87831 VC Design Studio: Visual Communication and Emergent Practices
Warning: The information on this page is indicative. The subject outline for a
particular session, 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.
Subject handbook information prior to 2020 is available in the Archives.
Credit points: 12 cp
Result type: Grade and marks
Requisite(s): 87832 VC Design Studio: Design Practice
Description
This subject introduces students to emerging areas of change in visual communication design practice. Students explore the role of the visual communication designer as collaborative, participatory and research-focused, redefining the designer's role within cultural, environmental and political contexts. By engaging with theories and decolonising methodologies that foreground Indigenous perspectives and scholarship, students challenge dominant anthropocentric views of the world and develop design approaches for diverse worldviews.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Select and describe design-led research approaches to iteratively develop a representation of ‘your own backyard’. |
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| 2. | Demonstrate professional qualities and skills within the context of a research-led design project. |
| 3. | Develop culturally sensitive conceptual and critical thinking in relation to the actioning of Indigenous Self Determination. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Cultural awareness required to work sensitively in Indigenous contexts (A.4)
- Professional and academic visual, oral and written presentation skills (C.1)
- Capacity to create designs that respond to their context in formally or conceptually innovative ways (I.1)
- Independent development of high level technical and craft skills for the production, presentation and documentation of your work (P.1)
- Development of relevant insights and arguments from research (R.1)
- Employ a range of qualitative research approaches including practice-led visual and material exploration and social and participatory methods (R.2)
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:
C = communication and groupwork
A = attitudes and values
P = practical and professional
R = research and critique
I = innovation and creativity.
Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).
Teaching and learning strategies
The subject is delivered in weekly sessions, one day per week. The face-to-face program includes lectures by visiting academics and professional designers, site visits and studio sessions. Industry and cultural connections are established through expert studio leaders, guest lecturers, program academics and project stakeholders. An annotated bibliography is developed through engagement through research in contemporary issues. Skills in collaboration are developed through formal and informal group work, and through engagement with project stakeholders.
For the first half of semester there will be two lectures a week which will establish the theoretical and conceptual frameworks; deliver briefings on task requirements; provide interactive opportunities that build a community of practice with guest speakers, panel sessions and discussions. During the second half the single lecture will focus on design methods in professional contexts and will be delivered by visiting professional designers.
Four-hour weekly studio sessions will give you the opportunity to discuss questions about the weekly topic/content with your peers and with an expert studio leader, to collaborate on activities directly relevant to key ideas and to develop your skills as a design researcher and practitioner. Students will be given opportunities for peer-to-peer feedback throughout the semester to support independent learning. In this way, studio sessions will provide you with the opportunity to take ownership of the ideas encountered in preparatory reading, research and the lectures. Your studio leader with industry and/or cultural advisors will facilitate discussion and offer expert insight and direction where needed, but as students you are primarily responsible for the mood of the studio session.
Students are expected to commit 20-24 hours per week to each 12-credit point subject. This includes the contact hours. The 14-18 hours remaining each week are for the completion of preparatory activities and assessment tasks.
PREPARATORY ACTIVITIES
Each week before class, you will complete a series of activities that relate to the subject. These are included in the weekly outline. Before leaving the studio, you will write an ‘action list’ of tasks you need to complete before the next studio session and assign times in your personal weekly planner to complete these tasks. You may be asked to reflect on how you managed these tasks with your learning group or studio leader in the following studio session.
LECTURE AND STUDIO ETIQUETTE
Lectures and studio sessions provide important opportunities for you to move out of digital environments. Mobile phone and laptop use can be distracting to those around you. Digital devices can interfere with face-to-face communication. Mobile phones and laptops should not be used in lectures or studio sessions. You will be given explicit information about situations where limited use of these technologies might be appropriate.
Content (topics)
- Participate in Indigenous-led projects using co-creation, collaboration and participatory practices.
- Design-led research methods including critical reading, sketching and mapping, prototyping, user experience and self reflexivity.
- Presentation of a visual communication design project - storyboard, publication, poster, multi-platform narrative, website, video, animation, experience journey, data visualisation, visual essay etc.
- Iterate design project through user experience design research methods - interviews, focus groups, heuristic evaluation, design critique.
- Documenting of design and design research approaches in poster.
Assessment
Assessment task 1: Design Direction
| Intent: | Design Direction In this task you will prepare a 500 word design direction (include images) using a narrative form in response to your chosen project. This task will be supported by your annotated bibliography (in progress). Submission requirements will be available on UTS Online and discussed in the briefing in Week 1 Tuesday 23 July 2019.
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| Objective(s): | This task addresses the following subject learning objectives: 1, 2 and 3 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.4, P.1 and R.1 | ||||||||||||||||
| Type: | Presentation | ||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||
| Weight: | 10% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Project Proposal
| Intent: | Project Proposal for your Design Project and Poster. This task has three components. i) Brief Describe your strategy in response to your chosen project, including your intention, what you will do, how you will engage with audiences, what form it will take. Describe the design research methods you will use to ensure your work addresses the audience and recognises Indigenous cultural knowledge and protocols. Consider formal processes for user experience testing, prototyping, design critique, consultation with peers, stakeholders, research advisors as well as studio leaders. Ensure documentation processes are included. ii) Plan Develop a plan to ensure you can make the deadline for the design and poster. This should include your research methods, proposed user engagement, iterations to ensure your design is developed and documentation of processes for your poster for the exhibition. iii) Annotated Bibliography An annotated bibliography is an annotated collation of analysis and reflection that documents your experience, research and learning for Weeks 1-7. This annotated bibliography allows you to showcase your investigation and your learning. You are required to respond to the set readings, the lectures, the videos, the studio sessions and your additional self-directed investigation for your chosen project through primary and secondary research evidenced in written summaries and reflections. The core material you will be examining will be provided by the studio leaders. Submission requirements will be available on UTS Online. | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 2 and 3 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.4, I.1, P.1 and R.1 | ||||||||||||||||||||
| Type: | Report | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 40% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Exhibition: Design and Poster
| Intent: | Exhibition: Design and Poster 1. Design Create a research-led visual communication design in response to your project proposal for exhibition. Document the research approaches used in the development of the visual communication design. This will include formal processes for user experience testing, prototyping, design critique, consultation with peers, stakeholders, project leaders and studio leaders. 2. Poster Design an A1 poster for print and online viewing that documents the design project. This poster will be presented with your design at the exhibition in Studio and uploaded to the submission point on UTS Online. The poster will document the context, the proposal, the design-led research methods, your key findings/learnings and future directions. It will also include a photographic representation of your design. Submission requirements will be available on UTS Online and discussed in the briefing. | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 2 and 3 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.1, I.1, P.1 and R.2 | ||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 50% | ||||||||||||||||||||
| Criteria: | |||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.
References
Please see Content to Explore on UTS Online and Subject Resources UTS Library.
Other resources
UTS Design Index, see: http://www.utsdesignindex.com