Photographics 10, Photography 20, 30 and Graphic Arts 20, 30

Module 35: Introduction to Graphic Design (Core)

Suggested time: 2-10 hours
Level: Introductory
Prerequisite: None

Foundational Objectives

To examine the effect of the elements and principles of design in graphic design.

Common Essential Learnings Foundational Objectives

To be able to discuss formal and informal applications of design principles. (COM)
To be able to identify colour properties and attributes (TL)

Learning Objectives	Notes
35.1 To understand the basic elements and principles of graphic design. (COM)	Have the students discuss the elements: colour, value, point, line, texture, direction, shape and size. Have the students discuss the design principles: dominance, contrast, unity, harmony, alternation, repetition, gradation and balance. Indicate to students that other disciplines emphasize other elements and principles of design. These concepts are also discussed in the Design Studies 10, 20 Curriculum Guide and the Visual Art10, 20, 30 Curriculum Guide.
35.2 To construct a colour wheel with primary, secondary and tertiary colours. (TL)	The colour wheel illustrates the various primary, secondary and tertiary colours and their relationship to each other. Include primary, secondary and tertiary colours and have the students identify the complementary, analogous, and triadic colour schemes in relation to the colour wheel. Discuss value and intensity as terms related to the brightness and dullness and lightness and darkness of the various hues.
35.3 To describe the psychological attributes of colour. (COM)	Have the students discuss the psychological impact of colour and ways designers use the various hues in their work.
35.4 To experiment with the elements and principles design through the creation of a personal logo or emblem. (CCT)	Have students produce thumbnail sketches for a personal emblem of their initials or a logo design. This is a good opportunity to reinforce and practise the use of the principles and elements of design. Consider having the students present and discuss the finished product of their design with classmates. The five types of logo identity the students should be familiar with include: Logotype: a manipulation of letter forms to create a distinctive image, e.g., Coca-Cola Monogram: a simple rendition of a complex name, e.g., NorTel, CBC Typographical image: graphic designs that are added to type, e.g., Nike Pictogram: a stylized or simplified image that has its origin in natural or formula elements, e.g., CBC globe, CBS eye Symbolic image: an attractive arrangement of devices that demonstrates a more emotional response than a tangible image. e.g., Mercedes Benz, WHMIS logos, traffic signs and symbols.