COURSE NAME: Graphic Design Capstone 1
COURSE NUMBER: GD425
COURSE CREDIT: 3 credits
This is the first class in the senior Capstone Project sequence. This course meets once a
week for a two-hour lecture, and once a week for a two- hour recitation.
CLASS SIZE CAP: 25 students (the GD Professional Program senior cohort).
PRE-REQUSITES: All 200/300 level courses in the GD professional program.
Textbooks: Graphic Design Theory by Meredith Davis and Design Research by Neil
Leonard and Gavin Ambrose.
COURSE DESCRIPTION
The senior graphic design capstone sequence takes place over three terms of the senior
year. Capstone 1(fall term) involves research/writing and planning of a research project.
Capstone 2 (winter term) involves conducting research experiments and understanding
the findings. Capstone 3 (spring term) involves responding to the findings through the
prototyping and creation of a visual project.
This is a rigorous course, and it is expected that you will spend a minimum of 6 hours
outside of class each week working on assignment. (2 hours per credit hour).
COURSE CONTENT
The course will cover basic graphic design theory and research as it applies to
contemporary graphic design practice. You will choose a topic of your choice to begin
an in-depth investigation over the course of the term and apply the learning outcomes
to their particular topic.
Weeks 1-2: Research Basics
In the first two weeks, key research terminology will be covered to build a framework for
the formative research. An overview of primary, secondary and tertiary research
methods will help guide you in better understanding of your capstone topic. Methods in
preparing a literature review will also be presented.
Weeks 3-5: Graphic Design Theory
Students will construct a framework for understanding the context of graphic design
theory in relation to a contemporary graphic design project. Areas covered include:
communication models, the nature of representation and the dimensions of context.
As part of this, we will discuss theory in relation to history, from modernism and postmodernism to today.
Weeks 6-7: Understanding Context
In this section of the course, students will learn how various contexts affect the way
projects are developed. These include; audience, social and design contexts.
Weeks 8-10: Planning the Research
The final three weeks of the term will be devoted to creating a detailed brief from which
the Capstone 2 class in the winter term will begin. The brief will contain the following:
• Detailed overview of the subject at the beginning of brief
• Clear research question
• Defined goal of the project (with knowledge gained at this point)
• Defined target audience (with knowledge gained at this point)
• Draft initial research methodologies and strategies to be used in Capstone 2 course
(winter term).
Course Learning Outcomes:
• Explain how Graphic Design theory relates to your specific design capstone topic
• Identity various research methodologies and apply them to your capstone topic
• Identify the context in which your capstone topic is seen and used
• Identify existing design projects to be used as a case studies for your capstone topic
• Communicate thorough understanding of your topic through writing assignments
• Develop a solid research question to be answered winter term
• Define your research methodologies and strategies to be used winter term
COURSE EVALUATION
Assignment
Course Points
Research Basics Assignment
15 points
Theory Assignment
15 points
Context Assignment
15 points
Case Study
15 points
Project Brief
Total Points Possible
40 points
100 points
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WEEK 1
Reading Assignments
Introduction
Research Basics
Design Research, chapter 1
WEEK 2
Research Basics
WEEK 3
Communication Models
GD Theory, chapter 1
WEEK 4
Interpreting Representation
GD Theory, chapter 2
WEEK 5
GD theory in history
GD Theory, chapters 5-7
WEEK 6
Understanding Context
Design Research, chapter 2
GD Theory chapter 3
WEEK 7
Understanding Context
WEEK 8
Research Planning
Design Research, chapter 3
WEEK 9
Developing the Brief
WEEK 10
Developing the Brief
FINALS WEEK: Final Brief Due
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SDHE and University Policies
Diversity Statement
The School of Design and Human Environment strives to create an affirming climate for
all students including underrepresented and marginalized individuals and groups.
Diversity encompasses differences in age, color, ethnicity, national origin, gender,
physical or mental ability, religion, socioeconomic background, veteran status, sexual
orientation, and marginalized groups. We believe diversity is the synergy, connection,
acceptance, and mutual learning fostered by the interaction of different human
characteristics.
Religious Holidays
Oregon State University strives to respect all religious practices. If you have religious
holidays that are in conflict with any of the requirements of this class, please see me
immediately so that we can make alternative arrangements.
Disability access Services
“Accommodations are collaborative efforts between students, faculty and Disability
Access Services (DAS). Students with accommodations approved through DAS are
responsible for contacting the faculty member in charge of the course prior to or
during the first week of the term to discuss accommodations. Students who believe
they are eligible for accommodations but who have not yet obtained approval
through DAS should contact DAS immediately at 737-4098.”
Family and Personal Issues Statement
Students who have family responsibilities and those for whom English is not a primary
language are especially invited to make the instructor aware of their status at the
beginning of the term. If an emergency situation presents itself during the term, please
contact the instructor as soon as possible so that we can work together to ensure that
you have every opportunity to succeed.
Honesty in Academic Work
You are expected to be honest and ethical in your academic work. Academic
dishonesty is subject to the disciplinary process outlined in the Student Conduct
Regulations. OSU provides clear definition and sanctions for academic dishonesty. I
follow these guidelines in defining and handling dishonest behavior in this class. As a
result, academic dishonesty of any kind is not tolerated. Students are expected to be
honest and ethical in their academic work.
In the event of a second instance of academic dishonesty by a student enrolled in the
College of Business, the student will not be allowed to continue progression towards
completing their major requirements within the College and will be evaluated for
dismissal from the College. Please see the following URL for additional information
regarding the Professional Behavior Standards for the College:
http://business.oregonstate.edu/about/academic-policies-standards#cob-professionalbehavior-standards
Visual plagiarism is as dishonest as verbal plagiarism and it is dishonest to look at work
online or in books and publications and copy it. This will be discussed in the first class
lecture. Here is a link to help in understanding: http://prezi.com/vzpa2bgyii_r/visualplagiarism-for-art-students/
Academic dishonesty is defined as an intentional act of deception in one of the
following areas: cheating, plagiarism, fabrication, assisting, and tampering. For
suspected academic dishonesty, a meeting with the student will take place and a
formal report to the Chair of the Department, to the student’s Dean, and to the Student
Conduct Office may follow. Students found cheating, plagiarizing, or participating in any
form of academic dishonesty may receive an “F” or other penalty on the assignment or
test, and possibly in the course. If you have any questions about the definition of
academic dishonesty or the extent of sanctions that may result from dishonest behavior,
it is important to access information on the OSU student Conduct Website at
http://oregonstate.edu/studentconduct/offenses