Class Communication Design IV

  • Presentation


    This course focuses on two areas: editorial design and the realization of playful objects.

    1. Design and layout of various graphic media (newspaper, magazine, leaflet and flyer). Domain of the paging grid. Domain of Adobe inDesign software.

    2. Conceptualization and realization of playful objects designed for different audiences and for different age groups, intended for cultural and / or leisure spaces - public and private organizations, cultural and exhibition centers, museums, etc.

  • Code


  • Syllabus


    1. Editorial

    1.1 Design and pagination of magazines, brochures and newspapers. Paging grids and navigation systems (hierarchies, visual focus, readability). Adobe InDesign Software.

    1.2 The comics ¿ The language of comics, the script and its planning, characters and characterization, planning, vignettes and transitions, boards and composition. Preparation of illustrations.

    2. International Poster for Tomorrow Contest.

    3. Product Communication (design of new games and recreational objects).

    Develop skills in terms of creativity, innovation, criticism and technology. As this is a core theoretical-practical curricular unit, with an eminently projectual nature, it is intended to lead the student to exercise the development of projects in everything similar to those that he will carry out in the exercise of his functions as a designer. The projects launched are concerned with being the logical sequence in the student's evolution by reporting to the syllabus of the previous Design disciplines.

  • Objectives


    Acquire skills to problematize and solve editorial design projects in various contexts.

    Acquire skills for conceptualization and realization of playful objects, designed for different audiences and for different age groups.

  • Teaching methodologies and assessment

    Teaching methodologies and assessment

    A combination of expository and case study methodologies should be employed to ensure effective teaching and learning, including projects, books, and study visits. The Continuous Assessment process should consist of a minimum of two exercises that cover the following elements: 

    1. Each programmatic content should have exercises for practical application. 

    2. Practical projects that simulate real-world market scenarios. 

    3. Before each exercise, An initial briefing covering objectives, methods, timeline, and recommended bibliography should be given. 

    4. Each project should have at least one intermediate assessment and a final assessment with an oral presentation in class. 


    It should be noted that if a student's absences exceed 30% of the total teaching hours, they will fail the course (unless they have student worker status, are a highly competitive athlete, or have military status).

  • References


    ADAM, Pegie Stark (1995). Color, Contrast and Dimension in News Design. The Poynter Institute for Media Studies.

    BRINGHURST, Robert (2003). The Elements of Typographic Style. Hartley & Marks.

    DAIR, Carl (2001). Design With Type. University of Toronto Press.

    DORMER, Peter (1990). Os significados do design moderno. Editorial Presença, Lisboa.

    COSTA, Daciano (1999) Design e Mal-estar. Lisboa: Centro Português de Design.

    ESTRADA, Sylvie (2012). Logobook. Index Book

    JENNINGS, Simon (2012). Un Alfabeto Urbano. Gustavo Gili.

    KANE, John (2012). Manual de Tipos. Gustavo Gili.

    FIELL, Charlotte & Peter (2009). Design do Século XX. Taschen.

    BARBOSA, Conceição (2012). Manual Prático de Produção Gráfica, São João do Estoril: Principia.

    BROCKMANN, Joseph-Müller, Grid Systems in Graphic Design. Niggli

    CARTER, Rob (1999) Tipografia Experimental. Lisboa: Destarte.


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