For drawing, exploration of relationship between concept and image creation while fostering development of sound drawing and observation skills. For color, exploration of development of fundamental skills in mixing and applying pigments with brush on watercolor paper, as well as use of computer as tool for working with colors. Combination of painting and software to be predominant way of exploring and presenting ideas regarding color.
Introduction to concept of interactivity and field of media art that follows history of computer as media for artistic exploration in relation to print, animation, and interactivity. Discussion of potential and ideas related to interactivity, with focus on required skills for creating interactive work. Development of programming skills in service of creating examples of media art. Concepts and skills taught enhance student ability to excel in future courses about Internet, animation, interactive media, and game design. Discussion and readings on four themes–form/programming, motion, interactivity/programming, and interface.
Exploration of issues in the business side of design media arts careers–as a freelancer, full-time staffer, or one’s own studio practice. Topics include understanding common studio structures and roles, developing studio credentials, billing and booking practices, proposal and contract writing, pricing models, and copyright and other legal matters. Consideration also of shifting studio processes, interviewing tips, negotiating, and other workplace issues. Features occasional guest panelists.
Pre-requisite: course 101 or 104.
Selected topics in design and media arts explored through variety of approaches that may include projects, readings, discussion, research papers, and oral presentations. Topics announced in advance.
Pre-requisite: course 101 or 104.
Introduction to theories of three-dimensional form, spatial design, and lighting, using three-dimensional visualization and video tools. Tools originally designed for motion to be used to construct form. Use of aspects of time, such as speed and duration, to contemplate form and interaction. Exploration of virtual versus real form.
Focus on three typographic basics: letter, text, and grid. Introduction to fundamentals of typography. Assignments designed to develop understanding of form, scale, and shape of letters as single elements and as texture in layout. Emphasis on grid (structure and layout) and information hierarchy to create successful typographic messages.
Pre-requisites: courses 21, 22, 24, 25, 28, and 101 or 104.
Online interaction today focuses on information through living, social platforms. Study goes beyond an average user’s perspective to critically examine the web through historical, political, and social lenses. Students are encouraged to holistically approach the web and its constituent code as a living kit of parts to be harnessed in novel and innovative ways. Examination of leading concepts of people-centered interactive design. User interface (UI) designers are focused on the design of the tool, while user interface (UX) designers are focused on a person’s experience of that tool. As digital technology industries rapidly alter ways of doing and thinking, design can amplify, shift, comment on, and/or criticize these changes. The role of designers today is to style and shape content, extracting information from abstract datasets, writing scenarios, and creating systems, all with a critical eye. Students are trained to research, analyze, prototype, and develop design concepts for digital media for distinct social and cultural contexts.
Pre-requisites: courses 21, 22, 25, and 101 or 104.
Focus on relationship of type to content, image, and materials. Acquisition of knowledge of and sensitivity to typography in context of complex communication problems in print and digital media. Research, concept and content development, and articulation of methodology for visualization.
