87731 VC Design Studio: Narrative, Form and Time
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particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 12 cp
Result type: Grade and marks
Requisite(s): 87632 VC Design Studio: The Ethics of Image and Text AND 87222 VC Design Project: Symbols, Systems and Visual Play
Description
This practice-based subject aims to build upon the skills and knowledge acquired in the first year, focusing on the creation of time-based outcomes. Students enhance their image-making abilities, delving into graphic narratives, motion design, and video design while incorporating contemporary design practices.
Image-Making Skills: Students continue to refine their image-making skills and learn to design for visual narratives, motion design, and video design.
Iterative Process: The curriculum guides students through the iterative steps involved in creating finished outcomes, from conceptualisation and pre-production to production and the final product.
Feedback and Critiques: Students engage in individual and peer feedback sessions and critiques, facilitating the development of analytical and participatory skills. The application of feedback on their work is emphasised.
Visual Language: While exploring visual form over time, the subject emphasises the development of an original visual language and the exploration of the relationship between images and text.
Technical Skills: Students develop technical skills through the use of various tools such as software, cameras, lighting, and audio equipment. Studio-based exercises, with guidance from studio leaders, support this technical skill development.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Use diverse research methods to inform the conceptual and visual approach of a finished product |
|---|---|
| 2. | Develop a conceptually led final outcome |
| 3. | Develop original visual language through iterative processes, creating an aesthetically resolved final outcome. |
| 4. | Apply appropriate technical skills in the creation of a final outcome. |
| 5. | Effectively participate in studio based feedback and critiques through the application of evaluations on the final outcome. |
| 6. | Independently use iterative generative research methodologies and image making processes in the development of a final outcome. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Create designs that respond to their context in formally or conceptually innovative ways. (I.1)
- Advance ideas through an exploratory and iterative design process. (I.2)
- Independent development of high level technical and craft skills for the production, presentation and documentation of work. (I.3)
- An ability to critique your own work and the work of others with reference to standards drawn from contemporary design practice. (P.1)
- Employ a range of qualitative research approaches including practice-led visual and material exploration and social and participatory methods. (R.2)
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:
C = communication and groupwork
A = attitudes and values
P = practical and professional
R = research and critique
I = innovation and creativity.
Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).
Teaching and learning strategies
A PBL (problem-based learning strategy) is adopted. Activities in this subject are structured according to the following:
Lectures cover a range of topics, including contemporary practice-based design methods, historical and technical contexts and developments, and the contemporary use of time-based mediums. Industry guests will also be invited to provide insights into real-world applications.
Studios encourage students to become independent learners. Peer learning groups are formed through collaborating in tutor-guided feedback and critiques, from which students develop their ability to iterate their projects and use techniques with reference to standards drawn from contemporary design practice. Project-based individual and group learning activities involve practice-oriented research, visual investigation, idea generation, creative problem solving, critical reflection, analysis, progressive refinement and visual, oral and written presentation of completed work. Students also learn introductory technical production skills for video, motion and illustration based projects.
Technical tutorials provide students with the technical skills to complete the projects. Under guidance from the tutor's, students will create a series of class exercises that introduce them to the practical tools and software to create video, motion and illustration design projects. They will have time in the tutorials to develop their projects and receive feedback. The software that students are introduced to are the Adobe Creative Suite in particular Premiere, After Effects, Photoshop and In-Design. Students are also introduced to contemporary camera craft, accessing and using still and video cameras, lighting and audio equipment.
Pre-work Students will engage in regular off-campus practical activities, the outcomes of which will be presented and discussed in the workshops and tutorials. One of these activities is the maintenance of a process journal for the projects. The journal will comprise relevant notes from the lectures, research and drawing and visual processing for the projects. The journal will act as a record of the students' engagement with the tasks. Further details about pre-work activities and assessment tasks will be provided on Canvas.
Content (topics)
This subject will introduce students to the history, fundamental principles, and theory of designing for narrative-based outcomes in unique forms of visual communication design: Motion Design, Graphic Narratives and Video Design.
Students will learn how to independently conceive, create and complete a design project in the from of three contemporary narrative based projects.
The methodologies and skills learnt in the in the subject reflect contemporary design practices.
Through in-class studio exercises and computer tutorials students develop technical skills and knowledge to create their own unique visual language and apply this to different design outcomes.
Formal assessment focuses on students’ documentation of and critical reflection on the visual process and the quality of the final outcomes.
Students will work in the following mediums and create three project-based outcomes:
- Motion Design - students will make a short kinetic typographic project.
- Graphic Narrative - students will make a short sequential art project
- Video Design - students will make a short video project
Assessment
Assessment task 1: Sprint 1
| Intent: | The purpose of this task is to develop your skills and knowledge of processes, technologies and practices relevant to your future professional practice. You will do this by working through a series of production methodologies that reflect contemporary making practices. Assessment focuses on exploration, experimentation and development of visual ideas that build your future capabilities as a professional designer in the context of narrative forms. In each task, you are assessed on process as well as the outcome of your project. Students will work in one of following mediums and create an outcome:
Refer to Canvas or communications from your Subject Coordinator for the project brief for your allocated medium.
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| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3, 4, 5 and 6 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): I.1, I.2, I.3, P.1 and R.2 | ||||||||||||||||||||||||||||
| Type: | Project | ||||||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||||||
| Weight: | 33% | ||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Sprint 2
| Intent: | The purpose of this task is to develop your skills and knowledge of processes, technologies and practices relevant to your future professional practice. You will do this by working through a series of production methodologies that reflect contemporary making practices. Assessment focuses on exploration, experimentation and development of visual ideas that build your future capabilities as a professional designer in the context of narrative forms. In each task, you are assessed on process as well as the outcome of your project. Students will work in one of following mediums and create an outcome:
Refer to Canvas or communications from your Subject Coordinator for the project brief for your allocated medium. | ||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3, 4, 5 and 6 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): I.1, I.2, I.3, P.1 and R.2 | ||||||||||||||||||||||||||||
| Type: | Project | ||||||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||||||
| Weight: | 33% | ||||||||||||||||||||||||||||
| Criteria: |
| ||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Sprint 3
| Intent: | The purpose of this task is to develop your skills and knowledge of processes, technologies and practices relevant to your future professional practice. You will do this by working through a series of production methodologies that reflect contemporary making practices. Assessment focuses on exploration, experimentation and development of visual ideas that build your future capabilities as a professional designer in the context of narrative forms. In each task, you are assessed on process as well as the outcome of your project. Students will work in one of following mediums and create an outcome:
Refer to Canvas or communications from your Subject Coordinator for the project brief for your allocated medium. | ||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3, 4, 5 and 6 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): I.1, I.2, I.3, P.1 and R.2 | ||||||||||||||||||||||||||||
| Type: | Project | ||||||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||||||
| Weight: | 34% | ||||||||||||||||||||||||||||
| Criteria: | |||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.
The ramifications of missing class time, or not delivering the required work are significant. The subject's learning objectives are difficult to achieve if students miss classes.
As per the DAB Generic Subject Outline document: The Faculty of DAB expects students to attend 80% of all classes for all enrolled subjects. Further, pursuant to UTS rule 3.8.2, students who do not satisfy attendance requirements may be refused permission by the Responsible Academic Officer to be considered for assessment for this subject.
Where assessment tasks are to be presented personally in class, attendance is mandatory.