- Spring 2023
Syllabus Description:
F A C U L T Y
Annabelle Gould
Professor, Visual Communication Design
Division of Design
School of Art + Art History + Design
Office Hours: Wednesdays 12:00–1:30pm (sign up here)
agould@uw.edu
M E N T A L H E A L T H + W E L L N E S S
Your mental health and well-being are extremely important. The end of the spring quarter brings additional stresses so it is essential that you take care of yourself. UW Husky Health and Well-Being and UW Mental Health have a number of resources to support you. In addition, Providence Healthcare has these suggestions for prioritizing your mental health (get sleep, exercise—even for just 20 minutes, and proper nutrition). If you are struggling, reach out to a trusted family member, teacher (me!), or friend.
O V E R V I E W
Companies across all industries are in search of people who can address complex issues and solve problems in new and innovative ways. But it’s not enough to have a great idea. That idea must be communicated to a broad audience, often in visual form. This might mean creating a screen presentation, a website for a new product or a personal resume. In all cases, presentation matters and the audience and users know (and appreciate) good design when they see it.
Visualizing Ideas will provide non-design majors, from freshman to senior level, with information about visual communication design—what is and isn’t considered good design and the process that goes into thinking creatively and communicating ideas in visual form. By grounding the course concepts in engaging examples and demonstrations, you will be exposed to the appropriate terminology, tools and insights for shaping behavior and engaging users. Visualizing Ideas will also introduce the profession of visual communication design and briefly touch on some key historical contributions and contributors to the discipline.
C O U R S E S T R U C T U R E
Visualizing Ideas introduces principles inherent to the discipline of visual communication design including the fundamentals of composition, typography, semiotics, color theory, storytelling and image-making. Members of this class will engage in creative thinking and designing to build more professional and polished resumes, posters and digital presentations. Assignments do not require knowledge of any particular software. Students will also learn the value of critique—both giving and receiving feedback on class assignments.
This synchronous course consists of weekly lectures and assignments that reinforce course content. Short in-class activities will be given throughout the quarter. One assignment will involve team presentations. Guest speakers and industry professionals will also visit to share their work and discuss their relationship with the discipline of design.
L E A R N I N G G O A L S
—Develop an appreciation for the basics of visual composition in order to make more informed design choices on future projects or when working with designers
—Gain insight into the steps involved in the design process
—Understand how to evaluate and critique visual design using appropriate terminology
—Appreciate the differences between effective and ineffective typography
—Understand the basic principles of color theory
—Understand how the Gestalt Principles of Perception affect how we see and relate to information
—Understand how images convey denotative and connotative messages
—Gain awareness and appreciation for the graphic design profession
O F F I C E H O U R S
These are not drop in. You must sign up for a time.
Sign up sheet (M, W, F times available)
T A
Ann Mathew
Master of Design, 2024
Office Hours: Mondays 11:00–12:00pm (sign up here)
amathew9@uw.edu
S T U D E N T T U T O R S
Lindsay Franznick
Sophia Johnson
Cameron Lee
BDes, Visual Communication Design
Office Hours: Fridays 10:00–11:00am (sign up here)
G R A D E B R E A K D O W N
Weekly Assignments (7) 75%
In-Class Exercises 15%
Participation + Process 10%
R U B R I C
The following criteria is used when determining grades:
A 3.8–4.0 is given to a student who has exhibited the highest possible performance in all aspects of the course—all projects, process and participation are excellent. This student independently seeks out additional information and is highly committed/passionate about their work.
A 3.4–3.7 is given to a student who exhibits superior performance in all aspects of the course—the final projects, process, and participation are uniformly of high quality. This student has a thorough understanding of all concepts presented, and is motivated to improve and succeed.
A 2.9–3.3 is given to a student who has good performance in most aspects of the course. This student follows a thorough working process, has good work, and consistent participation that reflects a clear understanding of almost all concepts being presented.
A 2.5–2.8 is given to a student who has fair performance in the course. The final work is adequate, with a working process that reflects the minimum needed to complete assignments. Participation and motivation are moderate.
A 0.0–2.4 is given to a student with poor performance in the course. Projects are incorrectly prepared, incomplete or missing. This student does not understand the majority of concepts presented and rarely participates in class.
The 4.0-grade scale is calculated from a 100-point scale following this chart from Linguistics.
P O L I C I E S
School of Art + Art History + Design