Bachelor of Arts in Graphic Design

Purpose

The purpose of the Bachelor of Arts in Graphic Design qualification is to develop learners into competent and employable designers that specialise in print-based communication. The qualification emphasises the ability to form, create and rationalise both design and theoretical argument; as well as the ability to implement and critique print-based design processes. The qualification further provides a theoretical and practical foundation in print-based communication for further study.

The qualification is structured to facilitate learners' awareness of the interrelationship of the many facets that lead to professional and responsible design. The various subjects (Principles and Theory of Graphic Design, Communication, Technology and Professional Practice and Critical Studies) aim to develop specific abilities, skills and bodies of knowledge, and are therefore integrated into projects supported by research and formal lectures. Projects/assignments become successively more complex, demanding increasing breadth and depth of research and analysis, and higher levels of perspicuity and sophistication in meeting the criteria of the set task. Critical Studies, although largely structured as a linear qualification, supports the theory and practice of design by locating it within contemporary discourses. Learners are also exposed to the working environment in each level of study.

The first year of study serves as a foundation in the broad principles of communication design. It acquaints learners with holistic principles common to graphic design and visual communication and develops communication skills and allows for experimentation in a wide variety of media. Toward the end of the year, learners begin to learn in a more focused way the structure of the graphic design field to prepare them for the demands of second year. The second year is more graphic design-specific by comparison in that learners are exposed to design methodologies and problems pertinent to the field. In the third year, learners are taught to critique and challenge more complex graphic design problems.

Overall, the above purpose and structure of the qualification contribute towards the intended outcomes as follows. Throughout the three years of study, the core of the qualification is made up of two principal classes that correspond to the practical and the theoretical research components of the qualification as described above.

In the practical supervised studio classes, learners execute design projects that mirror the practice in industry. The learning is experiential, hands-on, authentic, and requires learners to engage with problem-solving and creative thinking tools. Learners repeatedly apply the design process; critiquing others' work as well as their own. Each project presents a different theme or type of output which exposes learners to the fundamentals of the discipline.

Upon completion of the qualification, a qualifying learner will be able to

• Analyse, research, conceptualise and produce creative and conceptual design solutions to complex design problems, within a traditional print-based context.
• Communicate design messages critically, using a variety of visual communication methodologies and predominantly print technologies.
• Create and present a professional print-based design portfolio which critically reflects a personal design philosophy and a socially responsible engagement.
• Operate graphic design related computer hardware and software at an industry level.
• Articulate and represent ideas and arguments, which reflect an understanding of graphic design practices within design discourse
• Conduct and evaluate research in order to create logical design arguments

Rationale

The rationale for the qualification is largely motivated by professional and academic reasons. Learners who are awarded this qualification will be qualified to work within the Graphic and Visual Communication Design industry. They will also have completed an academic programme that is aligned with international standards and industry expectations. While design continues to evolve as a discipline, print-based visual communication and graphic design remain an important part of the broader discipline.

There is, therefore, a need for qualifications to offer opportunities for education and employment in print-based visual communication (which includes corporate identity design, poster design, editorial design, packaging, typography and type design) while still providing for the intellectual, creative and social growth of the student. In line with this, the qualification outline describes the aims of the programme as follows, to:

• develop competent and employable graphic design learners.
• enable students to form, create and rationalise design and theoretical arguments, located within the scope of visual culture.
• provide a theoretical and practical foundation in visual communication, for further study.
• enable learners to implement, evaluate and critique visual communication processes with an aim to create visually literate graphic designers.
• locate the role of the graphic designer within the professional and workplace arena.

Design is a constantly evolving and dynamic discipline. The professionally trained designer applies intent to create the visual, material, spatial and digital environment, cognizant of the experiential, employing interdisciplinary and hybrid approaches to the theory and practice of design. They understand the cultural, ethical, social, economic and ecological impact of their endeavours and their ultimate responsibility towards people and the planet across both commercial and non-commercial spheres. A designer respects the ethics of the design profession.

In addition, the rationale for the qualification is also to further the academic discipline of Graphic or Visual Communication Design, which has its roots as a vocational discipline. In this respect, the institution is feeding the national move to reinforce the academic nature of Graphic or Visual Communication Design which is already established internationally. The qualification therefore feeds into the Bachelor of Arts Honours programmes, allowing students to pursue further qualifications.

The application to offer it as a contact and distance learning programme also serves to extend the institution's offerings and to open new avenues for providing essential teaching and learning for an uncertain future. This also serves to widen access to higher education, is inclusive of a more diverse student body and is an increasingly relevant mode of delivery in a world upended by the Covid-19 pandemic.

Recognition of Prior Learning (RPL)

The Institutions policy on Recognition of Prior Learning makes provision for admission into the qualification based on the qualifications and experience other than those noted in the admission criteria.

The policy caters for learners who have not met the automatic admission requirements, namely National Senior Certificate (NSC) with a minimum of 50% in English. In brief, applicants are first screened for eligibility, which in essence checks whether they have some experience over and beyond the National Senior Certificate.

Once eligibility is confirmed, applicants are given a brief detailing the kinds of evidence to submit as part of a portfolio of evidence. The intention is to determine that they have the necessary competencies to succeed in the undergraduate qualification. This is typically a basic drawing exercise and an assessment of English proficiency.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Bachelor studies.

Or

• National Certificate Vocational, NQF Level 4, granting access to Bachelor studies

Or

• Senior Certificate, NQF Level 4 with endorsement.

This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6, and 7, totalling 360 credits.

Compulsory Modules, Level 5, 120 Credits

• Principles and Theory of Design I, 30 Credits.
• Communications I, 30 Credits.
• Technology and Professional Practice I, 30 Credits.
• Critical Studies I, 30 Credits.

Compulsory Modules, Level 6, 120 Credits

• Principles and Theory of Design II 30 Credits.
• Communications II, 30 Credits.
• Technology and Professional Practice II, 30 Credits.
• Critical Studies II, 30 Credits.

Compulsory Modules, Level 7, 120 Credits

• Principles and Theory of Design III, 30 Credits.
• Technology and Professional Practice III, 30 Credits.
• Communications III, 30 Credits.
• Critical Studies III, 30 Credits.

1. Analyse, research, conceptualise and produce creative and conceptual design solutions to complex design problems, within a traditional print-based context.
2. Communicate design messages critically, using a variety of visual communication methodologies and predominantly print technologies.
3. Create and present a professional print-based design portfolio which critically reflects a personal design philosophy and a socially responsible engagement.
4. Operate graphic design related to computer hardware and software at an industry level.
5. Articulate and represent ideas and arguments, which reflect an understanding of graphic design practices within design discourse.
6. Conduct and evaluate research to create logical design arguments.

Associated Assessment Criteria for Exit Level Outcome 1

• Critically engage with and justify application of design principles and design elements as they pertain to Graphic design practice.
• Critically analyse and integrate precedent into practical graphic design practice, as reflected through an applied design process (through concept work, visual diary, critical rationale, etc.).
• Synthesise conceptual and practical application of content specific design (linking the big idea to meet the demands of the client and target audience)

Associated Assessment Criteria for Exit Level Outcome 2

• Produce designs which reflect creative manipulation of two-dimensional print based and three-dimensional packaging design principles and elements.
• Illustrate refined observational and interpretation skills, using a variety of media and/or technologies.
• Illustrate a practical understanding of the difference between readability and legibility in a variety of graphic design applications (such as typographic application in refining the communicative value of posters, logos and print advertisements).

Associated Assessment Criteria for Exit Level Outcome 3

• Identify, modify and challenge existing graphic design terminology and methodology, through appropriate documentation and application, (associated with an understanding of established graphic design conventions in image creation and print reproduction).
• Critique the conceptual and creative abilities and reflect these through a visual diary and/or concept book.
• Identify, make judgements on, and demonstrate an awareness of socially responsible and sustainable design.
• Critique and justify experimentation with established print technologies and media, such as specialized inks and papers, in order to communicate a desired message.
• Justify and apply appropriate print techniques and print media to communicate relevant subject matter and a developed personal style.
• Organise, document and apply resource management strategies (time management, teamwork, contact with lecturers, use of library facilities and computers, etc.) developed throughout the year.
• Locate your own design practice within the graphic design profession and other creative production industries and reflect on its implications on personal development.

Associated Assessment Criteria for Exit Level Outcome 4

• Critically craft and manipulate design output, such as packaging and typographic execution, according to professional level expectations (with special attention to detail in final presentations, including spelling, image quality, grammar, and finish).
• Illustrate practical competence in design applications relevant to chosen design industry (including Photoshop, Illustrator and InDesign).
• Research and apply existing print-based technologies which reflect an understanding of professional design practice (theories and application of print production).

Associated Assessment Criteria for Exit Level Outcome 5

• Illustrate an understanding of advanced visual culture theory as it applies to Marxian media studies, feminist and post-colonial discourses as well as post-humanist theories in relation to design and visual culture.
• Apply knowledge and illustrate an understanding of internalization of theory in their design practice.

Associated Assessment Criteria for Exit Level Outcome 6

• Source, analyse and implement research data to inform critical arguments.
• Situate an argument within various discourses addressing design and visual culture.
• Structure and communicate knowledge clearly and logically in writing following the institution's prescribed referencing style format.

INTEGRATED ASSESSMENT

The teaching methodology for the practical aspects is project-based, whilst written assignments such as summaries and essays are used for the theoretical aspects. Briefs vary from 2 to 4 weeks in length, totalling 12 assignments over the year.

Given that lecturers are allowed to adjust the briefs, deadlines and outputs depending on the progress of students (for example in response to unexpected poor performance in particular areas), the length and therefore the number of projects may vary. For the Critical Studies subject, students are expected to submit two assignments (summaries or essays) per quarter.

Formative Assessment

All assignments are assessed and returned to learners within three weeks via the online learning platform, Microsoft Teams, to provide formative continuous assessment.

These marks are separately captured by academic staff on the learner information management system.

Summative Assessment

At mid-year and end of year, learners submit a full portfolio of all work completed to date. The portfolio is reviewed to determine that the marks awarded are fair. The results of the portfolio reviews, as moderated, comprise the official summative results that appear on the students' academic transcript.

Internal and external moderation

Both internal and external moderation take place during the final moderation period at the end of the year. Academics involved in similar programmes are invited to attend the end of year portfolio review in order to comment on the fairness of the assessment and to benchmark the programme.

These external moderators moderate a sample of work which represents a range from each level of achievement, and includes all borderline fails, borderline distinctions/first class passes and potential candidates for postgraduate studies. A Verifier is present during this process as an additional measure to ensure that the assessment processes are correctly followed, and to comment on international standards. The assessment policy details the roles and responsibilities of the moderators and verifiers.