FACULTY OF FINE ARTS AND DESIGN
Department of Visual Communication Design
VCD 301 | Course Introduction and Application Information
| Course Name |
History of Graphic Design
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
VCD 301
|
Spring
|
3
|
0
|
3
|
4
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Required
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | face to face | |||||
| Teaching Methods and Techniques of the Course | DiscussionGroup WorkCritical feedbackLecture / Presentation | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This lecture-based course introduces visual communication design students to the history of graphic design. Through an examination of approximately 150 years of graphic design production (starting from the present day early 21st c. back to the late 18th century) students will develop an awareness of the changing priorities of graphic designers, that is, when and why certain professional concerns were added, and why and when others were forgotten, or/and reinvented/resurfaced. Students are expected to be prepared before coming to class, participate creatively in class, and critically think. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | The sessions will include discussions from Western (and nonWestern) contexts, and on works from a range of graphic design applications (commercial: advertising, books, magazines, leaflets/brochures etc., noncommercial: civil service forms, tickets, receipts, and contemporary examples of multimedia and web design), as well historical documents, statuses, and manifestoes. The aim is: A. to survey the development of graphic design movements, styles, and ‘schools’ in the long 20th century (chronological/diachronic approach) B. to discuss key historical (political, social, cultural) and technological conditions that interact/intersect with graphic design (conceptual/synchronic approach) |
|
|
Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction. History of what, what history? | |
| 2 | The prologue. Notation and Writing Systems. | Introduction, Drucker 2008 |
| 3 | The invention of Printing. Bianliang, Gyeongju and Mainz. | Ch. 1-2, Meggs 2016 |
| 4 | The emergence of type design and specimens’ books. | Ch. 3,5, Meggs 2016 |
| 5 | Industrialization and Crafts | Ch. 7-8, Meggs 2016 |
| 6 | Art Nouveau | Ch. 9.1-9.4, 9.17, Ch 10, Meggs 2016 |
| 7 | Focus on Photography | Ch 11-12, Meggs 2016 |
| 8 | New Typography | Ch 14-15, Meggs 2016 |
| 9 | Midterm | - |
| 10 | International Style | Ch 16-17 Meggs 2016 |
| 11 | Corporate Identity and Visual Systems | Ch 18-19 Meggs 2016 |
| 12 | Postmodern Design | Ch 20-21, Meggs 2016 |
| 13 | The visualization of data | Ch 22-23, Meggs 2016 |
| 14 | Design of Interfaces | Pt1,2,3 Global Information Design, Kahn |
| 15 | Review of semester | Interaction Design - brief intro, Löwgren |
| 16 | Review of semester |
| Course Notes/Textbooks | Meggs, P. B., & Purvis, A. W. (2016). Meggs’ history of Graphic Design, 6th edition. John Wiley & Sons. Drucker, J., & McVarish, E. (2013). Graphic design history: A critical guide, 2nd edition. Pearson. |
| Suggested Readings/Materials | Lupton, E., Kafei, F., Tobias, J., Halstead, J. A., Sales, K., Xia, L., Vergara, V., & Lupton, E. (2021). Extra bold: A feminist inclusive anti-racist Nonbinary Field Guide for Graphic Designers. Princeton Architectural Press. Hollis, R. (2001). Graphic design: A concise history. Thames and Hudson. Müller, J., Wiedemann, J., Riley, I. V., Wulfekamp, U., & Fruhtrunk, W. (2023). The history of graphic design: 1890-Today. Taschen GmbH.
|
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
16
|
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments |
1
|
40
|
| Presentation / Jury | ||
| Project |
1
|
40
|
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
20
|
| Final Exam |
-
|
|
| Total |
| Weighting of Semester Activities on the Final Grade |
1
|
20
|
| Weighting of End-of-Semester Activities on the Final Grade |
3
|
80
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
14
|
2.5
|
35
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
2
|
8
|
16
|
| Presentation / Jury |
0
|
||
| Project |
1
|
14
|
14
|
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
7
|
7
|
| Final Exam |
-
|
0
|
|
| Total |
120
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
||
| 1 | To be able to apply the fundamental principles of design in creating visual narratives and messages, using physical and digital media, |
X | ||||
| 2 | To attain complex problem-solving skills, using various design methods, |
X | ||||
| 3 | To have a clear understanding of creative/art direction, |
X | ||||
| 4 | To be able to use the advanced theoretical and applied knowledge attained in the areas of Visual Communication Design, |
X | ||||
| 5 | To act with social and ethical awareness and to take responsibility, both individually and collectively, for developing aesthetic and effective design solutions, |
X | ||||
| 6 | To be able to investigate, interpret and evaluate the developments on Visual Communication Design in the world and in Turkey, |
X | ||||
| 7 | To have an advanced level of knowledge and experience in producing/editing still and moving images, |
X | ||||
| 8 | To attain proficiency in using related software, media, and communication technologies, |
|||||
| 9 | To gain reflexive and critical thinking abilities, |
X | ||||
| 10 | To undertake self-directed and continuous education in the discipline, to develop a lifelong learning attitude, |
X | ||||
| 11 | To be able to collect data in the areas of Visual Communication Design and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1), |
X | ||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently, |
|||||
| 13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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