DVB303 Experimental Visual Communication
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | DVB303 |
|---|---|
| Prerequisite(s): | Completion of 60 credit points of Visual Communication units (DVB%) |
| Equivalent(s): | DXH601 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,118 |
| Pre-2021 CSP student contribution | $957 The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $4,104 |
| International unit fee | $4,320 |
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | DVB303 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Completion of 60 credit points of Visual Communication units (DVB%) |
| Equivalent: | DXH601 |
| Coordinator: | Anastasia Tyurina | anastasia.tyurina@qut.edu.au |
Overview
As a dynamic and rapidly expanding field in design, Visual Communication offers new opportunities and career paths. Understanding the future directions of the industry and actively adapting to them is crucial for long-term success. This capstone unit enhances and expands your communication design skills through studio-driven explorations of emerging and future practices, practice-based research, creative focus, and digital fabrication, and by providing a dynamic learning community. It enables you to develop your own unique and innovative visual design language, culminating in the creation of a signature work that contributes to defining your creative portfolio and future career paths.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply an advanced creative understanding of visual design principles and approaches within a chosen design field.
- Develop an original visual language through design process and demonstrate conceptual and critical thinking in the production and refinement of design work.
- Conceptualise and design a self-directed visual project in a professional and ethical way.
Content
Throughout the capstone unit, students engage in creating a self-directed signature project, allowing them to experiment and develop new approaches to communication design and a unique visual language for their graduating portfolio. The lecture series introduces diverse, emerging areas of visual design practice, including tactile and analogue-based design movements, innovations connected to new technologies, emerging environmental graphic trends, and augmented and virtual reality-based works. Students study innovative practitioners in these areas and explore related social, cultural, economic, ethical, theoretical, and technical issues.
In studio teaching activities, students focus on their selected areas of practice, exploring relevant formal principles, theories, and techniques, and developing and articulating design concepts while collaborating to critique the design work of peers. They are encouraged to develop projects from various visualisation methods and emerging practices, including static and moving image, tactile design, spatial design, environmental graphics, and digital environments. Students are supported in exploring the creative space where visual communication design meets art and technology, exploring future practice scenarios, and even developing speculative prototypes. With guidance, students further develop their independent learning skills and an ability to apply reflective practice to produce advanced-level design outcomes and are encouraged to use both traditional and experimental research and design methods in project development.
The unit will conclude with the end-of-year exhibition. Students will have a unique opportunity to refine their skills, gain exposure to cutting-edge technology, receive feedback from industry guests, and produce professional-grade work that will set a new standard for excellence.
Learning Approaches
This unit allows you to select an area of practice from a variety of emerging experimental and professional contexts. The project then forms the focus of studio work and research within teaching activities. Your work here is self-directed, strongly supported by staff, and built around studio-driven ideation, experiments, and critique-driven collaboration with classmates. Lectures will provide an additional framing of contemporary practice and raise pertinent issues to consider in your own practice and project development. Guest speakers, including professionals from the field, will provide you with valuable insights and perspectives, helping you gain practical knowledge and real-world experience. You will have access to workshop resources and facilities and support in the fabrication and printing process.
In the online mode of this unit, you will learn through engaging in a variety of online activities, self-directed learning, and weekly research and readings designed to support your learning experience. Recorded lectures will examine conceptual and theoretical principles and issues across various design areas, focusing on contemporary case studies. Throughout the online delivery of this unit, you will receive support from your instructors and peers, and access to online resources and support materials published on the Canvas website to coordinate the unit. Online students will have access to workshop resources and facilities and be supported in the fabrication process and organising printing online.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in following ways:
- online criteria sheets
- Canvas general comments to cohort group
- online comments on Padlet postings
- peer and tutor feedback
Assessment
Overview
In this unit, there are three major assessment items. The first is a folio of visual communication work, comprising a series of designs that respond to a theme chosen by the student. The second assessment item involves further development of a fully-realised visual communication project based on the core theme and presented comprehensively. The third assessment item is a presentation board showcased in an exhibition context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Design Portfolio
Assessment: Design Project
Assessment: Design Presentation Board
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
All students and staff who access campus buildings and facilities are required to complete the Tier 1 General Health and Safety Induction. This must be completed online.
Resources
A list of resource materials for this subject will be provided on the subject’s Canvas site.
Resource Materials
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or facilities, refer to the Tier 1 General Health and Safety Induction. This must be completed online.
Where substantial computer-based work is required, particularly in the case of fully online students, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.DE43 Bachelor of Design
- Demonstrate theoretical and technical design knowledge, synthesising methods and theories of design in dynamic and evolving contexts.
Relates to: Design Presentation Board - Recognise the consequences of design and its impact on the world, with respect to open, ethical and inclusive core design values acknowledging global, cultural and / or indigenous contexts.
Relates to: ULO1, Design Portfolio, Design Project, Design Presentation Board - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: ULO1, ULO2, ULO3, Design Portfolio, Design Project - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO1, ULO2, ULO3, Design Portfolio, Design Project - Communicate coherently, independently and/or collaboratively using a range of media to convey and share design knowledge and ideas to diverse audiences in a range of contexts.
Relates to: ULO1, ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
Relates to: ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Employ iterative approaches for open, collaborative and experimental design solutions using an entrepreneurial mindset.
Relates to: ULO1, ULO3, Design Portfolio, Design Project, Design Presentation Board - Exercise self reflection, resilience, adaptability and self-direction and leverage failure in order to unlock new ideas, approaches, and ways of doing and knowing.
Relates to: ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Identify and challenge biases and demonstrate respect for personal and professional integrity, and cultural and social differences.
Relates to: ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Independently demonstrate an ethical, sustainable and holistic approach to design, that critically considers impact.
Relates to: ULO3, Design Project, Design Presentation Board
DE45 Bachelor of Design - International
- Demonstrate theoretical and technical design knowledge, synthesising methods and theories of design in dynamic and evolving contexts.
Relates to: Design Presentation Board - Recognise the consequences of design and its impact on the world, with respect to open, ethical and inclusive core design values acknowledging global, cultural and / or indigenous contexts.
Relates to: ULO1, Design Portfolio, Design Project, Design Presentation Board - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: ULO1, ULO2, ULO3, Design Portfolio, Design Project - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO1, ULO2, ULO3, Design Portfolio, Design Project - Communicate coherently, independently and/or collaboratively using a range of media to convey and share design knowledge and ideas to diverse audiences in a range of contexts.
Relates to: ULO1, ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
Relates to: ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Employ iterative approaches for open, collaborative and experimental design solutions using an entrepreneurial mindset.
Relates to: ULO1, ULO3, Design Portfolio, Design Project, Design Presentation Board - Exercise self reflection, resilience, adaptability and self-direction and leverage failure in order to unlock new ideas, approaches, and ways of doing and knowing.
Relates to: ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Identify and challenge biases and demonstrate respect for personal and professional integrity, and cultural and social differences.
Relates to: ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Independently demonstrate an ethical, sustainable and holistic approach to design, that critically considers impact.
Relates to: ULO3, Design Project, Design Presentation Board
Unit Outline: Semester 2 2024, Online
| Unit code: | DVB303 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Completion of 60 credit points of Visual Communication units (DVB%) |
| Equivalent: | DXH601 |
Overview
As a dynamic and rapidly expanding field in design, Visual Communication offers new opportunities and career paths. Understanding the future directions of the industry and actively adapting to them is crucial for long-term success. This capstone unit enhances and expands your communication design skills through studio-driven explorations of emerging and future practices, practice-based research, creative focus, and digital fabrication, and by providing a dynamic learning community. It enables you to develop your own unique and innovative visual design language, culminating in the creation of a signature work that contributes to defining your creative portfolio and future career paths.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply an advanced creative understanding of visual design principles and approaches within a chosen design field.
- Develop an original visual language through design process and demonstrate conceptual and critical thinking in the production and refinement of design work.
- Conceptualise and design a self-directed visual project in a professional and ethical way.
Content
Throughout the capstone unit, students engage in creating a self-directed signature project, allowing them to experiment and develop new approaches to communication design and a unique visual language for their graduating portfolio. The lecture series introduces diverse, emerging areas of visual design practice, including tactile and analogue-based design movements, innovations connected to new technologies, emerging environmental graphic trends, and augmented and virtual reality-based works. Students study innovative practitioners in these areas and explore related social, cultural, economic, ethical, theoretical, and technical issues.
In studio teaching activities, students focus on their selected areas of practice, exploring relevant formal principles, theories, and techniques, and developing and articulating design concepts while collaborating to critique the design work of peers. They are encouraged to develop projects from various visualisation methods and emerging practices, including static and moving image, tactile design, spatial design, environmental graphics, and digital environments. Students are supported in exploring the creative space where visual communication design meets art and technology, exploring future practice scenarios, and even developing speculative prototypes. With guidance, students further develop their independent learning skills and an ability to apply reflective practice to produce advanced-level design outcomes and are encouraged to use both traditional and experimental research and design methods in project development.
The unit will conclude with the end-of-year exhibition. Students will have a unique opportunity to refine their skills, gain exposure to cutting-edge technology, receive feedback from industry guests, and produce professional-grade work that will set a new standard for excellence.
Learning Approaches
This unit allows you to select an area of practice from a variety of emerging experimental and professional contexts. The project then forms the focus of studio work and research within teaching activities. Your work here is self-directed, strongly supported by staff, and built around studio-driven ideation, experiments, and critique-driven collaboration with classmates. Lectures will provide an additional framing of contemporary practice and raise pertinent issues to consider in your own practice and project development. Guest speakers, including professionals from the field, will provide you with valuable insights and perspectives, helping you gain practical knowledge and real-world experience. You will have access to workshop resources and facilities and support in the fabrication and printing process.
In the online mode of this unit, you will learn through engaging in a variety of online activities, self-directed learning, and weekly research and readings designed to support your learning experience. Recorded lectures will examine conceptual and theoretical principles and issues across various design areas, focusing on contemporary case studies. Throughout the online delivery of this unit, you will receive support from your instructors and peers, and access to online resources and support materials published on the Canvas website to coordinate the unit. Online students will have access to workshop resources and facilities and be supported in the fabrication process and organising printing online.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in following ways:
- online criteria sheets
- Canvas general comments to cohort group
- online comments on Padlet postings
- peer and tutor feedback
Assessment
Overview
In this unit, there are three major assessment items. The first is a folio of visual communication work, comprising a series of designs that respond to a theme chosen by the student. The second assessment item involves further development of a fully-realised visual communication project based on the core theme and presented comprehensively. The third assessment item is a presentation board showcased in an exhibition context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Design Portfolio
Assessment: Design Project
Assessment: Design Presentation Board
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
All students and staff who access campus buildings and facilities are required to complete the Tier 1 General Health and Safety Induction. This must be completed online.
Resources
A list of resource materials for this subject will be provided on the subject’s Canvas site.
Resource Materials
Other
To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
For risks associated with using campus buildings or facilities, refer to the Tier 1 General Health and Safety Induction. This must be completed online.
Where substantial computer-based work is required, particularly in the case of fully online students, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.DE43 Bachelor of Design
- Demonstrate theoretical and technical design knowledge, synthesising methods and theories of design in dynamic and evolving contexts.
Relates to: Design Presentation Board - Recognise the consequences of design and its impact on the world, with respect to open, ethical and inclusive core design values acknowledging global, cultural and / or indigenous contexts.
Relates to: ULO1, Design Portfolio, Design Project, Design Presentation Board - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: ULO1, ULO2, ULO3, Design Portfolio, Design Project - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO1, ULO2, ULO3, Design Portfolio, Design Project - Communicate coherently, independently and/or collaboratively using a range of media to convey and share design knowledge and ideas to diverse audiences in a range of contexts.
Relates to: ULO1, ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
Relates to: ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Employ iterative approaches for open, collaborative and experimental design solutions using an entrepreneurial mindset.
Relates to: ULO1, ULO3, Design Portfolio, Design Project, Design Presentation Board - Exercise self reflection, resilience, adaptability and self-direction and leverage failure in order to unlock new ideas, approaches, and ways of doing and knowing.
Relates to: ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Identify and challenge biases and demonstrate respect for personal and professional integrity, and cultural and social differences.
Relates to: ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Independently demonstrate an ethical, sustainable and holistic approach to design, that critically considers impact.
Relates to: ULO3, Design Project, Design Presentation Board
DE45 Bachelor of Design - International
- Demonstrate theoretical and technical design knowledge, synthesising methods and theories of design in dynamic and evolving contexts.
Relates to: Design Presentation Board - Recognise the consequences of design and its impact on the world, with respect to open, ethical and inclusive core design values acknowledging global, cultural and / or indigenous contexts.
Relates to: ULO1, Design Portfolio, Design Project, Design Presentation Board - Evaluate and translate conceptual and critical design methodologies and tools and transfer to new and complex challenges.
Relates to: ULO1, ULO2, ULO3, Design Portfolio, Design Project - Demonstrate technical proficiencies to undertake rigorous and iterative design experimentation that considers participatory and co-creation design processes.
Relates to: ULO1, ULO2, ULO3, Design Portfolio, Design Project - Communicate coherently, independently and/or collaboratively using a range of media to convey and share design knowledge and ideas to diverse audiences in a range of contexts.
Relates to: ULO1, ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Use transdisciplinary methods to effectively work in diverse teams to address real-world challenges.
Relates to: ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Employ iterative approaches for open, collaborative and experimental design solutions using an entrepreneurial mindset.
Relates to: ULO1, ULO3, Design Portfolio, Design Project, Design Presentation Board - Exercise self reflection, resilience, adaptability and self-direction and leverage failure in order to unlock new ideas, approaches, and ways of doing and knowing.
Relates to: ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Identify and challenge biases and demonstrate respect for personal and professional integrity, and cultural and social differences.
Relates to: ULO2, ULO3, Design Portfolio, Design Project, Design Presentation Board - Independently demonstrate an ethical, sustainable and holistic approach to design, that critically considers impact.
Relates to: ULO3, Design Project, Design Presentation Board