88604 Visual Narrative

Warning: The information on this page is indicative. The subject outline for a 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.

UTS: Design, Architecture and Building: Design
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade and marks

There are course requisites for this subject. See access conditions.

Description

Having developed an understanding of illustration techniques as a tool for communication, students now apply that knowledge through a series of storytelling exercises and outcomes. In this subject, students record and research real life experiences and observations to produce a series of experimental visual narratives in print and digital formats. Workshops and practical tasks in studio sessions focus on different methods of interpreting autobiographical material through prose and sequential illustration as well as developing professional time management skills. In addition, students gain insight into various methods of narrative development, learning to recognize interesting and meaningful content and explore that content through iteration and experimentation. Students are expected to respond to critique and incorporate feedback into their illustrative work. Students are expected to undertake visual research and critical analysis as part of this subject.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1.	Creatively apply design concepts, as evident in conceptual idea and iterative design approach.
2.	Demonstrate range and quality of visual processing as evident from extensive research, experimentation and refinement within their process documentation.
3.	Develop original visual language in their final visual outcome as evidenced through an iterative design process.
4.	Apply appropriate levels of technical skills as evident by the refinement of their visual approach through an iterative design process.
5.	Effectively manage project constraints as evident by their ability to follow the brief, apply class exercises to final visual outcome, complete pre work and participate in group feedback.

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

Work cooperatively and professionally as part of a team, initiate partnerships with others, take a leadership role when required, and constructively contribute to peer learning. (C.1)
Communicate an informed well-researched viewpoint. (C.2)
Communicate ideas effectively in a variety of ways, including oral, written and visual. (C.3)
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)
Source, evaluate and utilise appropriate academic and professional references. (R.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

3 hours studio with the occasional in-studio lecture. A PBL (problem based learning strategy) is adopted.

In studio lecture
The studio lectures will concentrate on briefing and elaborating on the problem at hand, presenting ideas concerning design, methodology, technology and production, history and context of visual narrative in a design context

Studio
Practical illustration exercises covering the principles of visual narrative, the computer based techniques and production process centred around comics and illustrated storytelling.

Individually students develop their ability to operate effectively as a team member and to improve their interpersonal communication skills.

Students will have time in studio workshops to develop their projects and receive feedback from studio leaders and their peers. 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.

Pre-work
Students will engage in off campus practical and online activities, the outcomes of which will be presented and discussed in the studio. One of these activities is experimentation and practice of the exercises discussed in class. Students will be required to bring this work to class for feedback from peers and the studio leader.

Further details about pre-work activities and assessment tasks are described in the program section of this outline and in the project pdfs, available on UTSOnline.

Peer critiques / peer feedback sessions
Peer critique sessions provide opportunities for students to give and receive feedback. Peer critiques are essential to the development of your visual communications design practice. Feedback from your peers can help develop your work. Students are expected to engage and contribute to class critiques and feedback sessions.

Assessment feedback
Formal grades, marks and feedback related to submitted tasks will be provided online through ReView. The ReView criteria-based assessment system is adopted in the marking of assessment tasks to provide students feedback on their development of relevant graduate attributes over the course of their studies. REVIEW also enables students to self-assess to encourage a self-reflective approach to their learning, work and practices.

Content (topics)

This subject will introduce students to the history, fundamental principles, and theory of designing for visual narratives or comics. Students will explore methodologies that reflect contemporary practice for print based sequential art projects.
The brief is split into 3 parts that guide students through the process of developing and refining graphic narrative projects. Through in-class studio exercises students develop technical skills and knowledge to create their own unique visual language and apply this to sequential art projects.
Students gain an understanding of the role of sequencing in visual communication outcomes and gain the ability to use differing forms and mediums to communicate their narratives. Formal assessment focuses on students’ iterative design methodology and application of in class exercises to the final outcomes.

Assessment

Assessment task 1: Research Comic

Intent:

The purpose of the Research Comic project is to introduce basic storytelling structures, create a foundation in research analysis and application, and build a strong design iteration and development process toward visual storytelling outcomes. These elements all contribute to the project outcome of a short, clear, compelling work of graphic non-fiction. You will be applying in class exercises, lecture concepts, and peer and tutor feedback to your drafting process. Through this process you will gain an understanding of different methodologies and gain practical knowledge of technologies and practices relevant to creating sequential art.

The outcome of this assessment will be the creation of your own non-fiction comic, through which you will explore research and explain a personal interest.

Assessment focuses on exploration, research, experimentation and development of visual ideas that build your future capabilities as a professional designer and storyteller in the context of graphic narratives. You will be assessed on process as well as the outcome of your project

Presentation: You will present a pencil draft of your Research Comic in class. You will present your process and read through the final draft of your visual sequence in class. Your comic must reflect lessons and structures gleaned from class exercises during face-to-face studio sessions and an understandiing of visual narrative principles communicated through in class lectures and videos. Class members are required to contribute to feedback during the final presentation.

You will have 5 min to present your project before there will be time for feedback from your tutor.

Objective(s):

This task addresses the following subject learning objectives:

1, 2 and 5

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.):

C.2, C.3, I.1, I.2 and R.1

Type:

Design/drawing/plan/sketch

Groupwork:

Individual

Weight:

30%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Research. Sustained curiosity in collecting primary and secondary research.	15	1	R.1
Application. Thoughtful and deliberate application of research to project outcome.	20	5	C.2
Concept. Quality and depth of conceptual and critical thinking in the production and execution of project outcomes.	15	1	I.1
Exercises. Thoughtfully executed and completed in class exercises during face-to-face studio sessions, group feedback, and pre-work.	25	5	C.3
Thumbnail drafts. Evidence responsiveness to feedback in face-to-face studio session, appropriate application of design thinking, prework, and class exercises in final pencil draft and iterative thumbnail drafts.	25	2	I.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Experiments in Visual Storytelling

Intent:

The purpose of the Experiments in Visual Storytelling task is to introduce a wide range of approaches to visual storytelling and development through experimentation, class exercises and collaborative design processes. This process will be informed by the work of your peers, research and experimentation, and help facilitate new approaches to student’s existing design and story development methodologies.

Assessment focuses on exploration, experimentation and development of visual and narrative ideas as applied in thumbnail drafts, style tests, visual research, and evidence of participation in class exercises and discussions.

Objective(s):

This task addresses the following subject learning objectives:

1, 2, 3, 4 and 5

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.):

C.3, I.1, I.2, P.1 and R.2

Type:

Design/drawing/plan/sketch

Groupwork:

Individual

Weight:

30%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Collaboration. Support of peers and participation in collaborative, face-to-face studio activities and feedback.	20	1	P.1
Analysis. Clear engagement in the critical analysis of visual research as demonstrated by narrative design response.	20	2	R.2
Experimentation. Application of play, experimentation and creative risk-taking evident in the design process.	20	3	I.1
Exercises. Thoughtfully executed and completed in class exercises during face-to-face studio sessions as well as pre-work/homework.	20	5	C.3
Thumbnail drafts. Evidence of responsiveness to feedback during face-to-face studio sessions and appropriate application of design thinking in iterative thumbnail drafts and final pencil draft.	20	4	I.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Risograph Zine

Intent:

The purpose of the Risograph Zine project is to create a finished comics sequence that is compelling, legible, and aesthetically engaging and develop your understanding of production and printing. You will develop your ability to create a conceptually-led illustrative approach to your graphic narrative underpinned by strong storytelling and design principles. You will also develop the ability to create artwork that is reproducible in print.

You will use the class exercises as a tool to expand and develop your concepts as well as peer and tutor feedback that will help inform and hone the effectiveness of your narrative, illustration and design.

As part of this task you will gain experience with risograph printing. Your final outcome will be the production of an a 8-fold, Risograph comic zine. Through engagement with the risograph printing process you continue to explore pre press colouring concepts for illustration and print.

Assessment focuses on exploration, experimentation and development of visual ideas that are applied to the correct technical specifications of risograph printing. You are assessed on process as well as the outcome of your project.

Presentation: You will present your Risograph Zine project in class both in slide and print formats.

Objective(s):

This task addresses the following subject learning objectives:

2, 3, 4 and 5

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.):

C.1, I.1, I.2, I.3 and P.1

Type:

Project

Groupwork:

Individual

Weight:

40%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Project constraints. Capacity to manage project constraints and expectations as evidenced by iterative process and the project outcome.e brief.	10	5	P.1
Development. Evidence of experimentation, risk taking, and reflective analysis as evidenced by process documentation.	20	2	I.1
Iteration. Quality and depth of visual and written iteration as evidenced by process, responsiveness to feedback in face-to-face studio session and in final project outcome.	35	2	I.2
Final artwork. Capacity to develop a strong concept, original visual language, and a clear visual narrative as evident in the final design outcome.	20	3	I.3
Print outcome. Full engagement and participation with the risograph print medium.	15	4	C.1

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.

Recommended texts

Scott McCloud's Understanding Comics (1993) is in the UTS:Library.

On Visual Narrative:

Daniela Molnar's slideshow on The How and Why of Visual Storytelling
http://www.slideshare.net/DanielaMolnar/narrative-image-the-how-and-why-of-visual-storytelling

Image&Narrative is an academic journal dedicated to the study of word-image relationships:
http://www.imageandnarrative.be/

Collaborative illustration projects:
http://www.incu.com/incu-presents/window-project-graphic-x-the-exquisite-comic/
http://www.blankslatebooks.co.uk/our-books/nelson/
http://www.brainpickings.org/index.php/2010/09/01/the-exquisite-book/