COURSE PROJECT (pdf)
Objective: To learn the fundamental principles of information design and how to disseminate information into both print and time-based media. To develop the skill sets that will enable the student to build charts, graphs, diagrams and data tools that effectively communicate their message and information goals. An example of an information goal would be to educate, inform or persuade. The student will learn how to take data and present it in a meaningful way that is compelling to the user. To help the student explore how the user interacts with information. To provide a vehicle which encourages the investigation of content research, organization and development for both print and time-based media.
Observations: First phase of information building is how to effectively research. Students must learn to assess information as to whether or not the data they have collected is important and useful to the data they want to present. They must look for data that is relevant for comparison and contrast. (For example, War Casualties, total deaths of US soldiers in WW2, now compare that data with total deaths of soldiers from European Allied troops in WW2) It is important to collect primary data (deaths of US soldiers in WW2) but you need secondary research (European Allied troops in WW2) to make a comparison, which help to support your information goals.
Next phase is to develop a narrative. The question is, “what are you trying to communicate?” (using the above example, the overall subject was War Casualties, but your narrative is “Whether US military involvement in WW2 was as significant as the Allied Troops?”), once you have established the story you would like to tell begin to take your data and “chunk it” into relevant information pods. From these pods of data look for similarities and contrasts. The data you have uncovered will begin to shape the visual form of the information.
Next asses your audience. Is it young, old, educated and so forth? The design of your information should be appropriate to the audience level. How do they view information and what types of media are appropriate? For purposes of this exercise we have determined our audience will be the demographic of “Good Magazine.” Presumed to be educated and interested in current relevant topics.
Next begin to develop your graphic information. Pay attention to how line, shape, color, size and proximity codify information. Take notice of users interaction with static verses time-based information. Look at how information is displayed, both positive and negative and how that aids in the learning process. Pay attention to sequencing of information, such as statistics, time lines, charts and narrative. Learn how to weave a narrative that combines both text and graphics. Implement graphic information into media forms, alter forms to be appropriate to time-based media.
Course Project: Take a relevant newsworthy topic and break it down into an interesting narrative that would educate, inform or persuade the audience. Project will include group research, presentation, development of icons, page spreads and time-based media graphics.
Based on the research from the student groups, each student will develop two narrative editorial page spreads (page size 10” x 15”, spread size 20” x 15”). These spreads will take the research and narrate with text, image and information graphics to visually communicate complex information to the audience. Students will create an iconic system (minimum of three icons) that navigates the reader throughout the information. Each spread will have a minimum of 4 forms of information graphics. Information from the spreads will also be translated into a time-based delivery media. This could be an animated short film, blog or website.
Research – Break into small groups; brainstorm direction; assign information gathering tasks; asses collected data and determine if additional data is needed; present statistical data and options for comparison analysis; and determine overall objective of information strategy.
1/5
Assign groups and brainstorm research ideas, groups assign research tasks.
1/5-1/19
Meet as a group and asses collected data and determine if additional data is needed. Brainstorm position and objectives of research.
1/19
Group Power Point Presentation-include project description; collected data (you may want to include as much as possible, but summarize and highlight during presentation, objective and positioning statement of project.
Information Graphic Sketching – Using the data collected from your research group, organize it to include the following types of information: maps, listing of statistics, comparative analysis using charts or diagrams summarizing analysis.
1/24
Develop three sketches of editorial story boards (ie two page spreads total 6) considerations, what do you want to say and what graphics will support this.
1/26
Present minimum of four information graphics (ie this could be 30 sketches, working towards final forms of information graphics.
1/31
Present minimum of four other information graphics (ie this could be 30 sketches, working towards final forms of information graphics.
2/2
Present sketches minimum 5 each of three+ icons used as information or wayfinding device.
2/7
Present sketches of icons and information graphics into editorial page spreads must be at the proportion of page size 10” x 15”, spread size 20” x 15”.
2/9
Present revised sketches of icons and information graphics into editorial page spreads must be at the proportion of page size 10” x 15”, spread size 20” x 15”.
Editorial Spreads – Create finalized editorial spreads using the information graphics created from your research, present them in a meaningful demonstration using additional text to inform the reader. It must have a headline and body copy self contained within the editorial pages.
2/14
Computer rendition of editorial spreads (includes all components icons and graphics) –first critique, color output
2/16
Revised computer rendition of editorial spreads (includes all components icons and graphics) –second critique, color output
2/23
Finalized computer rendition of editorial spreads (includes all components icons and graphics) –final critique, color output
Time-Based Graphics – Create an animation, blog or website using the data, charts and imagery from Editorial Spreads. Use media to enhance depiction of static information.
2/28
Storyboard, framework, or layout of information in time-base media
–first critique, color output
3/2
Implement storyboard framework, or layout into media (phase one)
–second critique, can be demonstrated in media
3/7
Working Session (MUST BRING WORK TO CLASS!)
3/9
Show working stage of media (phase two)
–third critique, demonstrated in media
3/14
Working Session (MUST BRING WORK TO CLASS!)
3/16
Final — Mounted Editorial Spreads and Time-Based Media