2019 Robin Landa. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

1 © 2019 Robin Landa. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Chapter 01 Introduction: The Graphic Design Profession

Objectives 01 define graphic design 02 become familiar with the major graphic design disciplines 03 learn about working in the fields of graphic design and advertising 04 understand career competencies and expectations 05 introduce why design matters

Overview Emphasize the role of graphic design in our visual culture. Explain why design matters—to commerce, communication, society, and entertainment. Explain that graphic design is a form of visual communication used to convey a message or information to an audience.Describe the different graphic design disciplines and formats for print and screen. Show examples of each discipline so that students understand what each is about. You can find excellent examples, categorized by discipline, by visiting: designarchives.aiga.org/

 Introduce ethics and watchdog groups. Familiarize students with professional design organizations and design blogs: www.aiga.org AIGA www.adcglobal.org Art Directors Club www.icograda.org Icograda www.tdc.org The Type Directors Club www.spd.org The Society of Publication Designers www.societyillustrators.org Society of Illustrators www.livingprinciples.org AIGA | Sustainable Design | Living Principles designenvy.aiga.org AIGA | Design Envy www.designobserver.com Design Observer  Require students to read a blog entry every other week and share what they’ve learned or what excites them about their findings.

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© 2019 Robin Landa. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lecture 1: Define Graphic Design

 Explain that graphic design is visual communication, a visual representation of an idea relying on the creation, selection, and organization of visual elements.• Convey: “Design is the intermediary between information and understanding,” explains Richard Grefé, former executive director, AIGA ( www.aiga.org).

• Focus on what a graphic design solution can do: persuade, inform, identify,

motivate, enhance, organize, brand, rouse, locate, engage, and carry or convey many levels of meaning.• Make clear that a design solution can be so effective that it influences behavior. Ask students to give examples of how graphic design has influenced them or changed their behavior (through purchase, use, donation, a call to action, etc.).• Make clear that graphic design involves …

• Visual communication using type and images
• Making information and content clear and accessible
• The practice of conceiving and executing concepts and experiences
• Service and actions: realized concepts and experiences that benefit people and

that people can participate in

• Doing something to benefit society, not just selling more branded products and

services

• Building brand communities and brand advocates
• Sourcing data to inform useful brand apps, experiences, and platforms
• Mobile-first thinking, mobile ready, and mobile rich
• Starting stories that engage people across media channels
• Social media campaigning that maps back to the brand proposition, how a brand

defines itself, the benefit it commits to delivering to you, what it promises

Lecture 2: Become Familiar with the Major Graphic Design Disciplines

 Go over each design discipline, ensuring that students have a general understanding of

the main role and goals of:

• Identity Design • Corporate Communication Design 2 / 4

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© 2019 Robin Landa. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.• Editorial Design • Environmental Design • Illustration • Information Design • Interactive Design • Motion Graphics • Package Design • Promotional Design • Advertising • Typographic Design  Visit designarchives.aiga.org/ for examples

 Visit studios and agencies and archives:

www.360i.com www.bookcoverarchive.com www.ddb.com www.droga5.com www.heyhush.com www.landor.com www.liska.com www.louisefili.com www.moderndog.com www.pentagram.com www.rga.com www.sagmeisterwalsh.com www.trollback.com www.turnerduckworth.com www.wolffolins.com 3 / 4

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© 2019 Robin Landa. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Lecture 3: Learn About Working in the Fields of Graphic Design and A dvertising

 Focus on the main places of employment:

design studios; branding firms; publishers; digital/interactive agencies; advertising agencies; integrated communication firms; marketing companies; and companies, corporations, institutions, governments, schools, and organizations with in-house design and/or advertising departments  Discuss collaboration in the field of graphic design. Explain the difference between working for an employer, being self-employed, and freelancing.

Lecture 4: Understand Career Competencies and Expectations

 Go over design competencies. Discuss the difference between technical skills (proficiencies in software and production) and design skills (conceiving and designing solutions to communication design problems utilizing the principles of composition [visual hierarchy, unity, balance, and rhythm], typography, and aesthetics).

Lecture 5: Introduce Why Design Matters

 Review the reasons why design matters and the importance of being socially responsible. Show Fig. 1-10 /// Gilda’s Club Chicago Annual Report. Show Fig. 1-11 /// “Buzzed Driving Is Drunk Driving.” • First Things First manifesto • Flip the classroom: Ask students to find an article on designenvy.aiga.org or select a work by Laura Alejo at www.lauraalejo.com to present to the class.

Topics for Classroom Discussion Please note that the answers provided here are guides. Before each topic’s discussion, students should read Graphic Design Solutions, taking responsibility for their own learning.Each chapter of Graphic Design Solutions , 6th edition, is a “lecture” or “lectures” (depending upon your course), providing archived content for review or remediation, enabling a flipped classroom model (which means that students gain their first exposure to new content outside of the class, via reading Graphic Design Solutions, and then use class time to do the analytical and synthetic work of designing).

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