JEREMY makes art, design, books, signs & teaches design outside.              


Mark
Designing for Change 
VISC 520 Studio ︎︎︎ Project 1 |
Project 2 | Project 3Resources | Drive 


Download a complete copy of the syllabus here︎︎︎
DIAGRAM BY BRUCE MAU
DIAGRAM BY BRUCE MAU

 Design is the process of going from an existing condition   to a preferred one 
 Milton Glaser 


Design is about change and this course introduces design, branding, and visualization strategies associated with creating positive change. Emphasis will be on methods of thinking, framing, and research that precede the creation of design, as well as the importance of visual and verbal presentation.

Students will complete three projects exploring how might a graphic designer visualize change; instigate/advocate for change; and practice as an agent of change.

Weeks 1–5
Visualize Change — Reflection Map

Weeks 6–10
Change Behavior (Shikake Design) — Help Someone Do Something

Weeks 11–16
Change Agent — Help an existing Brand Change Directions

COURSE PURPOSE
The purpose of this course is to prepare students for contemporary design practice, focusing on sophisticated form-giving, design process facilitation, and strategic design thinking. Students will learn to navigate unstructured situations, where problems are undefined, and develop communication design solutions that address unstated needs.

LEARNING OUTCOMES
At the conclusion of this course, students will be able to:

Design Thinking & Problem Solving: Formulate a meaningful ideation process based on research, content understanding, context, and audience. Identify, define, and solve complex communication problems through visual solutions.

Research & Ideation: Conduct thorough research to inform design decisions and iterate on concepts through multiple ideations. Document design processes and outcomes, providing evidence of successful problem-solving and creative thinking.


Critical Analysis & Decision-Making: Break down complex problems into manageable parts, identifying patterns and cause-effect relationships. Make informed design decisions by evaluating different perspectives, weighing pros and cons, and projecting likely outcomes.

Strategic Visualization: Utilize visualization techniques to propose and prototype solutions for evaluation. Develop compelling visual narratives that effectively communicate change

Communication & Presentation: Present design concepts effectively, articulating the relationship between form and content. Engage in critique sessions, providing and receiving constructive feedback to refine design outcomes.


DESCRIPTION OF THE COURSE
This is a core studio for seniors in Visual Communication Design, it will require your consistent attention & energy. Class time will be structured around:
• presentations on concepts, models, methods

• analysis and assessment of project work in the form of regularly scheduled group critiques, small-group and individual critique

• you will present your incremental progress toward completing final objectives frequently, so be prepared for class to receive feedback!


 Generally Tuesdays will be days to introduce projects, concepts; present and discuss work as a group in critique. Thursdays will often be small group critiques and/or individual presentations of work. 

All research and project-based work will be pursued and completed outside of classroom instruction hours. To successfully achieve the objectives of this course, you will need to dedicate a minimum of 15 additional hours a week to complete readings, research and projects.

The course activities will provide a platform to specifically explore the “Identify/Define,” “ Discover,” and “ Develop” phases of the designing process. By doing so, you will see the alignment of the “classic” design process that you have learned and practiced in your other design courses with what business people call the “planning process”. Through readings, discussions and 4-5 week projects you will experience the value of designing as a way to solve problems. In this class you will produce important evidence of your success as a creative problem solver. You will create important portfolio products that demonstrate your intellectual and technical creativity.

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COURSE METHODS
This course will provide opportunities for students to gain design knowledge and abilities through studio projects and critique presentations. Additionally, lectures, readings, demonstrations, slide presentations, class and group discussions, and personal student meetings will be used.

In order to maximize your learning and growth as a designer in this class, active engagement with the coursework is essential. Adopt a serious attitude and be willing to go beyond the assigned tasks. Challenge yourself and embrace the philosophy of learning through hands-on experience. Design is a competitive yet rewarding profession, and this course is designed with that mindset.Expectations include diligent effort every day, not just for grades, but for personal development and skill enhancement.

To truly benefit from this course, it is important to approach it with curiosity, self-initiative, and a dedicated investment of time. The work we will be doing can be time-consuming, occasionally frustrating, and involve iterative making. Trial and Error! Embrace the opportunity to immerse yourself, actively participate, share ideas, and explore new possibilities. If this approach does not resonate with you, it may be worth discussing alternative course options with your advisor.

Effective verbal communication skills are paramount in conveying your ideas to clients and fellow design team members. During critiques, students are expected to come prepared to present their concepts, explain how their design form supports the underlying concept, and describe the processbehind their ideas. Offering feedback to your peers is a privilege. Engaging in both giving and receiving feedback is beneficial. While you do not have to personally “like” someone else’s work, it is crucial toprovide insightful commentary in a respectful and constructive manner. During class, lectures, and demonstrations, it is required that you be working on things related to this class (not other classes), that you turn your phone to silent mode and refrain from distractions such as texting, social media, checking email....

A lack of professionalism can effectively lower your grade by one full letter grade.

— Attend class on time and stay throughout the whole class period
— Prepared for every class
— Participate in classroom discussions/crits
— Use class time to work on projects for this class
— Maintain a positive and open-minded attitude  
— Demonstrate deliberate self-disciplined and timely work habits
— Progressively strive for and achieve the highest standards of quality

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ATTENDANCE
Students are required to attend class. Please be in class on time and remain for the entire period. Attendance will be taken at the beginning of each class period. Three late marks will equal one absence. A total of 3 absences will be allowed for any reason, including excused absences. On your 4th absence, your grade will drop by one full letter grade, or you may be asked to withdraw from the course. In the event of any absence, students are still responsible for obtaining all information and materials from the class period and completing all assignments on time. It is your sole responsibility to find out about any new work assigned during your absence.  

In the event of any absence, students are still responsible for obtaining all information & materials from the class period and completing all assignments on time. It is your sole responsibility to find out about any new work assigned during your absence.

MEDICALLY-RELATED ABSENCES
Because of the fast-paced, project-based nature of studio curricula, absences as the result of a medical condition will count in the same way as non-medical absences. Excessive absence for any reason, as outlined in this policy, is irreparably detrimental to a student’s ability to succeed in our studio curriculum.

RELIGIOUS OBSERVATIONS
Students who plan to observe religious holidays should inform instructors of the day(s) they intend to be absent due to religious observance. You should inform the instructor before the absence. Doing so allows enough time for you and your professor to prepare accordingly.

Please see the University Excused Absences policy (USRR 2.2.1) for any additional information.

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GRADING
This course is a mandatory requirement listed under the major studies section on your degree check sheet. To progress to the next course in the sequence, it is necessary to achieve a grade of C (2.0) or higher.

Course Grade Criteria:
The final grade for the course will be determined by the collective assessment of the following:

  • Project Work: 75%
    • Project 1: Visualizing Change (25%)
    • Project 2: Instigating Change (25%)
    • Project 3: Advocating for Change (25%)
  • Participation & Critiques (10%)
    • Contribution to class discussions and critiques.
  • Research & Documentation (15%)
    • Quality and thoroughness of research and process documentation.

Project Grade Criteria:
The final grade for each project will be determined by the collective assessment of several key components: Participation, Process, Exploration,Refinement, Final Product, and Craft.

40% Process:
includes demonstrated process of idea development, research, type/image studies, concept development, quantity and quality of sketches. More than just one idea explored, prepared for class and critique participation. I will keep track of your process. A process book/pdf will be handed in with each project. The process book contains ALL your sketches, refinements, notes...from the project. Directions will be given specifically for each project. It should be organized, neat and professional.

50% Product:
comprehension of problem, originality of solution, appropriateness of solution, typography, visual invention, visual aesthetic, application/translation of concept, followed the assignment sheet or directives given in class.

10%
Craftsmanship: presentation of final, neatness, precision, technical proficiency, appropriate materials. Poor craft can reduce a project grade by 1 full grade.  

Grading Scale:
Excellent (A+ 98–100%, A=94–97%, A– 90–93%)
Good (B+ 87–89%, B= 84–86%, B– 80–83%)
Average (C+ 77–79%, C= 74–76%, C– 70–73%)
Below Average (D+ 67–69%, D= 64–6 6%, D– 60–6 3%)
Failing (F 59% & below)

To achieve an “A” grade, it is crucial that your process, product, and participation surpass expectations.Merely completing the project requirements will not be sufficient to earn an “A.” It is not merely amatter of fulfilling basic criteria.Every one of you has the potential to earn an “A.” Strive for excellence consistently. Meeting theminimum expectations by being prepared and fulfilling assigned tasks corresponds to a “satisfactory”effort, which equates to a “C” grade. Remember, a “B” grade reflects Very Good!

Work (even when unfinished) must be displayed during critiques in order to receive a grade.

All projects and assignments are due on the date given and due at the beginning of class. Late projects will be penalized by lowering the project grade by one full letter grade. After three days, late projects will no longer be accepted.

You may be assigned an 'I' (Incomplete) grade if you are unable to complete some portion of the assigned coursework because of an unanticipated illness, accident, work-related responsibility, family hardship, or verified learning disability. An Incomplete grade is not intended to give you additional time to complete course assignments or extra credit unless there is indication that the specified circumstances prevented you from completing course assignments on time.

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ACADEMIC INTEGRITY
Academic misconduct will not be tolerated in this class. Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations, reports or other assignments; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; plagiarizing of another’s work; or otherwise acting dishonestly. Disruptive Behavior: The scope and content of the material included in this course are defined by the instructor in consultation with the responsible academic unit. While the orderly exchange of ideas, including questions and discussions prompted by lectures, discussion sessions and laboratories, is viewed as a normal part of the educational environment, the instructor has the right to limit the scope and duration of these interactions. Students who engage in disruptive behavior, including persistent refusal to observe boundaries defined by the instructor regarding inappropriate talking, discussions, and questions in the classroom or laboratory may be subject to discipline for non-academic misconduct for disruption of teaching or academic misconduct. https://policy.ku.edu/governance/USRR#art2sect7

All academic misconduct is reported to the Department Chair, the Dean’s office and to the University. Consequences may include course failure, departmental suspension, or expulsion from the university.

Plagiarism
It is mandatory that all work submitted for this class is original and created by you specifically for this semester and this class. Any instances where work is discovered to closely resemble material found online will be regarded as plagiarism. In such cases, appropriate sanctions will be implemented for all individuals involved in plagiarizing coursework. Plagiarism is a violation of the University Senate Rules and Regulations and will not be tolerated.Consequences may include failing the project, disqualification from the Viscom SophomoreReview, course failure, departmental suspension, or expulsion from the university. Plagiarism is reported to the Department Chair, the Dean’s office and to the University and is a form of academic misconduct. Important note about Artificial Intelligence: If AI is used to help create text or images in this project (or any project in any of your classes), it is imperative to be transparent and honest about its involvement. AI can be embraced and explored as a tool used to enhance the creative process. Maintaining mastery over the AI and making necessary alterations to all final deliverables is crucial. Failure to inform us that you are using AI at any point in the project will be considered plagiarism, and strict consequences will follow. As we navigate this learning process, we must remember to exercise responsible AI usage and ensure that AI serves as a valuable assistant rather than a substitute for creativity and originality.Together, we can leverage AI to augment our process. Honesty and integrity could lead to amore insightful and ethical exploration of AI’s potential in the creative domain.

Imagery
To maintain integrity and respect copyright laws, it is crucial that you either create your own imagery or use images from the Public Domain whenever possible. If you are unable to create your own visuals, it is important to give proper attribution and credit when utilizing images from external sources.Remember to include attribution for any images sourced from the Internet. An image online does not grant you automatic permission to use it—it is not a matter of “finders keepers.

ILLUSTRATION BY VISCOM ALUM MATT CHASE

Important note about Artificial Intelligence:
If AI is used to help create text or images in this project (or any project in any of your classes), it is imperative to be transparent and honest about its involvement. AI can be embraced and explored as a tool used to enhance the creative process. Maintaining mastery over the AI and making necessary alterations to all final deliverables is crucial. Failure to inform us that you are using AI at any point in the project will be considered plagiarism, and strict consequences will follow. As we navigate this learning process, we must remember to exercise responsible AI usage and ensure that AI serves as a valuable assistant rather than a substitute for creativity and originality.

Together, we can leverage AI to augment our process. Honesty and integrity could lead to amore insightful and ethical exploration of AI’s potential in the creative domain.

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ACADEMIC SUCCESS

Please visit the Student Resources website (KU Academic Success) for a list of student resources and university policies.

The Student Access Center (SAC) coordinates academic accommodations and services for all eligible KU students with disabilities. If you have a disability for which you wish to request accommodations and have not contacted SAC, please do so as soon as possible. They are located in 22 Strong Hall and can be reached at 785-864-4064 (V/TTY). Information about their services can be found at access.ku.edu. Please contact me privately in regard to your needs in this course.

ArcD Student Hub
Weekly announcements, advising info, policies and resources, job postings, internships, scholarshipopportunities, upcoming electives, and study abroad trips, student organizations information andevents! www.arcd.ku.edu/current-students

Name and Pronouns
Everyone has the right to be referred to with their preferred name and pronouns. An opportunity toshare names and pronouns will be provided on the first day of class. If there are any changes duringthe semester, feel free to inform me. The instructor and students in this course are expected torespect each other’s identities, names, and pronouns. If someone makes a mistake or misgendersanother student, a brief apology and self-correction are appreciated. In case you feel that youridentities are not being respected, including by the instructor, please let me know about the issue.If you prefer not to share with me directly, you can consider reaching out to other resources like theCenter for Sexuality & Gender Diversity or the Office of Civil Rights civilrights@ku.edu and Title IX. Students who are in the process of updating their name at KU can refer to the Center for Sexuality &Gender Diversity’s “Name & Gender Marker Changes at KU” guide at sgd.ku.edu/name.

The Purpose of Critique
Critique is one of the most valuable parts of formal design education. It is also one of the most difficult aspects of the design school experience. It is a collaborative activity that takes quite a bit of time to learn — both in terms of how to give feedback, and how to accept feedback.

• How can you help your classmates be the best designer they can be?
• Please be collegial classmates and motivate each other to excellence.
• Critique is not a competition; it is an opportunity to learn and grow.
• Critique is a collaborative activity that requires time to learn how to give and accept feedback. Both givers and receivers of critique play a role in creating a positive and constructive environment.
• Pay attention to critiques of other students’ work as there is much to learn beyond your own projects.
• Understand the goals of the critique, whether it is exploring concepts, refining details,or celebrating project completion.
• Critiques should be honest but not cruel or disrespectful.
• The purpose of critique is to improve the work.
• A critique should leave you empowered to improve your work.

Connect with Your Academic Advisors
Real-time conversations with an academic advisor are the fastest path to assistance and support. Check out the website for more information orto set up an appointment.www.arcd.ku.edu/advising If you are having trouble connecting with your advisor then please see me for help!

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This syllabus is subject to further change or revision, as needed, to best realize the educational goals of the course. Necessary revisions will be announced in class. All project schedules are subject to change based on class progress.