Mapping: Curriculum & Program Learning Objectives

Updated: 2008


EX. Summary of Curriculum/Objectives for BFA, Graphic Design

Intended Learning Outcomes

Relevant/ Required Courses



Continuous Improvement

Research Skills:

understanding problem definition, information sources, capturing processes, analysis.

Art 2710, 2720, 3370, 3400, 4370, 4410, 4420, 4430, 4440 Critique and evaluation of creative project solutions. Critical evaluation of written creative briefs, image morgues and theme boards

Students are able to listen and critically analyze an externally imposed problem; exploit a wide variety of information sources; capture information through writing, drawing or collage, gleaned research.

Propose separate grade for research. Require evaluation of research evidence. Required more writing exercises.

Visual Conceptualization Skills:

ability to translate a conceptual idea into a visual artifact.

Art 1120 or 1150, 1020 or 1110, 1130 or 1160, 2110, 2400, 3370, 3400, 4370, 4410, 4420, 4430, 4440, 4450, 4470 Critique and evaluation of project thumbnail sketches intermediate comprehensives and finished solutions. Successful visual translation of poetry and metaphoric writing, editorial writing, corporate positioning, etc. External evaluation by guest professionals. Students are able to effectively, creatively, powerfully, clearly, make a conceptual idea visual. Students are highly recruited by professional design studios. Students and USU establish regional and national recognition through visible participation in graphic design competitions. Overall program ability to recruit and maintain quality students improves. Continue to seek opportunities for guest speakers to evaluate student work. Incorporate student competitions into classroom projects whenever possible. Introduce a formal course on the history of graphic design when human resources permit.

Experience Design:

user interface design, way finding, branding, motion graphics, editorial design, sensory design.

Art 2400, 3400, 4410, 4420, 4430, 4440 Critique and evaluation of studio projects. Focus and usability group evaluation of information organization, visual aesthetics and successful communication with target demographic. Successful visual conceptualization skills as stated above. Students are able to effectively design interfaces for navigating information delivered in non-linear digital and print formats. Seek ways to integrate principles and concepts of experience design across entire graphic design curriculum.

Formal Design Skills:

principles and elements, gestalt theory, 2d, 3d, motion, typography, color theory, drawing.

Art 1120 or 1150, 1020 or 1110, 1130 or 1160, 2110, 2400, 3370, 3400, 4370, 4410, 4420, 4430, 4440, 4450, 4470 Critique and evaluation of form-based studio projects. BFA entrance review evaluation by faculty. Written examination. Students are able to successfully apply principles and elements of design and color theory to 2d and 3d projects. Students master traditional rules of typography and are also able to use type expressively. Students are able to communicate clearly and expressively through drawing. Evaluate effectiveness of 3d foundation class as it applies to upper-division design courses.

Image Creation:

symbolic, narrative, expressive, technical

Art 1120 or 1150, 1020 or 1110, 2110, 2400, 3370, 4370, 4420, 1050 or 2810 Critique and evaluation of original image-based studio projects. Students are able to express or support a visual concept through the production of innovative imagery. Continue to encourage students to enroll in illustration and photography courses. Continue to require original imagery in many course assignments.

Visual Rhetoric:

improve the visual vocabulary of students; develop critical thinking skills, improve students understanding of historic and contemporary trends in visual communication design.

Art 1120 or 1150, 1020 or 1110, 1130 or 1160, 2110, 2710, 2720, 3400, 3420, 4470 Written examination. Evaluation of oral presentations. Evaluation of written research papers. Critique of studio assignments involving historic or contemporary themes. Attendance at visiting artist seminars. Students are able to effectively communicate both orally and in written form. Students are able to formulate thoughtful questions and propose appropriate subsequent hypothesis and predictable outcomes. Students are inspired by history and are able to apply historic lessons. They recognize and evaluate contemporary visual communication trends. Introduce a formal course on the history of graphic design when human resources permit. Begin making use of USU ArtStore imagery to supplement the visual vocabulary of students.

Technology Acumen and Production Skills:

develop skills and knowledge related to web and print production.

Art 1020 or 1110, 2110, 2110, 2400, 4410, 4430, 4450 Demonstrated knowledge of production through completion of tutorials as well as finished print and web design projects. Demonstrated hand skills as demonstrated in BFA review portfolio as well as graduating senior portfolio. Students are able to use appropriate technology to produce quality design projects. Improve teaching/lab environments to include hands-on instruction while teaching.

Professional Practice:

understand the business culture and practice of the field of graphic design.

Art 2900, 3420, 4420, 4450, 4900, 4910 External evaluation by guest professionals. Joint internship written evaluation by faculty and employer. Successful completion of design work for actual studio clients. Graduating BFA exhibition review by faculty. Faculty juried acceptance to represent USU in annual AIGA student portfolio exhibition. Evaluation by faculty of oral and written presentation skills. Job placement success rate in high quality professional employment. Students receive critical feedback from industry professionals. Students obtain valuable work experience through internships in design studios and ad agencies. Students produce a complete professional package that includes: web and print portfolio, personal brand, resume, and letter of application, drop-off piece. Students are able to provide an articulate oral presentation of their senior portfolio. Provide more opportunities for oral student portfolio presentations. Continue to seek opportunities for guest designers to evaluate student work. Develop processes to follow alumni for purposes of tracking employment as well as for establishing more student internship and development opportunities.




EX. Summary of Curriculum/Objectives for BA, Art History

art history data

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