|
Lecturer(s)
|
|
|
|
Course content
|
for example: - web design - teamwork - interdepartmental (or international) project - critical design - editorial design (e.g. series of posters, leaflets, infographics, magazines, catalogues - real project)
|
|
Learning activities and teaching methods
|
|
unspecified
|
| prerequisite |
|---|
| Knowledge |
|---|
| He/she is able to independently create project proposals, especially in the field of graphic design. Knowledge of typographic rules and necessary graphic software is assumed. |
| He/she is able to independently create project proposals, especially in the field of graphic design. Knowledge of typographic rules and necessary graphic software is assumed. |
| learning outcomes |
|---|
| - student defines the key concepts forming the theoretical basis for the development of the assignment - student describes the technological procedures used in the processing of the assignment - student can explain the concept of critical design - student will list the ethical issues involved in the solution - student will explain the typographic terminology and printing technologies proposed for the project |
| - student defines the key concepts forming the theoretical basis for the development of the assignment - student describes the technological procedures used in the processing of the assignment - student can explain the concept of critical design - student will list the ethical issues involved in the solution - student will explain the typographic terminology and printing technologies proposed for the project |
| Skills |
|---|
| - student designs web graphics - student is able to collaborate on the implementation with other students - student designs projects with a social-critical focus - student solves complex tasks in the field of publication design - the student can appropriately combine the pictorial part with the typographic part |
| - student designs web graphics - student is able to collaborate on the implementation with other students - student designs projects with a social-critical focus - student solves complex tasks in the field of publication design - the student can appropriately combine the pictorial part with the typographic part |
| teaching methods |
|---|
| Knowledge |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Individual work of students |
| Individual work of students |
| Activities related to graphics and visual arts |
| Activities related to graphics and visual arts |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Skills |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Activities related to graphics and visual arts |
| Activities related to graphics and visual arts |
| Individual work of students |
| Individual work of students |
| assessment methods |
|---|
| Knowledge |
|---|
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
| Analysis of the student's performance |
| Analysis of the student's performance |
|
Recommended literature
|
|