Diploma in Graphic Design

Purpose

The intended purpose of this Diploma is to give the successful student a professional, vocational and sound understanding of the general theoretical principles and their applications in the field of visual communication design.

Rationale

A qualifying learner will be competent to design and produce visual communication to professional level relevant to the formal market sector.

Recognition of Prior Learning (RPL).

The Institutional Recognition of Prior Learning (RPL) policy and procedures are followed. Learners who do not meet entry requirements can apply for access to the qualification through RPL against a module, or part/full qualification for learning obtained through formal, informal and non-formal learning. Learners need to submit a Portfolio of Evidence which will be internally assessed. Credits may be awarded based on the assessment results and learners have the opportunity to appeal Against the Assessment Result Where Credits Were Not Awarded.

Entry Requirements

The minimum requirement is

• National Senior Certificate National Qualifications Framework(NQF) Level 4.

This qualification comprises of compulsory modules at National Qualifications Framework(NQF) Level 5 and 6 totalling 384 Credits.

Compulsory Modules, Level 5, 130 Credits

• Entrepreneurship for Design 1, 6 Credits.
• Drawing for Design 1, 16 Credits.
• Visual Communication 1: History of Design, 12 Credits.
• Graphic Processes 1, 6 Credits.
• Visual Communication 1: Human Perspectives, 8 Credits.
• Visual Communication 1: Photography, 8 Credits.
• Applied Communication Skills 1.2, 8 Credits.
• Digital Literacy 1, 6 Credits.
• Illustration 1, 16 Credits.
• Applied Communication Skills 1.1, 8 Credits.
• Visual Communication 1: Communication Design, 30 Credits.
• Research Methods 1, 6 Credits.

Compulsory Modules, Level 6, 254 Credits

• Illustration 2, 20 Credits.
• Drawing for Design 2, 10 Credits.
• Digital Literacy 2, 8 Credits.
• Applied Communication Skills 2.1, 8 Credits.
• Applied Communication Skills 2.2, 8 Credits.
• Advertising and Brand Development 2, 6 Credits.
• Entrepreneurship 1 (Graph), 6 Credits.
• Graphic Processes 2, 6 Credits.
• Visual Communication 2: Communication Design, 28 Credits.
• Visual Communication 2: History and Theory of Design, 6 Credits.
• Visual Communication 2: Human Perspectives, 12 Credits.
• Entrepreneurship for Design 3, 6 Credits.
• Visual Communication 3: Human Perspectives, 16 Credits.
• Drawing for Design 3, 6 Credits.
• Graphic Processes 3, 6 Credits.
• Visual Communication 3: History and Theory of Design, 6 Credits.
• Illustration 3, 24 Credits.
• Research Methods 2, 6 Credits.
• Visual Communication 3: Communication Design, 60 Credits.
• Advertising and Brand Development 3, 6 Credits.

1. Research and develop a creative brief, which meets a client's visual communication needs in the marketing of a formal business.
2. Visualise original ideas, which meet the requirements of a creative brief.
3. Design the components of a visual communication campaign to give expression to the original concept.
4. Direct and prepare the production of the design in accordance with professional technical requirements and media specifications.
5. Apply professional ethics and practice in business finance and communication.

Associated Assessment Criteria for Exit Level Outcome 1

• The key subject is stated, problems are identified, targets and objectives are clearly identified and stated within the context of marketing and advertising principles.
• Appropriate information sources are located, appointments and interviews are set up, and outcomes are accurately recorded.
• Research is carried out and findings are analysed using appropriate research methodology.
• Data is synthesised in a clearly written report and a creative brief containing a work plan and strategy is prepared for client approval.
• Costs are reasonably estimated taking into account creative and production expenses.

Associated Assessment Criteria for Exit Level Outcome 2

• Relevant historical and theoretical models are assessed and contextualised.
• A variety of visual ideas which answer the brief are drawn using creative methods based on historically appropriate contexts and workable theoretical models.
• Visual ideas are grouped and evaluated and the most effective ideas are selected.

Associated Assessment Criteria for Exit Level Outcome 3

• Letterforms are chosen in keeping with the visual concept and words are arranged for optimal expression and clarity of meaning.
• Pictorial and/or symbolic imagery is originated which will effectively convey the concept.
• The original images are combined with the chosen letterforms to give an accurate presentation of the finally produced communication.
• The effectiveness of the design presentation is tested on the target group.
• The design is refined in accordance with the feedback received.

Associated Assessment Criteria for Exit Level Outcome 4

• The final design is prepared for production in accordance with the technical requirements of the media.
• Production components are specified.
• Specialist suppliers of components are sourced, selected, briefed and directed in accordance with the production requirements.
• The quality of the production of the final design is checked against the specifications.

Associated Assessment Criteria for Exit Level Outcome 5

• Client-presentations are made clearly and confidently.
• Invoicing and receipting are correctly carried out and income and expenditure are clearly stated to determine profitability of project.
• Physical studio aspects are planned and managed effectively.
• Project records are kept and maintained in orderly manner for future access.

Integrated Assessment

• Both formative and summative assessments are integral components of all modules within the qualification and have application to both traditional summative and continuous assessment, ensuring overall applied competence.
• All teaching and learning activities in the qualifications are aligned to the assessment approach of the individual modules indicating a constructive alignment approach in the design of the qualification.
• The assessment activities form an integral part of the teaching and learning process and are systematically and purposefully used to generate data for grading.
• Timely feedback to learners' forms part of the assessment strategy of the institution and is used to inform teaching and learning and to improve the curriculum.
• Learning outcomes in all modules give an indication as to what will be assessed in the module and thus ensures constructive alignment of the modules within the qualification.