Course Language:
English
Courses given by:
Course Objectives:
An elementary introduction to the principles of visual design and communication. Concepts of form, pattern, color, composition and function. Basic problem solving strategies in two-dimensional design. Development of visual awareness and visual literacy. Theories of perception, Gestalt and design dynamics.
Course Content:
The students are expected to have knowledge about the visual communication designer’s visual communication needs, means structures and their point of views and about their work structure.
Course Methodology:
1-Lecture 2- Interactive Lecture 3- Special Support / Structural Examples 5- Problem Solving 15- Assignment
Course Evaluation Methods:
A-Exam C- Homework
Vertical Tabs
Course Learning Outcomes
|
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Introduction / Information about course content and course materials | |
| 2 | Basic concepts of ways of seeing and visual language | |
| 3 | Recognition of basic visual communication elements (Dot, line, form, direction, tone, color, texture, scale, motion, depth) | |
| 4 | Meaning building with basic visual design elements | |
| 5 | Composition principles in basic design education (Harmony, balance, rhythm, proportion, focus, contrast, repeat, integrity) | |
| 6 | Examples of composition principles and golden ratio in basic design education | |
| 7 | Sensual and perceptual theories in visual design basic concepts | |
| 8 | Midterm | |
| 9 | Gestalt principles (Proximity, similarity, continuity, common fate) | |
| 10 | Gestalt principles and optical illusions (sample analysis) /Class presentation | |
| 11 | Constructivism basic concepts (examples) /Class presentation | |
| 12 | Semiotics basic concepts (sample analysis) /Class presentation | |
| 13 | Comprehension and interpretation in visual communication (Perceptual criteria in visual communication, connotation relation) | |
| 14 | Six-step analysis method (Personal, Technical, Historical, Cultural, Ethical and Critical) | |
| 15 | Six-step analysis method examples /Class presentation | |
| 16 | Final | |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook |
Lester, Paul Martin (2000). Visual Communication: Images With Messages. 2nd ed., Wadsworth.
H.Yakup Öztuna, Görsel İletişimde Temel Tasarım, Yorum Sanat veYayıncılık, 2007. Yardımcı Kitap: Tevfik Fikret Uçar, Görsel İletisim ve Grafik Tasarım, İnkılap Kitapevi, 2004.
|
| Additional Resources |
White, Alex, The Elements of Graphic Design, Allwort Yayınevi, New York, 2002
Berger, Arthur A. (1989). Seeing is Believing: An Introduction to Visual Communication. Mountain View: Mayfield Publishing Company. Berger, John (1990). Görme Biçimleri. Çeviren: Yurdanur Salman, İstanbul: Metis Yayınları. Frosch, P. The image factory : consumer culture, photography and the visual content industry. Oxford ; New York : Berg, 2003 Gombrich, E. H. (1976). Sanatın Öyküsü. 12. Baskı, Çeviren: Bedrettin Cömert, İstanbul: Remzi Kitabevi. Lester, Paul Martin (2000). Visual Communication: Images With Messages. 2nd ed., Wadsworth. |
Material Sharing
| MATERIAL SHARING | |
| Documents | Lecture notes and presentation images |
| Assignments | Homework on the subject covered every week |
| Exams | Lecture notes and presentation images |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-terms | 1 | 50 |
| Assignment | 14 | 50 |
| Total | 100 | |
| Contribution of Final Examination to Overall Grade | 50 | |
| Contribution of In-Term Studies to Overall Grade | 50 | |
| Total | 100 | |
| COURSE CATEGORY | Field Courses |
Course’s Contribution to Program
| COURSE CONTRIBUTION TO PROGRAM | ||||||
| No | Program Learning Outcomes | Contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Students demonstrate knowledge on market segmentation, are able to follow the trends in consumer behavior, and create effective advertising messages suitable for target audiences | |||||
| 2 | Students design advertisements suitable for both traditional and digital media. | x | ||||
| 3 | Students gain awareness and knowledge on interdisciplinary subjects that are beneficial both for their professional and intellectual lives. | x | ||||
| 4 | Students demonstrate knowledge of the campaign processes in written, audio-visual, electronic, and outdoor advertising media. They plan and manage campaigns in accordance with national and international standards. | x | ||||
| 5 | Students demonstrate knowledge of the research methods related to the field of advertising and are able to use the obtained data to evaluate results in campaign processes. | x | ||||
| 6 | Students create and lead media strategies in the field of advertising. | |||||
| 7 | Students abide by universal values, law and ethical principles. | x | ||||
| 8 | Students follow the developments in the fields with the awareness of lifelong learning and entrepreneurial approach. They are self-confident in communicating with institutions and persons and suggest solutions to problems independently or as team members. | |||||
| 9 | Students adopt the critical approach in evaluating knowledge and skills related to the field. | x | ||||
| 10 | Students demonstrate knowledge and understanding of the concepts and models related to the field. | x | ||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration | 14 | 3 | 42 |
| Hours for off-the-classroom study (Pre-study, practice) | 12 | 2 | 24 |
| Mid-terms | 1 | 3 | 3 |
| Homework | 14 | 2 | 28 |
| Final examination | 1 | 3 | 3 |
| Total Work Load | 100 | ||
| Total Work Load / 25 (h) | 4 | ||
| ECTS Credit of the Course | 4 | ||
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