ABOUT THIS COURSEGENERAL INFORMATIONTECHNOLOGY INFORMATION

General course information

Found type.

Erik Spiekermann says there is no bad type, only type that is misused. In that respect, do these examples of found type serve their purposes well?

Learning objectives

The student who successfully completes this course should be able to:

Grading Components

Your final grade will be determined by four (4) components:

Tests

Each test will cover the assigned material plus review questions from previous tests. This gives you a chance to improve your knowledge of the material over the course of the term. The philosophy of this kind of testing is that you must do well to pass, but that you also should have the time you need to absorb the material. The test schedule lays out the material covered on each test. By the end of the semester, if you do well on the final test, your improvement will be duly noted and credited.

Here is how the test grades will be distributed:

Paul Rand’s logos show a crisp sense of proportion and color, and an original, sometimes playful, use of typography.

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Design projects

See the projects page for information on when each of the four projects is due and for detailed instructions.

Your project grades will be based on mastery; the goal is to master the skills and concepts thoroughly. If you do your best and follow through thoughtfully on all assignments, you’ll do fine. But mastery also means just that. You should expect to get assignments back to be done over if they show serious problems or a lack of effort. Your layouts will be carefully evaluated according to these criteria:

  1. Originality. Does the assignment show risk-taking and experimentation?
  2. Clarity. Does the assignment make a clear statement about its content? When more than one story or text element is used, is it clear which is most important? Are elements organized so that their relationships are clear?
  3. Cohesiveness. Does the assignment have a unified feel? Do display type, pictures and captions work together with the text?
  4. Appropriateness. Does the assignment reflect concepts learned in lecture and readings? Are your choices appropriate to the subject matter?
  5. Editing. Are headlines on the mark? Do subheads make sense? Do summary paragraph, drop quotes, blurbs and other devices enhance what the publication is trying to say? Do captions tie the text and photos together? Is everything accurate? Is the page free of spelling, grammar and style errors?
  6. Polish. Is typography clean? Is the page free of technical glitches? Is internal space consistent? Do page elements line up properly?

On every assignment, you’ll be asked to explain why you did what you did. With each assignment, turn in a one-page synopsis describing the decisions you made, why you chose a particular typeface, how you organized the assignment. In most cases, no “right” answer exists, so you’ll have to back up what you say from readings and lectures. We’ll grade you on the thought and reasoning behind the final product, your attention to detail and your effort.

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Turning in your projects

To save you money and time, you will not print out your projects. To turn in an assignment:

Class participation and attendance

“Seventy percent of success in life is showing up.”

— Woody Allen

Woody Allen

My philosophy is that you are adults capable of making social, occupational and economic decisions to meet your goals and capabilities.

Attending class, therefore, is up to you. But here are a few things to consider:

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COMMUNICATION AND JOURNALISM 256 | UNIVERSITY OF ST. THOMAS | © 2017 | INSTRUCTOR: Michael O’Donnell | mjodonnell@stthomas.edu | 651-962-5281

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