Mr. Ensz
Graphic Design 2 is a collaborative, team driven course exploring and investigating graphic design concepts and techniques. Students will develop projects for their community and Skyline with an eye toward developing their individual style and progressing in the techniques they began to learn in Graphic Design 1. Archives
May 2020
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Aaron Draplin is a designer based out of Portland, Oregon. Before beginning to design your logos on paper, we watched the first part of this video showing his process from initial idea, to paper sketch, to digital design. Pay particular attention to how he talks about his initial thought processes around the design, and how association and visual metaphor drives his sketching. In the second half of the video, notice how he continues and experiment and iterate on his design using Illustrator's digital tools. Thinking points: 1. Draplin works in a methodical, circular process (ideate, research, iterate). How could that help my design process? 2. Draplin notes several historical sources he uses as reference and inspiration. Many are designers and cultural products from the 1960's and 70's. Looking at my own life and influences, where can I get inspiration?
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Syllabus2/5/2020 Instructor: Mr. Ensz (BA Interdisciplinary Art UW, MFA Design OSU)
Email: [email protected] Graphic Design 2 Syllabus: For Students and Parents Course Description: Graphic Design 2 is a semester-long class building on previous skills and introducing students to graphic design as a communication device for business. We will cover techniques related to marketing and advertising and work in a cooperative team-based environment. Students will produce original design creations utilizing Adobe Photoshop and Illustrator and InDesign. Class discussions will revolve around critiques as well as exposure to various artists and styles/ design concepts from around the globe and throughout history. Skills Practiced: Adobe Photoshop tools/ Techniques Adobe Illustrator tools/ Techniques Printing and scanning skills Drawing and planning Design Conception and Composition Grading: (How do I get an A?) Based on effort, craftsmanship, your work habits, and how you work with your team. Work must have evidence of specific project techniques. Work diligently every day and turn in all of your work. Work is life- invest in what you do and reap the rewards. Design is collaborative, so working well with others is an essential component. Postscript: Any work turned in that is not yours will receive a zero. Develop your unique voice and be passionate about what you make (if you don't care, no one else will). I care more about you developing your own style than perfect imitations. 70% of Grade- Projects (includes final portfolio) 30% of Grade- Process (daily work, team work, work habits, pre-production) Materials: Bring these as needed.
Entry Task: Journal Many projects will begin with each student sketching and documenting their thought process. Emerging research shows the profound connection between drawing and thinking. Many students have mental barriers or deeply held associations with drawing. The goal of this class is to free the student and make paper and pencil part of their daily practice. Bring a sketchbook or journal to each class. Sketches and writing will be submitted for process grades. Tardy Policy: 1st tardy: warning 2nd tardy: warning 3rd tardy: On the 3rd tardy and thereafter I will contact your parents. Any student achieving more than 7 tardies may be referred to admin for further discipline. Discipline: To ensure the best possible learning environment for your student, each student is expected to follow all procedures and expectations. In addition, she/he is expected to follow the art room procedures and expectations:
Consequences:
Defiance/Disrespect: The goal of this discipline plan is to maintain a safe and productive learning environment where every student can succeed. I will ask a student one time to follow a request. I do not ask twice. If a student chooses to argue or be disrespectful, I will contact parents and initiate a referall to the administration. Bathroom Policy: Sign out and tell Mr. Ensz you are leaving. Don’t leave for more than 6 minutes. If your trips become overly long and start following a pattern, I will check in with you. If the behavior continues, I will contact your parents and the administration. Cell Phone Policy: Cell phone use during class is not allowed (yes even texts). For those who are addicted to or tempted to use them during class, points will be docked each time I see you using it. I may not inform you of this when it happens and you will notice lost points in the grade book. Clean-Up/ Shut Down: Clean up will commence 2-3 minutes before the end of every class and no sooner. Everyone is to be doing something to accomplish our goal for a clean room so we can all have an environment that is conducive to good design environment Tech Prep Eligible: This course is Tech Prep College Connections approved and articulated with Bellevue College or Lake Washington Technical College. Students who demonstrate proficiency of the college course competencies with a ‘B’ (3.0) or better grade, may be eligible to earn college credit through the Tech Prep program. During the year all of the college competencies will be covered in class and some may require additional independent work by the student. Students must register online using the statewide enrollment and reporting system http://sers.techprepwa.org and also are required to pay a non-refundable $46 annual consortium fee to earn college credit through the Tech Prep College Connections program (http://pay.techprepcc.org). Students MUST register for Tech Prep college credit while they are enrolled in the high school course. Questions? Contact the Tech Prep College Connections office at: [email protected] or 425-564-6158. Please also visit the Tech Prep CC website at: www.techprepcc.org.
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Due Dates2/5/2020
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Project 1: Team Logo Design2/5/2020 Each team meets to finalize their studio name and brainstorm their studio's brand identity. Are they clean and corporate? Are they outrageous and subversive? Do they reinforce or challenge the status quo? Where will they focus their energy? For whom are they designing? What is their studio's identity? Special attention should be placed on each team member's associations and the energy they bring to the group.
After brainstorming and gathering visual references, each student begins to roughly sketch out 15 logo designs for their team logo. The sketches should be quick and fluid. This point in the process should open and flexible, responsible to new ideas and associations as they emerge during the sketching process. Once the 15 sketches are complete, each team meets to critique each other's designs. As a team, they choose one sketch from the 15 for each member to continue to sketch. From this single from the initial 15, each team member creates 5 variations. These sketches should be more fully realized. Each sketch is a variation on the last. This point in the process is still fluid- the designers should be open to new ideas as they come and allow them to shape their designs. From these 5 variations, the team meets again and chooses one logo from each team member. Each team member will scan this sketch, bring it into Illustrator, and continue to experiment with their design. They have 2 class periods to work on their digital logos. Once each logo is complete, each team member will create a style sheet for their logo following the template given to them. Once each member's style sheet is complete, the team will choose the logo and style sheet they will use, and begin to develop their online presence on Wix.com. Places for Ideas and Inspiration: https://www.creativebloq.com/graphic-design/pro-guide-logo-design-21221/6 https://www.creativebloq.com/graphic-design/pro-guide-logo-design-21221/5 Work process for logo design, step by step, and creating style sheet: https://www.creativebloq.com/branding/design-killer-logo-illustrator-91412990
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Designer Presentations2/5/2020 The first day of class, students formed teams and learned about each other. They created a team document including each member's strengths, interests, and favorite designer or design aesthetic, along with visual examples. Students presented this document to the class.
Following this presentation, Mr. Ensz chose a designer for each team to research. Each team presented their research in a brief presentation to the class, which included a broad overview of their life and work, their influence on the world of design, and an investigation into a specific logo or design created by the designer. The purpose of this project was to build team unity, work on basic presentation skills, and give the students an opportunity to investigate some of the designers who have shaped the modern design landscape in a significant way. |