Course Description
Sophomore Graphic Design focuses on form-making and conceptual problem solving. Image making techniques will be explored and integrated into graphic design contexts. Conceptual problem solving will be examined according to how forms suggest meaning. You are expected to build upon the skills developed during foundation year to generate innovative and inventive form in both analog and digital formats. You will continue to develop visual and analytical skills to engage with a range of materials, techniques, and processes. Emphasis will be on form-making and typography using generative and iterative methods to explore new subject matter, tools, and media. This course provides a space for you to experiment, discover, and apply your interests to develop a foundation for your personal voice and approach.
Sophomore Graphic Design is a 4-credit course that meets twice a week. Studio assignments will be supported by lectures and references to historical and contemporary work. The emphasis will be on methodologies for form-making—research, analysis, ideation, iteration, production, and articulation—to map individual territory. You are expected to take ownership of your learning and progress. Be curious, take risks, and make joyfully. This course will require you to be self-directed, open-ended, rigorous, and experimental.
Unit 1: Form & Meaning (Shapes & Tools, Symbols & Color)
Unit 2: Form & Image (Image & Composition, Language & Scale)
Unit 3: Form & Interpretation (Visual Representation)
Unit 2: Form & Image (Image & Composition, Language & Scale)
Unit 3: Form & Interpretation (Visual Representation)
Learning Outcomes
Hub Learning Outcomes
Digital / Multimedia Expression:
—Students will be able to demonstrate an understanding of the capabilities of various communication technologies and be able to use these technologies ethically and effectively.
Students will utilize and develop foundational skills in, Industry standard software such as Adobe Photoshop, Adobe Illustrator and Adobe InDesign as well hardware based tools and technologies such as scanners and medium and large format printers. Students will learn and utilize Generative AI to assist their design process by: 1) applying design terms and vocabulary to write effective text to image prompts; 2) making intentional design decisions beyond what the tool generates; and 3) exploring how AI can expand their creative thinking and problem-solving.
Students will utilize and develop foundational skills in, Industry standard software such as Adobe Photoshop, Adobe Illustrator and Adobe InDesign as well hardware based tools and technologies such as scanners and medium and large format printers. Students will learn and utilize Generative AI to assist their design process by: 1) applying design terms and vocabulary to write effective text to image prompts; 2) making intentional design decisions beyond what the tool generates; and 3) exploring how AI can expand their creative thinking and problem-solving.
—Students will be able to craft and deliver responsible, considered, and well-structured arguments using media and modes of expression appropriate to the situation.
Course projects enable students to explore the relationship of content and form in a contemporary context. Students will develop, present and expand their ideas through varied mediums (presentation, video) and digital tools to express meaning and intention in a critique / discussion group format. Students will engage in discussion and critique of the ethics of using AI within a design process including issues related to authorship and embedded bias.
Course projects enable students to explore the relationship of content and form in a contemporary context. Students will develop, present and expand their ideas through varied mediums (presentation, video) and digital tools to express meaning and intention in a critique / discussion group format. Students will engage in discussion and critique of the ethics of using AI within a design process including issues related to authorship and embedded bias.
—Students will be able to demonstrate an understanding of the fundamentals of visual communication, such as principles governing design, time-based and interactive media, and the audio-visual representation of qualitative and quantitative data.
Students will learn industry best practices in effective communication strategies, design principles, and historical context. and historical context. Time-based and interactive media will be explored through a variety of mediums such as screen based and print based project as a way to explore and understand what time-based and interaction mean to an audience. Furthermore students will explore the visualization of written content to develop a foundational understanding to communicating both qualitative and quantitative data and the differences between the two.
Students will learn industry best practices in effective communication strategies, design principles, and historical context. and historical context. Time-based and interactive media will be explored through a variety of mediums such as screen based and print based project as a way to explore and understand what time-based and interaction mean to an audience. Furthermore students will explore the visualization of written content to develop a foundational understanding to communicating both qualitative and quantitative data and the differences between the two.
Aesthetic Exploration:
—Students will demonstrate knowledge and appreciation of notable works in literature and/or the arts, including the cultural contexts in which those works were created, and be able to identify their ongoing significance and relevance.
Lecture, research, and discussion of relevant historical and contemporary works of design with an emphasis on poster and publication design from the 19th through 21st centuries, including self-authored works and readings as well as work produced in partnership with AI. Works will be reviewed in context to project-based assignments as a way to better understand how form and content combine to create visual communication, as well as how AI informs and carries forward contemporary design trends.
Lecture, research, and discussion of relevant historical and contemporary works of design with an emphasis on poster and publication design from the 19th through 21st centuries, including self-authored works and readings as well as work produced in partnership with AI. Works will be reviewed in context to project-based assignments as a way to better understand how form and content combine to create visual communication, as well as how AI informs and carries forward contemporary design trends.
—Students will demonstrate the reasoning skills and vocabulary necessary to interpret a work of art (literature, music, visual arts, etc.).
Project based critiques are held as interim and culminating sessions in which students will be required to apply design terms and vocabulary discuss, debate and question critical aspects of the design work relating to formal execution, craftsmanship, message and interpretation.
Project based critiques are held as interim and culminating sessions in which students will be required to apply design terms and vocabulary discuss, debate and question critical aspects of the design work relating to formal execution, craftsmanship, message and interpretation.
—Students will produce evaluative, analytical, or creative works that demonstrate an understanding of the characteristics—such as genres, modes, styles, and cultural history—of at least one literary or artistic medium.
Through project-based work students will explore various forms of design, testing their ability to translate content into form and vice-versa as a medium of effective communication. This method will require that students investigate styles, trends and proven methods both contemporary and historic as a way to further inform the context to develop their own skill set.
Through project-based work students will explore various forms of design, testing their ability to translate content into form and vice-versa as a medium of effective communication. This method will require that students investigate styles, trends and proven methods both contemporary and historic as a way to further inform the context to develop their own skill set.
Additional Course Learning Outcomes
Form-making:
Resources/Support/How to Succeed in This Course
Community of Learning: Class and University Policies
—Develop form-making and visualization techniques
—Learn to critically see, control, and evaluate visual form
—Become familiar with the general tools used in graphic design
—Understand the relationship between composition, hierarchy and meaning
—Work with abstract form to gain sophisticated understanding of design principles
—Learn to critically see, control, and evaluate visual form
—Become familiar with the general tools used in graphic design
—Understand the relationship between composition, hierarchy and meaning
—Work with abstract form to gain sophisticated understanding of design principles
Process:
—Develop a personal working process for generative and iterative making
—Use critiques and feedback as tools to advance your work
—Experiment with traditional and emerging media
—Develop habits for self-directed research and inquiry
—Learn to articulate ideas through visual communication and conceptual thinking
—Develop a personal working process for generative and iterative making
—Use critiques and feedback as tools to advance your work
—Experiment with traditional and emerging media
—Develop habits for self-directed research and inquiry
—Learn to articulate ideas through visual communication and conceptual thinking
Communication:
—Learn communication strategies and how to communicate ideas through visual form
—Learn how to see and evaluate visual form in terms of meaning and representation of ideas
—Develop vocabulary for communicating and presenting ideas
—Learn communication strategies and how to communicate ideas through visual form
—Learn how to see and evaluate visual form in terms of meaning and representation of ideas
—Develop vocabulary for communicating and presenting ideas
Course Expectations
Community
We come from different places, backgrounds and walks of life. Our collective is formed by individuals creating a network. Each one of us will practice patience, curiosity and sensitivity. Share your passion and perspective while making space for others. The more diverse our conversation, the better. We are in the process of building trust through giving, compassion and collaboration to create a studio culture and atmosphere that enhances our sense of belonging.
Listening
Active listening means being present in body and mind when others are sharing. It means relating to their content (spoken or visual) when offering your point of view. Consider how your feedback reflects your attention to what a member of our community is saying or making.
Professionalism and Care
You are expected to come prepared to class. This means printing your work prior to class and being ready for group discussions. More than anything, this is about respecting our time together as a community.
Side note: printing takes time. Printers may get jammed/break/run out of toner/have a long line of students next to them/etc. When possible, help each other. Learning with others is a top priority as design is rarely practiced alone. You are expected to stay connected, respectful and communicate observations or suggestions, while staying curious about those who form our class community, as part our shared space and experience.
The studio is a playground. We play with others, test different opportunities that may present us with new challenges to aim for, to share, to celebrate. And yes, there’s a chance things might turn out different from what we’ve expected. Embrace it with wonder and explore what this taught us.
Side note: printing takes time. Printers may get jammed/break/run out of toner/have a long line of students next to them/etc. When possible, help each other. Learning with others is a top priority as design is rarely practiced alone. You are expected to stay connected, respectful and communicate observations or suggestions, while staying curious about those who form our class community, as part our shared space and experience.
The studio is a playground. We play with others, test different opportunities that may present us with new challenges to aim for, to share, to celebrate. And yes, there’s a chance things might turn out different from what we’ve expected. Embrace it with wonder and explore what this taught us.
Tools, Software, and Materials
—Laptop
—Adobe Creative Cloud
—Notebook/sketchbook
—Metal ruler (minimum 18 inches)
—X-Acto knife
—Bone folder
—PH neutral PVA glue
—Glue brush
—Adobe Creative Cloud
—Notebook/sketchbook
—Metal ruler (minimum 18 inches)
—X-Acto knife
—Bone folder
—PH neutral PVA glue
—Glue brush
Courseware
Slack: Our main method for communication with each other will be via our class Slack. Please download the app to your desktop and mobile. Our Slack workplace will be used for class announcements, assignments, resources, questions, and online discussions/critiques. Email me for more formal matters.
Google Drive: All final assignments will need to be submitted to the class Google Drive. I will let you know which files will need to be submitted in order for you to receive a grade for the assignment.
Adobe Creative Cloud: All BU undergraduate and graduate students have free access to Adobe Creative Cloud. Learn more and request your access: https://www.bu.edu/tech/services/teaching/digital-multimedia-production/adobe-creative-cloud.
Back Up Your Work: You are expected to back up your work, either to a hard drive or a cloud service. Backing up can be automated as a regular part of your working process. Note that you will not be excused for preventable loss of data. I recommend using Backblaze or your BU Google Drive.
Time commitment
This class will you require to you commit work time outside of class. You will practice applying what you learned during class time to your individual or group assignments. Plan to commit 6–8 hours of work for this class, outside of class time.
Assignments & Grading
There will be a series of three projects over the course of the semester that build off of one another. Emphasis will be placed equally on process and end results, which will be evaluated during class critiques and online discussions each week. Although the process of design seeks to find a solution to a problem, another way of thinking about the process is the act of thinking through making. Form follows function, but function can also follow form. Through assignments, we will explore how form-making can be a dynamic process for asking questions about and developing your work process. In order to receive a final grade in this class, you will need to complete and submit the following assignments. You may revise any projects after submission up until the last day of class.
Projects:
—Project 1: Shapes Collection
—Project 2: Alphabet Forms
—Project 3: 3D Object + Video
—Project 2: Alphabet Forms
—Project 3: 3D Object + Video
Exercises:
—Forming C-O-N-N-E-C-T-I-O-N-S
—Translating Form
—Letterform Compositions
—Translating Form
—Letterform Compositions
Workshops:
—Defining Our Studio: Space and Place
—Critiquing the Critique
—Patterns and Swatches
—Critiquing the Critique
—Patterns and Swatches
Other:
—Graphic Salon (weekly)
—Process Documentation (per project)
—One outside event, field trip or lecture essay (individual or collaborative)
—Process Documentation (per project)
—One outside event, field trip or lecture essay (individual or collaborative)
Semester-Long Deliverables
Graphic Salon:
Each week, you will be ask to bring in 5 images that inspire you. This can be work by a designer, a postcard, a piece of packaging, anything small or big that you encountered the previous week that inspired you to look at graphic design in a new and inspiring way. Layout and print these 5 images on a letter size sheet and be prepared to share them in class.
Each week, you will be ask to bring in 5 images that inspire you. This can be work by a designer, a postcard, a piece of packaging, anything small or big that you encountered the previous week that inspired you to look at graphic design in a new and inspiring way. Layout and print these 5 images on a letter size sheet and be prepared to share them in class.
Process Documentation:
Over the course of the semester, you will be responsible for maintaining a Google Doc that documents your process for each project. Record your research, notes, questions, references, process images, iterations, and reflections for each assignment. I will also provide a set of guided questions for you to reflect on upon completing each project.
Over the course of the semester, you will be responsible for maintaining a Google Doc that documents your process for each project. Record your research, notes, questions, references, process images, iterations, and reflections for each assignment. I will also provide a set of guided questions for you to reflect on upon completing each project.
Additional Lectures or Events:
As part of this course, you are required to attend at least one lecture, field trip or event outside of our regular class sessions. This experience can be completed individually or in collaboration with a classmate. Eligible events include art and design lectures hosted by the Graphic Design department, other departments at SVA, or events outside of BU. I will share information about upcoming lectures and events throughout the semester, but you are also encouraged to seek out opportunities on your own. The purpose of this assignment is to explore ideas and inspiration beyond the studio environment. After attending the event, reflect on your experience by either writing a 500-word personal essay or designing an after-the-fact poster.
As part of this course, you are required to attend at least one lecture, field trip or event outside of our regular class sessions. This experience can be completed individually or in collaboration with a classmate. Eligible events include art and design lectures hosted by the Graphic Design department, other departments at SVA, or events outside of BU. I will share information about upcoming lectures and events throughout the semester, but you are also encouraged to seek out opportunities on your own. The purpose of this assignment is to explore ideas and inspiration beyond the studio environment. After attending the event, reflect on your experience by either writing a 500-word personal essay or designing an after-the-fact poster.
You will receive one semester grade according to the graphic design program learning objectives and the following:
1. Professionalism
Attendance: Every class is mandatory. In the case of illness or absence from class, you must notify me as soon as possible. If you are absent, you are responsible for asking your classmates for materials and instruction. Please make every effort to arrive punctually. You must attend all classes.
Participation: You are expected to be an active participant in class by keeping up with assignments and thoughtfully contributing to in-class and online discussions and critiques. Arrive on time for class prepared with assignments per the weekly schedule.
Attendance: Every class is mandatory. In the case of illness or absence from class, you must notify me as soon as possible. If you are absent, you are responsible for asking your classmates for materials and instruction. Please make every effort to arrive punctually. You must attend all classes.
Participation: You are expected to be an active participant in class by keeping up with assignments and thoughtfully contributing to in-class and online discussions and critiques. Arrive on time for class prepared with assignments per the weekly schedule.
2. Process
Critically engage with research and analysis of content, audience, and context to develop a personal voice. Revise, iterate, and refine concepts and ideas based on class discussions and critiques. Experiment with new forms, processes, and media.
Critically engage with research and analysis of content, audience, and context to develop a personal voice. Revise, iterate, and refine concepts and ideas based on class discussions and critiques. Experiment with new forms, processes, and media.
3. Execution
Presentation: effectively communicates conceptual and formal ideas with attention to craft and detail
Exploration: formal inventiveness, experimentation, curiosity, evolution
Composition: typographic systems, hierarchy, control of all graphic and typographic elements
Function: clarity of communication, intended understanding of information, relationship between form and content
Presentation: effectively communicates conceptual and formal ideas with attention to craft and detail
Exploration: formal inventiveness, experimentation, curiosity, evolution
Composition: typographic systems, hierarchy, control of all graphic and typographic elements
Function: clarity of communication, intended understanding of information, relationship between form and content
55% Projects (15% Project 1, 20% Project 2, 20% Project 3)
15% Attendance and Class Participation
10% Exercises and Workshops
10% Process Documentation
15% Attendance and Class Participation
10% Exercises and Workshops
10% Process Documentation
5% Graphic Salon
5% Essay
A / You demonstrate an advanced understanding of concepts presented and are able to complete work above and beyond suggested parameters.
B / You exhibit a more than competent understanding of concepts presented and utilize these concepts in an articulate manner.
C / You demonstrate a basic understanding of the information studied and apply this information to assigned problems meeting basic expectations, but not going beyond suggested parameters.
D / You exhibit limited understanding of the concepts and complete work below the level required for satisfactory performance.
F / You demonstrate little or no understanding of course material, shown little desire, motivation or turn in incomplete projects.
5% Essay
A / You demonstrate an advanced understanding of concepts presented and are able to complete work above and beyond suggested parameters.
B / You exhibit a more than competent understanding of concepts presented and utilize these concepts in an articulate manner.
C / You demonstrate a basic understanding of the information studied and apply this information to assigned problems meeting basic expectations, but not going beyond suggested parameters.
D / You exhibit limited understanding of the concepts and complete work below the level required for satisfactory performance.
F / You demonstrate little or no understanding of course material, shown little desire, motivation or turn in incomplete projects.
Resources/Support/How to Succeed in This Course
CFA Resources
Undergraduate Academic Advising and Student Support: https://www.bu.edu/cfa/current-students/visual/advising/
Graduate Advising and Student Support: https://www.bu.edu/cfa/students/academic-advising/graduate-advising/
If you are having trouble using your BUID to gain access to your classroom/studio, or if you recently had your BUID replaced, please contact the SVA office at visuarts@bu.edu or 617 353 3371 so that your access can be checked or updated.
Graphic Design Resources
SVA Technical Associate, Graphic Design: Jesse Finkelstein jrfinkel@bu.edu or (617)-655-2155
Office Hours
I will be available to meet with you outside of class during my weekly office hours via Zoom. Please sign up through my Calendly. You can attend by yourself, with a classmate or as a group. I am available to discuss your projects, brainstorm together, and to chat in general!
Studio Culture
You are welcome to use the studio space to work in when there is no class in session. You will be assigned a flat file that you can use to store your work and materials. Please be respectful of the space and clean after yourself each time you print or use the equipment. Remember that this is a shared space, so it is everyone’s responsibility to care for the space.
Resources Outside of CFA
Academic Calendar: https://www.bu.edu/reg/calendars/semester/
The Educational Resource Center provides assistance for undergraduate and graduate students with academic skills advising, writing assistance, and tutoring. Many students benefit from the programs that the ERC offers. Learn more at https://www.bu.edu/erc.
CFA Mental Health and Wellness Resources: https://www.bu.edu/cfa/current-students/mental-health-wellness-resources/
Accommodations for Students with Documented Disabilities: If you are a student with a disability or believe you might have a disability that requires accommodations, please contact the Office for Disability Services (ODS) at (617) 353-3658 or access@bu.edu to coordinate any reasonable accommodation requests. ODS is located at 25 Buick Street on the 3rd floor.
Wellness and Health
I value your health and wellbeing. In order to succeed in this class, in college and beyond, it is important to work hard and balance that with rest, self-care, and attention to your mental and physical health. I (along with you and your classmates) will challenge you in this class through assignments, activities, and discussions. However, the work in this class should not be at the expense of your wellbeing. If for any reason you are struggling to find balance in your work life and health/wellbeing, please reach out. I am here for you and am happy to discuss ways in which this class can support you in your learning and growth. You can find more resources provided by BU CFA Mental Health & Wellness Resources.
Community of Learning: Class and University Policies
Attendance & Absences
According to the SVA Attendance Policy, unless specific permission for absence is arranged with the instructor of this course, students must attend class to receive credit for the course. Unexcused absences exceeding 1/4 of the total class hours in a given semester are considered excessive in all SVA courses. Tardiness and any unexcused absences will reduce your course grade. Three unexcused absences will reduce your semester grade by one step (eg, A- to B+). Seven unexcused absences will earn you a failing grade for the course. You will be considered tardy if you arrive more than 10 minutes late. Three tardy arrivals constitute one unexcused absence. If you are absent, you are responsible for asking your classmates for materials and instruction.
Assignment Completion & Late Work
You are responsible for completing course assignments by the due dates listed in the schedule. Submitting a project includes being present and participating during the final project critique and by submitting the required digital file to the class Google Drive by the last day of class. Late work will be penalized. Please speak with me if you are unable to meet class deadlines or need accommodations.
Academic Policy
You are expected to be familiar with BU’s Academic Policies and the Academic Conduct Code, which includes the following excerpts.
Cheating: Any attempt by students to alter their performance on an examination or assignment in violation of the stated or commonly understood ground rules.
Plagiarism: Representing the work or ideas of another as one’s own; and/or using another’s work or ideas without crediting the source. Plagiarism includes, but is not limited to, the following: copying the answers of another student on an examination; copying or restating the work or ideas of another person or persons in any oral or written work (printed or electronic) without citing the appropriate source; using audio or video footage that comes from another source (including work done by another student) without permission and/or acknowledgement of that source; and collaborating with someone else in an academic endeavor without acknowledging their contribution. Plagiarism can consist of acts of commission (appropriating the words or ideas of another as one’s own), or omission (failing to acknowledge/document/credit the source or creator of words or ideas).
Artificial Intelligence
No assignments or projects generated entirely by AI tools will be accepted unless otherwise explained in the brief for a project. Though using visual AI in the ideation stage of a project is allowed, failing to cite/explain this inspirational source when presenting thumbnail sketches (etc.) or assets will be considered cheating. Outright copying of or uncited use of an AI visual generator will cause the student to fail the project. When using any AI (verbal or visual) for ideation, student must cite use.
Diversity and Inclusion
As artists, designers, and educators, BU CFA School of Visual Arts values honesty, brave conversation, intellectual engagement and informed artistic freedom. We ask our community to recognize individual responsibility for actions, including the fact that impact on others may differ from intent. As an artistic community and as expressed in the BU Diversity Statement, SVA strives to be inclusive of all community members in regard to race, ethnicity, national origin, immigration status, gender and gender identity, sexuality, class, ability, and religion. We also commit to the importance of treating each student as an individual with intersectional, personal, lived experiences.
In our courses, lecture series, exhibitions and library, SVA values and is attentive to the importance of showing, discussing, and including artists, designers, and writers who represent people, cultures, and aesthetics historically excluded from Eurocentric narratives about art and design.
I am committed to making sure this course best serves students from various diverse backgrounds and perspectives. It is my goal to present work, references, methodologies, activities, assignments, and resources that challenge accepted canons. I value any feedback you may have about how to improve diversity, inclusion, and equity in this course—for you, other students or groups of people.
Accommodations
I honor that all of us learn in different ways. If there are circumstances that may affect your performance in this class, please talk to me as soon as possible so that we can work together to develop strategies for accommodations that will satisfy both your learning needs and the requirements of the course. If you are a student with a disability or believe you might have a disability that requires accommodations, please contact the Office for Disability Services (ODS) at (617) 353-3658 or access@bu.edu to coordinate any reasonable accommodation requests. ODS is located at 25 Buick Street on the 3rd floor. Please schedule a meeting with me during the first week of class to discuss any accommodations.