87118 VC Studies: Image Experimentation

Warning: The information on this page is indicative. The subject outline for a particular semester, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Handbook description

The subject introduces students to the making and analysis of hand and media-generated images with the aim of developing their visual acuity. The lectures explore the technological development and contemporary uses of the image in print, photography, cinematography, animation, interactive multimedia, and the World Wide Web. Theories of semiotics and visual rhetoric are introduced as tools for analysis.

Subject objectives/outcomes

Through lectures, studio, projects, and the process of experiential learning, students should develop visual awareness and critical thinking as it applies to visual communication. Assessment is based on both theoretical understanding and practical application as evident in the presentation of two projects.

On completion of the subject, students should have acquired a level of knowledge and skills, based on the following assessment criteria:

1. concept: originate imaginative images demonstrating an increasing level of visual awareness
2. process: process ideas through experimentation, critical reflection and refinement
3. communication:produce communicative and engaging images which effectively convey original concepts
4. synthesis: present research and projects which indicate thought, skill, refinement and sensitivity to media selection, technological processes and professional presentation.

Contribution to course aims and graduate attributes

This subject makes a major contribution because the knowledge gained concerning image analysis and skills acquired in image making develops critical awareness and visual acuity. In addition, the ability to personally generate images with communicative relevance and engagement becomes empowering for students as their repertoire of skills develops and image appropriation becomes a limit rather than a necessity.

Teaching and learning strategies

Weekly lecture and studio sessions. Theory and practice are closely linked through the structure and content of project briefs and the process of experiential learning. Assessment is based on the presentation of a reflective visual portfolio which requires process visuals and final work to be annotated and summarised so that critical incidents of learning can be identified.

Content

This subject introduces the diverse applications of hand generated images (including low tech design methods) to translate the perceived world to the visual plane of 2D design. The aim is to develop students’ visual awareness and ability to visually communicate observations, information, and ideas. The basic visual elements of line, shape, colour, form, emphasis, dynamics, sequence and abstraction are explored through practical exercises undertaken in the studio, then analysed both individually and in learning groups. This enables students to become conversant with, and critically aware of, the fundamental principles of visual communication.

Assessment

Assessment Item 1: PROJECT 1: HAIKU

Assessment Item 2: PROJECT 2: ZINE PROJECT

Required texts

Lester, Paul. (2000). Visual Communication: Images with Messages. 2nd ed. USA, Wadsworth.
Morgan, J. ; Welton, P. (1992). See What I Mean, an Introduction to visual communication. 2nd ed.
GB: Edward Arnold, UK.