Course Code
FAS236H
Course Name (Long)
Design 1
Course Outlines
Section I: Administrative Information
Course Name (Short):
Program(s): Art and Art History
Credit Value: 6
Credit Value Notes: This course is
comprised of one semester over 12
weeks with a total credit value of 6.0.
Effective Term: Winter 2015
Prerequisites: N/A
Corequisites: N/A
Equivalents: N/A
Pre/Co/Equiv Notes: N/A
Program Coordinator(s): John Armstrong
Course Leader or Contact: Robert Fones
Calendar Description
Design 1 introduces students to the fundamental principles of design through a number of projects
involving fonts, images, graphics, colour, layout, concept development, and graphic design software.
Instructional Format
Total hours (e.g. 3 hrs/wk x 14 wks. = 42 hrs)
Lecture
Lab
1
5
Total
6 x 12 = 72 hrs
Section I Notes: This course is taught as a 2 x 3 hour weekly class in one semester (course runs for 12
weeks).
Approved by
_________________________________________________
Name and Signature of Dean/Director or Designate
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___________________________
Date (yy/mm/dd)
Section II: Course Details
Detailed Description
Design 1 is an introduction to the fundamental elements and principles of design. The four basic rules of
design are stressed: Does it look good? Does it function well? Is it memorable? Is it intriguing? Topics
such as colour, composition, hierarchy, emphasis, contrast and visual consistency are covered. Students
apply particular aspects of these topics to a variety of projects and formats. Each project builds on
previous projects and integrates learning acquired through lectures, demonstrations and exercises.
Program Context
Design is one of six studio streams offered in the Art and Art History Program. Design 1 is one of six
mandatory half-credit studios that students usually take in their first two years of study. Students may
elect to continue in the Design stream by taking Design 2, again a half-credit studio. After the first two
years of study, students choose two studio streams to pursue in their two senior years. Design 3 and 4
allow students to focus and deepen their understanding of design and art in full-credit studios.
Design complements the other five studio streams in giving students the skills they need to make artwork
that is visually coherent and conceptually and emotionally communicative. Design 1 covers the skills
students will need to execute basic graphic design-related projects, presentations and to enhance the
visual and conceptual coherency of projects in other studio streams.
Program: Art and Art History
Coordinator: John Armstrong
Course Critical Performance & Learning Outcomes
Critical Performance
By the end of this course, students will have demonstrated the ability to
1. Make informed choices about using fonts, images, graphics and colour in art and design
projects.
2. Critically evaluate their own work and that of their peers
3. Use a basic design vocabulary in describing and discussing aspects of design
Learning Outcomes
To achieve the critical performance, students will have demonstrated the ability to:
1. Effectively use basic design elements and principles in response to given requirements
2. Select the most appropriate format, medium and structure to convey an idea
3. Refine their projects based on instructor and peer feedback.
4. Analyze and critique their own work and the work of others
5. Meet scheduled deadlines.
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Evaluation Plan
Students demonstrate their learning in the following ways:
1. Six assignments, each of which will be marked out of 100. The six marks will be averaged and will
make up 60% of the student’s overall grade in the course.
2. An End-of-term assignment, which will be marked out of 100. This assignment will be worth 20% of the
student’s overall grade in the course.
2. In-class exercises, each of which will be assigned a mark of 1, providing the exercise is completed
during the assigned class according to the course schedule. All five exercises will constitute 5% of the
overall grade for the course.
3. A participation mark worth 15% of the students overall grade in the course.
Term Projects (6)
End of Term Project (1)
In-Class Exercises (5)
Participation
60%
20%
5%
15%
TOTAL
100%
Absence Policy
Penalties for Lateness
Late Assignments
Studio projects due throughout the term work must be submitted by the assigned date. A penalty of 10%
per week of lateness up to and including work submitted on the last day of the term will be applied by the
Instructor. Studio projects that are more than three weeks late will not be accepted.
Procedures and Rules
Missed Term Work, Tests and Extensions

Extensions or deferred tests (including the final exam) can only be granted because of dire
circumstances (severe illness, death of a loved one, etc.). We cannot make allowances because
of work schedules, pre-arranged holidays, and so on.

Student absences must be declared on ROSI. Supporting documentation is required (e.g. U of T
medical certificate, death certificate, etc.).

Students who missed a test due to circumstances beyond their control (e.g. illness, or an
accident), can request that the Department grant them special consideration.
All requests for make-up tests and for extended time to submit term work beyond the last day of classes,
must be submitted within 48 hours from the date of the missed test or assignment. Requests must
be submitted on a special form obtained from the DVS Office or www.utm.utoronto.ca/dvs and submitted
to the Program Administrative Officer in the Sheridan Faculty of Animation, Arts and Design (A100) within
one week from due date. If you submit medical documentation make sure it contains the statement "This
student was unable to write the test (or submit term work by the last day of classes, if applicable) on
(date) for medical reasons". You MUST see your physician on the day of the missed test or the day later
or your request will be denied. A statement merely acknowledging a report of illness made by the student
to the physician is NOT acceptable. For further information on this procedure visit
www.utm.utoronto.ca/dvs
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Should an illness prevent you from submitting your form to the office in person within 48 hours, emailing
your documents will be accepted. This is on the understanding that the original copy will be submitted
within one week from the date of the missed test or assignment. Late submissions will NOT be
considered.
In case of emergencies (medical or other) contact the Program Administrative Officer on 905 845 9430
ext. 2324 or email tracey.smith1@sheridancollege.ca within 24hrs of the due date of an assignment or
test.
No penalty will be assigned if your request for special consideration, described above, was
successful.
Late Assignments for Advanced Projects
Students in collaboration with their faculty mentor(s) establish a schedule for the completion of their work.
Advanced Projects students are expected to have completed or significantly advanced work to be
presented at the monthly critiques directed by the Advanced Projects course leader. The university's
policy on lateness and absence is adhered to. Special consideration may only given to students only in
consultation with their Advanced Project mentor and the Advanced Project course leader.
.
Provincial Context
The course meets the following Ministry of Training, Colleges and Universities requirements:
Essential Employability Skills: Essential employability skills emphasized in the course:
X
communication
__
numeracy
X
critical thinking &
problem solving
__
information management
X
interpersonal
X
personal
Notes:
General Education: This General Education course relates to the following themes as specified by the
Ministry of Training, Colleges and Universities.
X
arts in society
X
social and cultural understanding
__
civic life
__
science and technology
X
personal understanding
Prior Learning Assessment:
PLA Contact:
Students may apply to receive credit by demonstrating achievement of the course learning outcomes
through previous life and work experiences. This course is eligible for challenge through the following
method(s):
Challenge Exam
Portfolio
Interview
Other
Not Eligible
__
__
__
__
X
Notes:
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Section III: Topical Outline
Some details of this outline may change as a result of circumstances such as weather cancellations,
College and student activities, and class timetabling.
Module 1 – Silhouette Composition
Weeks 1–5
Students will use their Adobe Illustrator Skills to draw a simple object in outline using the pen tool and
then create a composition using seven repetitions of this silhouette.
Learning Outcomes:
By the end of this module students will demonstrate the ability to:
- Draw shapes with corner points, smooth points and combination points using the pen tool
- Create a balanced and visual engaging composition
- crop out extraneous elements using a Clipping Mask.
Topics and Evaluations in Module:
- Using the pen tool in Adobe Illustrator to create simple and compound shapes
- Use of the silhouette in art and advertising
- Principles of composition: symmetry, asymmetry, balance
- Modules 1 – 6 will each be marked out of 100. The six assignments will then be averaged and will
constitute 60% of the student’s overall mark in the course.
Examples/readings/reference:
- Graphic Design The New Basics; chapter Rhythm and Balance Pgs. 29-51.
Module 2 – Stencil
Weeks 2–4
Students will create a pseudonym for themselves and will combine that with a simple graphic image. They
will have to translate this design onto mylar and cut out a stencil that can be used to apply their design to
another substrate.
Learning Outcomes:
By the end of this module students will demonstrate the ability to:
- Combine text and image into a single emblem
- Create a balanced and visual engaging composition
- Cope with negative and positive spaces through bridging parts of their stencil together
Topics and Evaluations in Module:
- Principles of composition: symmetry, asymmetry, balance
- Concealing bridges by breaking linear elements into segmented shapes
- Modules 1 – 6 will each be marked out of 100. The six assignments will then be averaged and will
constitute 60% of the student’s overall mark in the course.
Examples/readings/reference:
- Graphic Design The New Basics; chapter Rhythm and Balance Pgs. 29-51.
Module 3 – Pattern of Life
Weeks 4–8
Students will use their Adobe Illustrator Skills to create a repeating pattern that represents their concept of
the pattern of life.
Learning Outcomes:
By the end of this module students will demonstrate the ability to:
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- Draw shapes with corner points, smooth points and combination points using the pen tool
- Create a harmonious colour scheme
- Use an underlying grid to position pattern elements
Topics and Evaluations in Module:
- Using the pen tool in Adobe Illustrator to create simple and compound shapes
- History of pattern in several distinct design periods
- Printing out digital files (pdfs, Illustrator files, fonts etc.)
- Pattern – preliminary design due Week 4, final project due Week 5
- Modules 1 – 6 will each be marked out of 100. The six assignments will then be averaged and will
constitute 60% of the student’s overall mark in the course.
Examples/readings/reference:
- www.colourlovers.com, Pattern Trilogy by Jamie Travis, Ryan McGuiness etc.
- Graphic Design The New Basics; chapter Pattern Pgs. 184-197
- Cutting-Edge: Patterns and Textures, Estel Bilaseca, Rockport Books, 2007
Module 4 – Collage/Book cover/Logo
Weeks 4–7
Students will create collages during class based on three distinct themes, then chose and work with one
of these collages as the graphic for a book cover.
Learning Outcomes:
By the end of this module students will demonstrate the ability to:
- Use incongruity, ambiguity and humour to engage a viewer
- Scan images at the correct resolution for use in graphic design work
- Crop images for maximum impact
- Select appropriate fonts
- Position type using size, weight, contrast and strategic placement
- Design a simple logo that will be legible at a small scale
Topics and Evaluations in Module:
- Historical background of collage and photomontage
- Spatial layering in collage
- Collage/Book cover – Preliminary design due Week 5, final design due Week 6
- Modules 1 – 6 will each be marked out of 100. The six assignments will then be averaged and will
constitute 60% of the student’s overall mark in the course.
Examples/readings/reference:
- Graphic Design The New Basics, Figure/Ground: pp 84-99
- Thinking With Type, Anatomy/Size: pp. 34-37
Module 5 – Ten Favourite Things Booklet
Weeks 6 – 9
Students will create an eight-page booklet on tabloid paper with a text they will write and with illustrations
of their ten favourite things. They will also design a separate cover for the booklet.
Learning Outcomes:
By the end of this module students will demonstrate the ability to:
- Use InDesign to create a simple multi-page layout
- Use several image formats
- Use the character panel of InDesign
Topics and Evaluations in Module:
- Creating a single-page document in InDesign
- Importing text and pictures
- Threading text frames
- 10 Favourite Things Booklet – stage 1 due Week 8, final design due week 9
- Modules 1 – 6 will each be marked out of 100. The six assignments will then be averaged and will
constitute 60% of the student’s overall mark in the course.
Examples/readings/reference:
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-
Thinking With Type, Kerning, Tracking, Line Spacing, Alignment, pp 80-85.
Vogue Living, last page item with celebrity and their ten favourite things
Module 6 – The New Me
Weeks 10-12
Each student will use the photo taken of them at the beginning of the year and modify the nameplate and
background to reflect how they have changed over the term. They must also create a Tumblr Blog to post
images of all their assignments, an animated GIF and The New Me.
Learning Outcomes:
By the end of this module students will demonstrate the ability to:
- Use PhotoShop tools to modify an image
- Create a simple GIF using three or four images.
- Create a personal blog
Topics and Evaluations in Module:
- Using Quick Mask in PhotoShop
- Using clone, healing brush tools in PhotoShop
- Assignment due: Week 12.
- Modules 1 – 6 will each be marked out of 100. The six assignments will then be averaged and will
constitute 60% of the student’s overall mark in the course.
Examples/readings/reference:
- See examples of past work on SLATE in The New Me slide presentation.
Module 7 – Calendar OR Make/Shift OR Diagramming Myself OR Chess Set
Weeks 7 – 12
Students will choose one of four options to create a more comprehensive project than other previously
completed assignments.
Option 1: Calendar
For this assignment each student will create a calendar for 2014.
Learning Outcomes:
By the end of this module students will demonstrate the ability to:
- Take digital photographs for use in graphic design projects
- Select appropriate fonts for their theme or concept
- Develop a concept that is original and unified
- Adhere to a production schedule
Topics and Evaluations in Module:
- Using InDesign to create multi-page documents
- Using Master Pages in InDesign
- Variety of calendar formats
- Avoiding Clichés
- preliminary design due Week 10, project due Week 12
- Module 7 will be marked out of 100. This assignment will constitute 20% of the student’s overall
mark in the course.
Option 2: Make/Shift
Students must create a new object by shifting an object’s meaning, function or appearance.
Learning Outcomes:
By the end of this module students will demonstrate the ability to:
- Build a useful maquette
- Create a three dimensional prototype
- Identify the features of a successful concept
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- Work collaboratively
- Write a concise concept statement
Topics and Evaluations in Module:
- Principles of strong concept
- Usefulness of a maquette
- Identification of different design strategies
- Technical resolution
- Aesthetic resolution
- preliminary design due Week 10, project due Week 12
- Module 7 will be marked out of 100. This assignment will constitute 20% of the student’s overall
mark in the course.
Examples/readings/reference:
- Students should look at the MakeShift presentation posted on SLATE for examples of MakeShift
projects
Option 3: Diagramming Myself
For this assignment each student will create a visual representation of their own inner landscape.
Learning Outcomes:
By the end of this module students will demonstrate the ability to:
- Build a large project by working systematically over time
- Use imagery, colour, type and form to represent emotional states and mental ideas
- Create a complex artwork using multiple inspirational sources
Topics and Evaluations in Module:
- Information design
- Making a figurative self-portrait
- preliminary design due Week 10, project due Week 12
- Module 7 will be marked out of 100. This assignment will constitute 20% of the student’s overall
mark in the course.
Examples/readings/reference:
- Graphic Design The New Basics, Framing, pp 101-110, Time and Motion, pp 215-231.
Option 4: Chess Set
For this assignment each student will create a chess set and chess board.
Learning Outcomes:
By the end of this module students will demonstrate the ability to:
- Build a large project by working systematically over time
- Choose an appropriate material for a three-dimensional project
- Satisfy the functional requirements of recognizable chess players
- Create multiple elements that are unified through common design principles
Topics and Evaluations in Module:
- Innovative chess sets by artists and designers: Duchamp, Man Ray, Rodchenko, Josef Hartwig
- preliminary design due Week 10, project due Week 12
- Module 7 will be marked out of 100. This assignment will constitute 20% of the student’s overall
mark in the course.
Examples/readings/reference:
- Graphic Design The New Basics, Modularity, pp 158-174.
Module 8 – In-class exercises
Weeks 1-12
There will be five in-class exercises throughout the term. The due date for each exercise is indicated on
the schedule given to students at the beginning of the course and that is also posted on SLATE. These
short exercises are completed during class time. Each completed exercise will be assigned a mark of 1, if
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it is completed during the class indicated on the course schedule. Each addresses a particular conceptual
problem involving format, materials and intention. These exercises are related to the larger assignments
handed out during the course.
Evaluation
Evaluation for Modules 1-6
End of Term assignment, Module 7
In-Class Exercises
Participation
TOTAL
60%
20%
5%
15%
100%
Effective As Of: September 2015
Instructor: Robert Fones
Email: fones@sheridancollege.ca
Office hours: Tuesday 2pm– 4pm. Thursday 12pm–1pm. (Email to make appointment in advance).
Textbook
Fones, Robert, Guide: Design Elements, Principles, Strategies and Methods, 2015.
The following two books are also recommended. Readings from them are indicated in the Topical Outline
section.
Lupton, Ellen and Phillips, Jennifer Cole, Graphic Design The New Basics (ISBN: 1-56898-702-6), New
York: Princeton Architectural Press, 2008.
[A nicely designed book that focuses on design principles.]
Lupton, Ellen, Thinking With Type,2nd Revised Edition (ISBN: 1568989695), New York: Princeton
Architectural Press, 2010.
General Books on Design
Arntson, Amy E., Graphic Design Basics, Harcourt Brace College Publishers: Orlando, Florida, 1998. This
book is somewhat expensive to buy new ($44.95 on www.amazon.ca), but since it is a widely used
textbook, used copies can be purchased through www.abebooks.com for as little as $3.95.
Krause, Jim, Design Basics Index (ISBN: 1-58180-501-2), Cincinnati: How Design Books, 2004.
[A badly designed book that has good information about design elements and principles.]
Typography
Baines, Phil, Type and Typography, Watson-Guptill, ISBN-13: 978-0823055289, 2005.
[The best general book on identifying, choosing and using typefaces.]
Berry and Johnson, Jaspert, Encylopaedia of Typefaces, Cassell 55th Anniversary Edition, 2009. ISBN13: 978-1844036707.
[For many years this has been the standard encyclopedia of typefaces. Each font is usually displayed with
all its characters.]
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Lupton, Ellen, Thinking With Type (ISBN: 1-56898-448-0), New York: Princeton Architectural Press, 2004.
[A good introductory book on typography.]
van Gaalen, Anneloes (Editor.), Never Use White Type on a Black Background, Amsterdam: BIS
Publishers, 2009, ISBN: 978-90-6369-207-0.
[A fun and informative book that discusses the 50 most common mistakes in working with type.]
Walters, John, Fifty Typefaces That Changed the World, London: Design Museum, 2013. [ A concise
introduction to the most important and most commonly used typefaces.]
Colour
Koenig, Becky, Color Workbook, Prentice Hall, ISBN-13: 978-0131955776.
[Probably the best book available at the moment on colour.]
Design History
Hollis, Richard, Graphic Design: A Concise History: London, Thames & Hudson Ltd, 2001,
ISBN: 0-500-20347-4.
[Inexpensive. Excellent text. Illustrations are very small and only black and white.]
Meggs, Philip B. and Alston W. Purvis, Meggs’ History of Graphic Design:
Hoboken, New Jersey, John Wiley & Sons, Inc., 2006,
ISBN: 0-471-69902-0.
[Expensive. The standard reference book on graphic design for many years. Well-researched and
illustrated with colour. Does not open flat because it is perfect bound rather than sewn in signatures.]
Eskilson, Stephen J., Graphic Design: A New History: New Haven, Yale University Press, 2007, ISBN:
978-0-300-12011-0
[Moderately priced. One of the recent additions to the field of graphic design history. Includes some
references to Canadian graphic design. Well-written and illustrated in colour.]
Drucker, Joanna and Emily McVarish, Graphic Design History: A Critical Guide: New Jersey,
Pearson/Prentice Hall, 2009, ISBN: 978-0-13-24 1075-5.
[Moderately priced. Much of the book covers the early history of graphic design, which I only touch on in
this course. Gives only passing mention to some crucial designers like Jules Chéret. No mention of
Canadian graphic design. Well written and illustrated in colour.]
Supplies Needed:
1. All students should purchase a USB Memory Key (Flash Drive) with a storage capacity of at least 1
Gigabyte. These are essential for transferring digital files between home and school.
An alternative option is a Pocket Drive that is Mac/PC compatible. This pocket-sized device can
generally hold over 250 Gigabytes. You can purchase the drive from >
http://www.canadiancomputer.com/sheridan.html.
They offer student discounts as well. Using the Pocket Drive is the same as using the USB Memory Key
except it plugs into either the Firewire port or the USB port.
2. You will need the following supplies for most projects:
- pencils (an HB and a 2H)
- an Olfa cutting knife with retractable blade or a utility knife,
- an Xacto knife with No.11 blades (very long and pointed, for making precise cuts in paper)
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- a cutting mat, whatever size you prefer (12” x 18” is a compact and convenient size)
- 60/30 degree plastic triangle for cutting right angles (15” or 16” on longest side)
- 16” metal ruler with cork back
- 11 x 14” piece of mylar (translucent plastic used for making stencils)
- glue stick ( for collage work)
- illustration board for collages and other projects
- paints or felt markers
- brushes (probably a No. 2 and a No. 6)
- something to create colour such as markers, watercolours, gouache or acrylic paint
- a glue gun with sticks of adhesive (great for gluing together 3-D projects)
3. Having your own digital camera is suggested but not required. All Art and Art History students can
sign out video cameras from John McCartney in the Annie Smith Centre as well as digital cameras from
Grant in AA2. There are many off campus places to get colour digital output should you need it. Many
offer Sheridan Student discounts.
Printing Assignments
You are allowed to use the black and white printer in the classroom for proofing design assignments.
This printer is generally loaded with 8 ½ x 11” paper. Having your own colour printer at home is a
definite asset although not required. Digital files can be printed at Grenville (beside Tim Horton’s at the
Sheridan Oakville campus).
It is recommended that you save files for printing in PDF format to avoid higher costs and font
complications associated with PhotoShop, Illustrator or InDesign files.
When you place an order for colour or black and white prints, make sure you do not check “scale
to fit” on the order form. This will change the size of your document. Be aware that on days when
assignments are due, Grenville may take several hours to print your order.
Academic Honesty
The principle of academic honesty requires that all work submitted for evaluation and course credit be the
original, unassisted work of the student. Cheating or plagiarism including borrowing, copying, purchasing
or collaborating on work, except for group projects arranged and approved by the faculty member, or
otherwise submitting work that is not the student’s own violates this principle and will not be tolerated.
Instances of academic dishonesty, including assisting another student to cheat, will be penalized as
detailed in the Student Handbook.
Students who have any questions regarding whether or not specific circumstances involve a breach of
academic honesty are advised to discuss them with the faculty member prior to submitting the
assignment in question.
Discrimination and Harassment
Sheridan is committed to provide a learning environment that respects the dignity, self esteem and fair
treatment of every person engaged in the learning process. Behaviour that is inconsistent with this
principle will not be tolerated. Details of Sheridan’s policy on Harassment and Discrimination are
available in the Student Handbook.
Classroom Management
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To establish a learning environment in which it is possible for each student to focus and work comfortably
please adhere to the following:
• Come to class on time. Late arrivals are disruptive to the class.
• While class is in progress please turn off cell phones and pagers. Use laptops in class for
note-taking only (not for web surfing, email, Facebook, etc.) Refrain from listening to music on
headphones.
You may use these devices in the hall before and after class and during the break. Your
cooperation on these points also allows me to better focus on the lectures I will be giving.
• Please be attentive and respectful of the instructor or anyone who is speaking to the class. Do
not talk, whisper or snicker while another student or guest speaker is speaking to the class. You
would want the same consideration and courtesy if you were speaking.
Health Concerns
Please do not come to class if you are ill, particularly if you are coughing or sneezing. All efforts will be
made to ensure that class materials are available to you on the course web site or directly from the
instructor.
If you cough or sneeze in class, please cover your mouth with a handkerchief or your sleeve to avoid
transmitting your cold to others.
Please wash your hands regularly with soap and water to avoid transmitting viruses to your nose and
mouth particularly after touching communally used computer keyboards and doorknobs.
Any students having problems understanding assignments or lectures are advised to seek help at
these Art & Art History ELL Drop-In Hours and Locations
Mondays:
UTM: 9–10am in the third-floor nook, CCT Building
Sheridan: 5–6pm in the Annie Smith Centre: AS18 or Drawing AS08
Tuesdays:
Sheridan: 12:15–1:45pm in the Annie Smith Centre: AS18 or Drawing AS08
Sheridan: 5–6pm in the Annie Smith Centre: AS18 or Drawing AS08
Thursdays:
Sheridan: 12:15–1:45pm in the Annie Smith Centre: AS18 or Drawing AS08
Sheridan: 5–6pm in the Annie Smith Centre: AS18 or Drawing AS08
Fridays:
UTM: 12–1pm in the third-floor nook, CCT Building
ELL Tutorials for FAH101
UTM: ELL tutorials from 3–4pm and 4–5pm, IB280*
*If your regular FAH101 tutorial is from 3–4pm, attend the 4–5pm ELL tutorial; if your regular FAH101
tutorial is from 4–5pm, attend the 3–4pm ELL tutorial
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