9000 West College Parkway
Palos Hills, Illinois 60465-0937
ART 186-270 Layout Design 1
Saturday – 9:00am – 12:45pm
Credit hours: 3 Contact hours: 4: lecture 2, lab 2
Prerequisite: ART 146 or consent of the instructor
Instructor: Kevin Brady
Office Location: No office
Mailbox Location: F130
E-mail address: firstname.lastname@example.org
This art/graphic design studio course introduces desktop layout and publishing software. Requires the creation of both single- and multiple-page documents in black and white, as well as in color. Also covers document construction, integration of word processing programs, working with images and typography, custom colors, and output to printers or service providers. Fee is required. (4 contact hours).
Required: Adobe InDesign CS6 Classroom in a Book
Cloud based storage: Dropbox and/or Portable storage device: Flash drive or portable hard drive
Sketchbook, visual journal, portfolio and other supplies as needed to complete projects
Adobe InDesign CS6
Adobe Acrobat Professional 10
Adobe Photoshop, Illustrator
OS X 10.6—Snow Leopard
ART 186 is an introduction of digital-based layout techniques using Adobe InDesign and QuarkXpress.
- This class will create both single- and multiple-page documents.
- Document construction and the integration of word processing programs will be covered.
- Typography, working with images, custom colors and output to printers or service providers is discussed and put into practice.
- The student is expected to produce highly developed, coherent projects.
- Students are expected to focus on a goal and to be articulate regarding their work while constructively critiquing others.
Course End Competencies
The student’s final grade will depend upon the student’s comprehension of the following course-end competencies.
By the end of the course, students should have a clear understanding of…
- The main features of Adobe InDesign and QuarkXpress
- The use of the basic palettes and tools to create intermediate documents
- The importation of images into a document
- Typography using basic type fonts
Students should also be able to…
- Import text and graphics/images into a document
- Work with paths including smooth and angles curves
- Create masks; compound paths, and turnaround type
- Create type in various styles and formats; type on a path
- Create custom colors and match specific color palettes
- Save, copy, delete, organize and print the spreads they create
Students must produce a portfolio of advanced work that will demonstrate to a future employer the quality and substance of students’ thinking and image making.
There are five components to this course:
- The operation of a Macintosh-based computer graphics workstation including hardware/software, the central processing unit (CPU), the graphic-users interface (GUI), the use of removable storage disks, and the volumes on the server
- The generation and manipulation of images and text documents
- Input of images/photographs using flat-bed and/or transparency scanners and digital camera
- Output of images for hardcopy production via laser writer printers
- The preparation of images for output by a service bureau
The concepts that these units will detail are…
- System Hardware and Operating System Software
- Input/Output Devices & Techniques: hardcopy production; import of text and graphics
- Storage using portable drives and Academic Server
- Creating layouts using graphic tools in both Adobe InDesign and QuarkXpress
- The differences between RGB and CMYK images
- Graphic File Format Distinctions (i.e., QRK, INDD, TIF, EPS, JPEG, PDF, etc.)
The General Information sheet is attached to the end of the syllabus. Please read it carefully.
Code of Student Conduct
Each student is responsible for adhering to the Code of Student Conduct as stated in the College Catalog.
The use of mobile devices during a class time is strictly prohibited. This includes pagers, cell phones, texting, internet usage not related to the project, multimedia usage, MP3 players, etc. (turn OFF cell phones when entering class). This is considered disruptive behavior and will be dealt with accordingly. Any of these activities may result in loss of grade points.
The use of the Internet, personal e-mail, online networking, IM during class rime for non-class related purposes is strictly prohibited. Any of these activities may result in loss of grade points.
Each student is required to come to class on time, be prepared, and stay the entire length of each class session. Each student must take detailed notes on the reading assignments, daily lectures, project guidelines and deadlines. Notes are imperative to completing project/assignments successfully. In-class projects/class participation will teach each student how to use the assigned software programs to apply the tools, techniques, and processes used to complete projects. This section of class is an integral part of your learning. There is no make-up for missed in-class participation and projects. Each student must work on projects during class time—utilizing the classroom’s Macintosh computer workstations—and outside of class time utilizing F216, F160, T941, personal computers, etc. There is an expectation of at least 4 hours of out-of-class homework for this course. Each student should check their schedule to be sure they have enough free time to complete this required classroom component.
There will be four projects using the assigned software programs that will evaluate your ability to apply the tools, techniques, and processes involved in graphics production to generating digital or hardcopy output of layout design. Projects may include some or all of the following: homework, research, thumbnails, sketches, roughs, a comprehensive (“comp”), digital/hardcopy of your work, presentation, objective, bibliography (if needed), time-log, self-critique sheet or project concept. Projects are considered complete only if all assigned material associated with that project is handed in by the deadline.
Completion of project work will constitute 70% of your grade.
You will be required to give a presentation to the class during the final critique presenting your work for peer review in Portable Document Form (.PDF) and a hardcopy portfolio. During this talk, you may elucidate the major steps you took and major problems you encountered to produce your images. These critiques are 10% of your grade.
A critique is a small presentation of your work. During a critique you may discuss your concepts, how you approached the project, any problems that you encountered, and the solution/s that you discovered to overcome the problems. Critiques are conducted in a positive way so that students may learn from one another. All students need to learn how to give and receive criticism of their work, as this is essential in the art world. A professional attitude toward your work and that of others is expected in class.
Extension of deadlines will be granted only under extenuating circumstances, and will NEVER be made after the deadline except under extreme conditions with the total involvement of the instructor. Extenuating circumstances are to be defined by the instructor. Hardware issues are not considered extenuating circumstances. Discipline and planning are necessary for all artists and designers, especially for students seeking to become professionals. Do not procrastinate; it is an easy habit to form. As a professional artist/designer, clients will not be concerned with any of your problems or circumstances; they just want the work done when they expect it to be done. If a project is delayed it may result in a loss of a project, or worse yet the loss of an account. The classroom is the best place to begin learning how to meet deadlines.
Your punctual attendance on ALL critique days is mandatory. There will be no excuses, except under extreme extenuating circumstances, for work not presented during critique. Extension of deadlines will NEVER be made after the deadline except under extreme conditions with the total involvement of the instructor. Each student must meet deadlines. Missing a deadline for any reason has a detrimental effect on your grade; the grade of “A” is not possible if a deadline/critique is missed.
A student who does not withdraw officially from a course may receive a grade of “F” depending on course progress or course attendance, which will become a part of the student’s permanent record. The withdrawal date is listed in the General Information Sheet.
Two tardies or leaving before the end of class equals one absence.
One-day absence will require special dispensation and is reflected in your grade. More than one-day absence will decrease your total class grade points by one point for each absence over one and may result in failure for the semester. Your class attendance and participation is 10% of your grade.
If you are found cheating or plagiarizing at any time during the course, you will receive an “F” for the course. You will be issued official notification of this action.
Plagiarism or cheating in ART consists of any of the following—
- claiming that work done by others (in whole or in part) was produced by you;
- using ideas, forms, motifs, mechanicals, created and/or produced by others as your own without giving the creator credit for them;
- presenting for credit during a given semester art (executed by you or another) which was presented and/or given credit, a) during a previous semester or b) at another school, or c) to another instructor, unless given specific permission for any of these;
- altering, for purposes of claiming others’ work as your own, parts or the whole of another’s art work, including signature, logo or monogram.
During the lab portion, you will be instructed as to the proper safety procedures in handling the equipment used in this course.
You will not be required to use the Testing Center in this course.
There will be a mid-term and final portfolio coversheet project in this class; each one of these components is worth 5% of your grade.
- Students must use the e-mail account provided by Moraine Valley as their official means of email communication for all business related to this course. Any email that does not come directly from your MVCC email > (email@example.com) may be filtered by spam or junk mail filters, may get deleted, or may get a delayed response. This means if you choose to forward your MVCC email account to some other email account (such as firstname.lastname@example.org, or email@example.com, or username @sbcglobal.com), then do not send a response back to the instructor from that third party account. All responses to email should come directly from your MVCC account and not from the forwarded account. In other words, all email correspondence for this course must come from your firstname.lastname@example.org email account.
- The subject line of all email to the instructor must begin with the course number AND section number followed by the topic. The course number and section for this course is: ART182-001. Here are some examples: Subject: ART186-170, Missed class – When is Critique #2? Subject: ART186-170, Question on Project 2 Subject: ART186-170, Final Critique Date Email without a subject may not be read and will probably be deleted.
- The body of the email must include at least one complete sentence AND be “signed” with your full first and last name. When asking for help, please do your best to be specific about the question(s) and always “sign” your email at the bottom by typing your full first and last name. If you are requesting a phone call back, include your phone number with area code.
- Each student is responsible for reading the Email Guidelines & Procedures, which is located at http://www.morainevalley.edu/studentemail/guidelines.htm.
Grades are based on the student’s comprehension of the basic course end competencies, comprehension of major concepts, the completion of all projects by the deadline, the final project to cover your portfolio which includes both page layout and a written description, a hardcopy portfolio, a digital portfolio and a final exam project.
The most valuable thing all students bring to class is their honesty, best effort, willingness to explore, and humor. Always ask questions, challenge, participate, and share your opinion with your classmates and me. Oftentimes the most valuable insight will come from your peers.
Work habits should demonstrate self-discipline, effort and organization. Grade points are earned for quality and quantity of work as well as for participation in class discussions/critiques, in-class assignments, and a professional attitude toward your work and that of others.
Students are expected to invest out-of-class studio lab hours either during posted times in the Mac Studio (F216), Mac Lab (F160), in Open Lab (T941) or at home. The amount of time and effort you invest in projects will be clearly reflected in your finished work/grade. If you invest more than three hours of additional outside study, preparation, reading, or studio time per week—which is appropriate to a 3 credit-hour lecture/lab college studio art course—these hours, as documented on your Self Critique Sheets may add points to your project grade points for the assignment.
Factors that determine your Grade
- Quality of artwork and ability to integrate skills learned in other courses, i.e. fine arts, design, composition, determine your grade speech, research skills, etc.
- Efficient use and understanding of software tools in creating imagery/design/layout
- Presentation/oral skills—judged on content and presentation
- Visual/aesthetic quality of design including typography, imagery or flow
- Effectiveness of visual/electronic communication
- Appropriateness of solution to stated creative problem and ability to problem solve
- Level of craftsmanship in presentation
- Ability to visualize concepts/refine ideas and develop original work independently
- Participation in class critiques, professional attitude toward your work and that of others
The last two factors represent your professional work ethic and are reflected in the 10% of your grade for critique/class participation as well as in-class projects.
Your critique sheets award points for the following aspects of your work:
- Individually developed concept
- Learning of concepts, terms and techniques
- Technical execution of assignment
- Meeting deadlines
- Participation in classroom activities
- Follow through on critique
- Use of studio time
The rubric for assessment of the design skills, research and communication skills, and project management skills follows this page.
All grading will be on a point system. At the end of the semester, your final grade is based on the total points earned for the four projects, final critique, midterm, final, portfolio cover, and class participation.
The grading scale is as follows:
A: 90-100 pts
B: 79-89 pts
C: 68-78 pts
D: 57-67 pts
F: below 56 pts
Four Projects -70 points
P1. Cover and booklet 15 points
P2. Brochure 15 points
P3. Magazine 20 points Collaboration Report 5 points
P4. Poster 15 points
Midterm project: Group Project Plan 5 points
Portfolio Cover 5 points Print/digital portfolio critique 10 points
In-class projects/participation 10 points
The “A” Assignment
The student understood and followed through on suggestions, progressively learning the concepts, terms, and techniques, which lead to an excellent, individually developed concept. Technically, the assignment was exceptionally executed. The student enthusiastically participated in class activities. The student has mastered and achieved a greater level of knowledge of the software and hardware required for this course. The only way that a student can earn an “A” is if the assignment is turned in by the stated deadline. If the project is late for whatever reason, the student cannot possibly earn an “A.” The grade “A” is exceptional.
The “B” Assignment
The student attempted all of the above, but found themselves lacking in time or motivation in some (not all) areas. The student understood the concepts involved, but the execution of the assignment was below an “A” level. The student participated highly in class activities. The grade “B” is very good and above average.
The “C” Assignment
The student has attended and participated in scheduled classes during the project, pursued the process, and made the effort to learn the required material. There was enough development in technique and skill to produce an assignment of acceptable quality. The student participated in class activities. The grade of “C” is average.
The “D” Assignment
The student attempted all of the above, but for whatever reason, found that they could not achieve some (not all) of the results and goals set. The student’s project concept was good, but the finished work was sloppy. The student’s self motivation could have been lacking, or the concept misunderstood. The student participated in some (not all) class activities, and earned a grade of “D.”
The “F” Assignment
The student did not attend all of the classes during the project. The student did not attempt to improve their knowledge and/or skills in class-related areas. The failing student did not participate in class activities.
|Design Skills Category|
|0 – Does not meet expectations||3 – Meets expectations||5 – Exceeds expectations|
|There is no use of white space, symmetry, and focal point. Pages (and elements within pages) are cut off inappropriately at their borders or are surrounded by excessive white space.||There is some use of white space, symmetry, and focal point. Pages (and elements within pages) usually fit appropriately within their borders.||White space, symmetry, and focal point are used effectively. Pages (and elements within pages) fit within their borders in a pleasing manner.|
|Colors clash and do little for the theme of the design. Background color interferes with text and images. Colors make text less readable.||Colors are somewhat complementary. Background color coordinates with images and text design. Colors do not interfere with readability.||Colors work together, reinforcing the theme of the design. Background color enhances images and text design. Colors strongly support readability.|
|Text is not easily readable. White space is not used effectively. Fonts and text effects interfere with the design and readability.||Text is readable. Type sizes communicate information and are compatible with overall design. White space around text supports readability and design. Fonts and text effects are compatible with the design and readability.||Text is readable, and selected fonts support design goals. Type sizes reflect desired emphasis and hierarchy. White space around text strongly supports readability and design. Fonts and text effects add to mood and tone. Fonts enhance readability through color, size, and contrast.|
|Page layout and styles are not consistent. Layout does not give the audience access to all content or graphics and is not intuitive to read or follow.||Page layout and styles are consistent. Layout gives audience access to most content and is intuitive to read and follow. Some content or graphics are hard to read or notice.||Consistent and coordinated page layout and styles appear on all pages. Layout gives audience access to all content and graphics and is intuitive to read and follow.|
|Use of Technical Elements (Adobe Creative Suite software)|
|Use of technical elements and effects does not enhance the audience’s experience (though readability, navigation, and so on) or consistently support the overall goals and purpose of the project.||Use of technical elements and effects consistently supports the overall goals and purpose of the project but does not enhance the audience’s experience (though readability, navigation, and so on). Use of such elements or effects is not excessive or distracting.||Use of technical elements and effects adds to the overall design and layout by enhancing the audience’s experience (though readability, navigation, and so on) and supporting the goals and purpose of the project. Use of such elements or effects is not excessive or distracting.|
|Project plan provides incomplete or contradictory production information.||Project plan is complete but somewhat difficult to interpret.||Project plan is thorough, complete, and very clear.|
|Research and Communication Skills Category|
|0 – Does not meet expectations||3 – Meets expectations||5 – Exceeds expectations|
|The design process does not include all appropriate elements, such as sketches, design comps, project plans, and review comments. The final product does not completely reflect the project plan and feedback.||The design process includes elements such as sketches, design comps, project plans, and review comments. The final product reflects the project plan, with some revisions based on feedback.||The design process includes all appropriate elements, such as sketches, design comps, project plans, and review comments. The final product accurately reflects the project plan, including thoughtful design decisions made during production and design comp revisions based on feedback.|
|Reviews of other students’ designs do not adequately address content and design. Does not use informative vocabulary in feedback and is often not constructive.||Reviews of other students’ designs provide some analysis of content and design. Uses some informative vocabulary in feedback and connects comments to design and content. Feedback is not always constructive.||Reviews of other students’ designs provide thorough and insightful analysis of content and design. Uses clear and informative vocabulary in feedback and connects comments to design and content. Feedback is always constructive.|
|Design presentations provide little information on the goals, design principles, and requirements of a project.||Design presentations cover the goals, design principles, and requirements of a project.||Design presentations clearly and completely state the goals, design principles, and requirements of a project.|
|Team collaboration (team roles may vary by project)|
|Student does not collaborate with other students to provide feedback or assistance. Fulfills assigned team roles but does not contribute equally to project work. Does not consult with other team members before making major project decisions. Does not help others build skills.||Student collaborates with other students as required to provide feedback or assistance. Fulfills assigned team roles and contributes equally to project work. Sometimes consults with other team members on major project decisions but makes minimal effort to help others build skills.||Student collaborates freely with other students to provide feedback or assistance. Fulfills assigned team roles and contributes equally to project work. Consults with other team members on major project decisions and voluntarily helps others build skills to complete the project.|
|Project Management Skills Category|
|0 – Does not meet expectations||3 – Meets expectations||5 – Exceeds expectations|
|Student does not use a project plan or feedback from peers, instructor, or client.||Student uses a project plan to guide the design process. Inconsistently uses peer, instructor, or client feedback to guide the redesign process.||Student consistently uses a project plan to guide the design and development process. Thoughtfully uses peer, instructor, or client feedback to guide the redesign process.|
|Student does not respond to feedback, or student redesigns without deciding whether the feedback improves the content and design of the project.||Student responds to feedback, deciding which feedback improves the content and design of the project. Incorporates some of this feedback into redesign.||Student responds thoughtfully and completely to feedback, deciding which feedback most effectively improves the content and design of the project. Incorporates this feedback into redesign of a project.|
|Student does not effectively allot time for the phases of the design and development process. Completes few phases on schedule.||Student allots time for each phase of the design and development process. Completes most phases on schedule.||Student thoughtfully and effectively allots time for each phase of the design and development process. Completes all phases on schedule.|