DN7022 - World Building (2022/23)
Module specification | Module approved to run in 2022/23 | ||||||||||||
Module title | World Building | ||||||||||||
Module level | Masters (07) | ||||||||||||
Credit rating for module | 20 | ||||||||||||
School | School of Art, Architecture and Design | ||||||||||||
Total study hours | 200 | ||||||||||||
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Assessment components |
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Running in 2022/23(Please note that module timeslots are subject to change) |
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Module summary
The World Building module is part of the Visual Communication MAs, including the Graphic Design and Illustration courses. World Building examines narrative and storytelling techniques in world building and applies them to visual communication contexts, such as sequential narrative, editorial illustration, character design, user journey mapping and branding strategies. The module draws on ideas about comparative human experience and fundamentals of story structuring and applies these to a range of design processes and outcomes. This is done through case studies about world building both in literature and human sciences in parallel with examples of how these principles are demonstrated by significant visual practitioners, addressing different approaches to and techniques within the practice of world building. There is an emphasis on the importance of a comparative understanding of ‘worlds’, identities and global communities in relation to visual communication.
By engaging in discussion and analysis, students will study and research world building and the significance of views from outside the traditional canon of visual communication, responding creatively and critically to it. Through critical reflection students will develop notions about how to apply world building principles to their own practice area, adapting and developing their learning to extend from world building in its traditional sense, to its use as a design approach and problem solving method.
The module is taught through a combination of lectures and seminars, talks from visiting lecturers and practitioners, studio-based workshops, visits and group activities. The module is assessed by submission of a designed artefact visually mapping research carried out, with written annotations and a speculative design / illustration portfolio of an original visual presentation of a ‘world’.
This module aims to:
• give students an understanding of world building techniques in a visual communication context;
• examine key concepts in world building and storytelling, and explore how they can be applied in design;
• examine global visual communication cultures and assert their position in the canon of visual communication;
• equip students to develop innovative ideas and solutions using world building and storytelling techniques;
• apply their learning to problem solving in considered design contexts and appropriate formats.
Prior learning requirements
N/A
Available for Study Abroad? NO
Syllabus
The syllabus typically includes initial lecture and seminar discussion of the concepts of world building, from a global perspective on visual communication, with the presentation of brief discussion papers representing differing positions. LO1
Students will develop research methods and investigate how world building may be applied in both illustrative and graphic design contexts and through formats associated with those disciplines, such as graphic novels, editorial illustrations and designs, user journey mapping and digital product prototypes. There will be seminar discussions and presentation of case studies. LO2, LO3
Students will build a body of research orientated to their subject specialisms and individual interests, taking a global view into account, developing a personal response to their research and proposing an original interpretation of world building, working towards the assessable outcomes. LO2, LO3
Students will develop a design proposal in response to their research, in the form of a speculative ‘world’ comprising a either a stylescape and brand/campaign story, or a character portfolio and illustrated narrative. Normally, the design proposal would seek to take advantage of emerging technologies to achieve the targets set, or the reinvention or alternative application of existing ones. LO4
Balance of independent study and scheduled teaching activity
As a taught postgraduate module, all of the teaching and learning strategies promote reflective learning, enquiry, and independence of thought, rigour of research and testing, and professionalism in presentation.
Scheduled teaching ensures that independent study is effective and addresses the learning outcomes and assessment tasks. Students are expected to, and have the opportunity to, continue with their studies outside of scheduled classes. There will be a range of learning strategies deployed and individual learning styles will be accommodated. The module’s learning outcomes, its contents and delivery, have been scrutinised and will be regularly reviewed to ensure an inclusive approach to pedagogic practice.
The module and course utilise the University’s blended learning platform to support and reinforce learning, to foster peer-to-peer communication and to facilitate tutorial support for students. Reflective learning is promoted through assessment items and interim formative feedback points that ask students to reflect on their progress, seek help where they identify the opportunity for improvement in learning strategies and outcomes, and make recommendations to themselves for future development. Throughout the module, students build a body of work, including reflections on progress and achievement.
The School’s programme of employability events and embedded work-related learning within the curriculum supports students’ personal development planning. Through these initiatives, students are increasingly able, as they progress through the course, to understand the professional environment of their disciplines, the various opportunities available to them, and how to shape their learning according to their ambitions.
Learning outcomes
On successful completion of the module, students will be able to:
• Knowledge and Understanding
LO1 demonstrate knowledge and critical understanding of world building and storytelling principles and techniques, and how concepts have been applied in visual communication practice;
• Cognitive Intellectual Abilities
LO2 clearly articulate a personal position on the relevance of world building concepts and apply it to an innovative visual presentation relating to global aspects of visual communication;
• Transferable Skills
LO3 employ effective methods in the research and recording of world building concepts and the history of visual communication, identifying connections with contemporary practice and analysing world building approaches as a contribution to visual communication;
• Subject Specific Skills
LO4 produce and professionally present a piece of original design demonstrating application of practical design skills and theoretical knowledge.
Assessment strategy
The module is assessed through a submission of a portfolio containing:
1. 50% a designed artefact (digital or print) comprising an annotated map with written captions (minimum 1000 words) documenting research and critical evaluation carried out;
2. 50% a portfolio of design and or illustration for a speculative self-directed world building project.
Precise requirements will be set at the start of the module.
Students’ submissions will be assessed in relation to:
• evidence of clear and accurate understanding of world building and storytelling principles and techniques, and how concepts have been applied in visual communication practice;
• the demonstrated ability to evaluate the relevance of worldbuilding concepts and apply it in the innovative visual presentation of a global position on visual communication;
• clear evidence of understanding of the responsibilities of designers to all users, primary and secondary, intended and unintended;
• the appropriateness and success in construction and application of research to create a piece of original design demonstrating application of practical design skills and theoretical knowledge;
• the quality of the design proposition and its communication.
Bibliography
The following are indicative only. Refereed journals/ articles and electronic resources: issued according to seminar topics.
Link to e-reading list
DEBONDT, S., DESMET, C. (2014) Graphic Design History in The Writing.
LUPTON, E. (2017). Design is Story Telling
FAUCHON ,M., GANNON, R. (2020.) Illustration Research Methods
LANGDON, J. (TKTK). A School for Design Fiction
NOBLE, I. (2016). Visual research: an introduction to research methods in graphic design.
CROW, D. (2016). Visible Signs: an introduction to semiotics in the visual arts.
DUNNE, A., & RABY, F. (2013). Speculative everything: design, fiction, and social dreaming.
CAMPBELL, J. (2008). The hero with a thousand faces.
MALE, A. (2007). Illustration: a theoretical & contextual perspective. Lausanne, AVA Academia.
MILLMAN, D. (2009) Look Both Ways: Illustrated Essays on the Intersection of Life and Design