Space is a visual communicator. The act of perceiving space is a neurological soiree that projects and negotiates meaning in our constructed world. The poetry that we observe within space is tied directly to our emotions and to previous experience. Within ourselves, we each have particular feelings, unconscious or not, relating to height, length, and depth, as well as light and shadow. For example, a long, narrow hallway may elicit anxiety, while an open, sunlit nave in a cathedral may bring about feelings of serenity and joy. Our observations and interactions within the perceptual confines of space reveal clues to construction, movement, and play. Additionally, this participation unveils our awareness of space, and thus, reveals that our relationship with space exists in our acknowledgement of it—in our permitting of perception through conscious participation. To explore these ideas further, I will utilize typography to create immersive, sensory experiences that challenge interpretation through the application of human thought, or sensations, to non-living things and material states. This method will assist the observers to rationalize and create meaning within their own world through simplifying an experience in relation to self. Here, spatial language—like light, shadow, dimension, and proximity—will be exposed as a universal and innate part of our perception.

A partir da análise dos trabalhos do departamento de design da Cranbrook Academy of Art, durante o período coordenado por Katherine McCoy (1971 a 1995), este trabalho procura identificar os novos caminhos desenvolvidos pela escola para a prática do design gráfico contemporâneo, e em especial a concepção do design como parte do processo de comunicação. O design até os anos 1970 era regido por pressupostos formais, funcionais e neutros, o que talvez não permitisse entendê-lo como linguagem visual, em si, mas como mero suporte para o texto. Na escola, a abordagem funcionalista foi questionada nos anos 1970 e, a partir daí, nos anos 1980, inspirados por conceitos teóricos do pós-estruturalismo e pós-modernismo, foram introduzidas novas ideias a fim de legitimar o designer também como produtor de conteúdo. Ao buscar referências teóricas no pós-estruturalismo, percebeu-se a importância do receptor na interpretação da mensagem, assim como a necessidade de se produzir peças gráficas que encorajassem, a partir da relação do conteúdo com a forma gráfica, a participação do público. A escola, de modestas proporções, cuja média era a de 8 alunos ingressantes por ano, era baseada no ensino em estúdio, não possuía grade curricular fixa, nem disciplinas regulares. Os discentes eram sempre encorajados a pesquisar e se desenvolver. Muitas das pesquisas e resultados dos trabalhos são frutos da reflexão individual de cada aluno, inspirados pelo ambiente em contínuo desenvolvimento. A Cranbrook foi, dessa maneira, formadora de muitos dos principais designers norteamericanos atuais, como por exemplo Allen Hori, Andrew Bleauvelt, David Frej, David Shields, Ed Fella, Elliot Earls, Geoff Kaplan, Jane Kosstrin, Jeff Keedy, Kimberly Elam, Laurie Haycock Makela, Loraine Wild, Lucille Tenazas, Martin Venezky, Meredith Davis, Michael Carrabeta, Nancy Skolos, Richard Kerr, Robert Nakata, Scott Makela (1960-1999), Scott Santoro, Scott Zukowsky, entre outros. Cada um deles possuiu um papel particular e muitos compartilhavam idéias semelhantes, mas a maior parte deles procurou ampliar o campo do design gráfico agregando conteúdos mistos e abrindo-se a novas possibilidades de produção e reflexão sobre a relação entre texto e imagem. / With the analysis of the works from Cranbrook Academy of Art´s Design Department, under Katherine McCoy\'s Co-Chairmanship (1971 to 1995), this work intends identify the new ways developed by the School for the practice of contemporary graphic design, focusing on the concept of the design as part of communication process. Until the years 1970 design was ruled from the formal, functional and neutral presuppositions of Modernity, without the understanding of design as a visual language itself, but only as a mere support the text. In the 1970\'s the School questioned the functionalist approach, and during the 1980\'s years, new ideas were introduced to legitimate the designer as producer of contents, inspired by post-structuralism and post-modern concepts. Theoretical references in post structuralism stressed the importance of the receptor\'s interpretation of the message, as well in the importance of producing graphic works that encourage the participation from the public audience, founded in the relationship between content and graphic form. The School\'s graphic design program was modest in size 8 new students per year - and was studio-based without a fixed curriculum of courses and classes. The students were challenged to research and develop their individual expressions. Their research and resulting works are the fruit of the students\' individual reflection inspired by the continuously developing environment. Cranbrook produced many of the most important contemporary North American designers, such as Allen Hori, Andrew Bleauvelt, David Frej, David Shields, Ed Fella, Elliot Earls, Geoff Kaplan, Jane Kosstrin, Jeff Keedy, Kimberly Elam, Laurie Haycock Makela, Lorraine Wild, Lucille Tenazas, Martin Venezky, Meredith Davis, Michael Carrabeta, Nancy Skolos, Richard Kerr, Robert Nakata, Scott Makela (1960-1999), Scott Santoro, Scott Zukowsky, and others. Each one had a particular role play and many shared similar ideas, as they worked to enlarge the graphic design field with mixed contents and explored new possibilities of production and new roles for text and image.

A partir da análise dos trabalhos do departamento de design da Cranbrook Academy of Art, durante o período coordenado por Katherine McCoy (1971 a 1995), este trabalho procura identificar os novos caminhos desenvolvidos pela escola para a prática do design gráfico contemporâneo, e em especial a concepção do design como parte do processo de comunicação. O design até os anos 1970 era regido por pressupostos formais, funcionais e neutros, o que talvez não permitisse entendê-lo como linguagem visual, em si, mas como mero suporte para o texto. Na escola, a abordagem funcionalista foi questionada nos anos 1970 e, a partir daí, nos anos 1980, inspirados por conceitos teóricos do pós-estruturalismo e pós-modernismo, foram introduzidas novas ideias a fim de legitimar o designer também como produtor de conteúdo. Ao buscar referências teóricas no pós-estruturalismo, percebeu-se a importância do receptor na interpretação da mensagem, assim como a necessidade de se produzir peças gráficas que encorajassem, a partir da relação do conteúdo com a forma gráfica, a participação do público. A escola, de modestas proporções, cuja média era a de 8 alunos ingressantes por ano, era baseada no ensino em estúdio, não possuía grade curricular fixa, nem disciplinas regulares. Os discentes eram sempre encorajados a pesquisar e se desenvolver. Muitas das pesquisas e resultados dos trabalhos são frutos da reflexão individual de cada aluno, inspirados pelo ambiente em contínuo desenvolvimento. A Cranbrook foi, dessa maneira, formadora de muitos dos principais designers norteamericanos atuais, como por exemplo Allen Hori, Andrew Bleauvelt, David Frej, David Shields, Ed Fella, Elliot Earls, Geoff Kaplan, Jane Kosstrin, Jeff Keedy, Kimberly Elam, Laurie Haycock Makela, Loraine Wild, Lucille Tenazas, Martin Venezky, Meredith Davis, Michael Carrabeta, Nancy Skolos, Richard Kerr, Robert Nakata, Scott Makela (1960-1999), Scott Santoro, Scott Zukowsky, entre outros. Cada um deles possuiu um papel particular e muitos compartilhavam idéias semelhantes, mas a maior parte deles procurou ampliar o campo do design gráfico agregando conteúdos mistos e abrindo-se a novas possibilidades de produção e reflexão sobre a relação entre texto e imagem. / With the analysis of the works from Cranbrook Academy of Art´s Design Department, under Katherine McCoy\'s Co-Chairmanship (1971 to 1995), this work intends identify the new ways developed by the School for the practice of contemporary graphic design, focusing on the concept of the design as part of communication process. Until the years 1970 design was ruled from the formal, functional and neutral presuppositions of Modernity, without the understanding of design as a visual language itself, but only as a mere support the text. In the 1970\'s the School questioned the functionalist approach, and during the 1980\'s years, new ideas were introduced to legitimate the designer as producer of contents, inspired by post-structuralism and post-modern concepts. Theoretical references in post structuralism stressed the importance of the receptor\'s interpretation of the message, as well in the importance of producing graphic works that encourage the participation from the public audience, founded in the relationship between content and graphic form. The School\'s graphic design program was modest in size 8 new students per year - and was studio-based without a fixed curriculum of courses and classes. The students were challenged to research and develop their individual expressions. Their research and resulting works are the fruit of the students\' individual reflection inspired by the continuously developing environment. Cranbrook produced many of the most important contemporary North American designers, such as Allen Hori, Andrew Bleauvelt, David Frej, David Shields, Ed Fella, Elliot Earls, Geoff Kaplan, Jane Kosstrin, Jeff Keedy, Kimberly Elam, Laurie Haycock Makela, Lorraine Wild, Lucille Tenazas, Martin Venezky, Meredith Davis, Michael Carrabeta, Nancy Skolos, Richard Kerr, Robert Nakata, Scott Makela (1960-1999), Scott Santoro, Scott Zukowsky, and others. Each one had a particular role play and many shared similar ideas, as they worked to enlarge the graphic design field with mixed contents and explored new possibilities of production and new roles for text and image.

M. Tech. (Department of Visual Arts and Design: Graphic Design, Faculty of Human Sciences), Vaal University of Technology. / The way in which people consume music has changed over recent times, and the relationship between music and graphic design, once dominated by the ubiquitous album cover, has evolved. Along with cover art, musicians make use of branding, marketing, and promotion for all aspects of their published image, music performances, and products. The graphic designer working with musicians has had to adapt artwork to new formats, and build entire branding systems, which are prevalent in pop music, but seemingly less overtly utilised in classical music, which the study concentrates on. Due to waning attendance at live classical music concerts and increased streaming activity, both in audio and video, an opportunity exists within classical music, the focus of this study, to develop new audiences and nurture existing ones. The many tangential points that exist for graphic designers to consider in the music industry can be described as musicking, which pertains to all activities, processes, products and people involved in music-making, listening, recording, performing, producing and so forth, as explained by Elliott (1995) and Small (1999). This theoretical framework provides a lens for the graphic designer to view the totality and elements of the music industry and reconsider opportunities for collaboration and involvement. The goal of this study was to explore how one can use the principles and dynamics of graphic design to engage with and capture the dynamics of musicking in a branding project. In order to accomplish that, the main aim was to triangulate graphic design theory, musicking theory, and insights gleaned about and from a case-study client, to culminate in a practical case study using graphic design to support or capture the client’s musicking, so that the potential for refocusing the branding onto the musicking approach could be explored and interrogated. The literature revealed challenges and opportunities within the context of global consumption of music classical music and graphic design. The case study provided insights into a classical musician that records, teaches and performs, and his needs in terms of a practical project. The practical design project emanating from the exploration of musicking as an approach served as a culmination of insights gleaned from literature, the musician himself, and action research that may be transferable to designers working within the field of music branding, or musicians wishing to brand themselves. Findings showed that graphic design elements have the potential to echo the character of music, can act as a bridge to the artist and his or her stature, play an identifying and/or expressive role, and experientially transport listeners into meaningful engagement with the music. Recently, activities such as streaming have stripped music somewhat of the special, tactile context of physical packaging, but honouring audience expectations in a similar way in performance through graphic communication and artwork (including programs, screens, video and installations) offers other channels for reference points, as do online platforms for branding and engagement, that serve an interactive, dynamic interchange between artist and listener, promoting loyalty and support. As both the classical music industry and graphic design fields experience new demands brought about by technological advances, consumer behaviour and the vast options available to those digitally connected, great opportunity lies in the field of branding musicking. Classical music could potentially benefit from adopting a more audience-centric approach and consideration of a multisensory experience, as audiences have become spoiled for choice not only in music options available, but within the broader entertainment arena clamouring for their attention in a visually branded and captivating world. It simply is not enough anymore to believe that “[i]f you build it, he will come” (from the film Field of Dreams, in Parr 2015:4) and meaningful engagement with listeners through various touch points, builds lasting relationships and supportive fan bases that can ultimately affect a musician’s livelihood.

The diploma thesis focuses on the leading Czech graphic studio Najbrt, its history, art work and media image. Its aim is to provide a comprehensive overview of its development from its foundation to the present day, and then to examine the studio's representation in the most read Czech print media through quantitative and qualitative content analysis. In the theoretical part, in addition to a historical summary of Studio Najbrt, the value of visual communication and a brief outline of the history of graphic design are presented. Furthermore, the individual components of a complex visual style, on the preparation and processing of which Studio Najbrt primarily focuses, are described. The theoretical basis for media representation of reality and its effects on the recipient are also presented, approached from a social constructivist perspective. The practical part contains the results of the analysis and presents how the selected media report on Studio Najbrt, what topics are most frequently mentioned in its context and how much space and attention is given to selected aspects of the studio or its works.

No description available.

Denna rapport redogör för det praktiska examensarbete som har inneburit en redesign av Birnas Trafikskolas webbplats. Webbplatsen var i behov av en ny design, struktur och innehåll. I detta arbete har designprocessen utförts utifrån ett användarcentrerat perspektiv baserat på design thinking. Arbetsprocessen har bestått av research kring användarna, prototyparbete, framtagande av en grafisk profil och genomförande av användartester. Utvecklingen av den nya webbplatsen har skett via CMS-verktyget Joomla samt med användning av HTML och CSS-kod. Resultatet av detta examensarbete presenteras i form av en webbplats med ny grafisk design och innehåll. / This report describes the practical thesis that entailed the redesign of Birnas driving school’s website. The website was in need of a new design, structure and content. In this work, the design process was carried out with a user-centered approach based on design thinking. The work process has consisted of user research, prototyping, the developement of a graphic profile, and user testing. The developement of the new site has been made through the content management system Joomla and the use of HTML and CSS code. The result of this thesis is presented in the form of a website with new graphic design and content.

Denna studie avser analysera hur de grafiska delarna i den spelifierade tjänsten Myskistar kan tolkas och därefter undersöka deras relation med tjänstens spelelement. Uppsatsen är tänkt att öka förståelsen för hur visuella element kan uppfattas i en spelifierad tjänst och vad elementen säger i relation till spelteori. Uppsatsens teoretiska ramverk består av ett urval med begrepp från semiotisk teori, grafisk teori och spelteori. Detta ramverk ämnar förklara vårt resultat för att besvara frågeställningarna. Undersökningen är begränsad till att undersöka 18 spelrelaterade grafiska element som en användare av tjänsten kan erhålla. Studien görs genom en semiotisk tolkande analys och knyts sedan samman med grafisk teori för att besvara hur de grafiska elementen kan tolkas. Därefter kopplas analysresultaten samman med spelteori för att besvara vad de grafiska elementen säger i relation till spelelementen. Studiens resultat visar att de grafiska elementen både kan vara förklarande och förvirrande för betraktaren. Grafiken krävde i stor utsträckning en tillhörande bildtext för att skapa ett tydligt meddelande. Övergripande sett stärktes spelelementens funktion med hjälp av visuella element och innehållet blev tydligare. Därmed förstärktes spelets regler och detta kan i sin tur skapa ett större engagemang hos användaren. Men det visuella kunde också påverka de grundläggande spelelementens budskap och därmed påverka tjänsten negativt. Studien har slutligen funnit att vissa grafiska element kan locka en viss typ av spelare.

This thesis addresses the question of the design, production and use of information graphics in health technology assessment (HTA). Drawing on previous research in both information design and health policy, it describes a comprehensive design process for creating new visual presentations that can inform health policy-makers. The thesis begins by introducing, and functionally defining the terms ‘information graphics’ and ‘health technology assessment’ in Chapter 1. It then offers a methodological discussion of how research can be performed at the intersection between these two diverse fields. This discussion forms Chapter 2 of the thesis. The context of use is surveyed in two studies, which are presented in Chapter 3. These assess the current use of information graphics in HTA, and the information needs of health policy decision-making bodies. This enables a needs-based approach to the design of 10 information graphics, that could be used in hta. These are shown in Chapter 4. Finally, two of these information graphics are empirically tested with two further research studies, forming Chapter 5 and Chapter 6. The thesis is aimed at giving practical advice to those wanting to produce graphical presentations of information in HTA, and to provide the foundation for further original research in information design and HTA. Chapter 7 draws together the research from the rest of the thesis, to make recommendations in light of the combined findings.

Entropy is a process of gradual decline as a system loses the strength to maintain itself. It begins with disorder and results in complete transformation. As a multi-cultural American, it has been my experience that the maintenance of my Iranian heritage parallels this concept. A method of visual communication that incorporates entropy is able to express notions of impermanence, disorder and transformation. This project is focused on employing entropy in the process of design and image making by using the transformation of my cultural identity as primary content.