direction. Inadequate
academic and intellectual skills and
inadequate structure and expression.

Fails to demonstrate personal
engagement and self-reflective and
evaluative skills in the Personal Practice
Appendix.

Mostly incomplete responses to the
activities, inaccurate understanding of the
requirements of the briefs.

1-9%

No information base and/or research. No
understanding of discipline and its
theoretical and historical issues.

No understanding of the material
presented in module. No academic
structure and presentation.

No evidence of use of learning
resources. No self-direction. No
academic and intellectual skills and
significant difficulties with structure and
expression.

Fails to demonstrate personal
engagement and self-reflective and
evaluative skills in the Personal Practice
Appendix.

All responses to the activities are
incomplete with no understanding of the
requirements of the briefs.

0%
Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where
the student fails to address the assignment brief (eg: answers the wrong question)

and/or related learning outcomes