Design and Visual Composition
Code: 103857 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2501933 Journalism | OT | 3 | 1 |
| 2501933 Journalism | OT | 4 | 1 |
Contact
- Name:
- José Luis Valero Sancho
- Email:
- joseluis.valero@uab.cat
Use of Languages
- Principal working language:
- spanish (spa)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- No
- Some groups entirely in Spanish:
- No
Teachers
- Jose Sanchez Rios
Prerequisites
Previous knowledge of user and user-friendly computing
Objectives and Contextualisation
In general, it aims to study all communicative graphics, from the point of view of design and visual composition. Allows you to reflect on your involvement in the necessary graphic and documentary representations associated with image and content in informative television.
Competences
- Journalism
- Abide by ethics and the canons of journalism, as well as the regulatory framework governing information.
- Design the formal and aesthetic aspects in print, graphic, audiovisual and digital media, and use computer-based techniques to represent information using infographic and documentary systems.
- Introduce changes in the methods and processes of the field of knowledge to provide innovative responses to the needs and demands of society.
- Manage time effectively.
- Relay journalistic information in the language characteristic of each communication medium, in its combined modern forms or on digital media, and apply the genres and different journalistic procedures.
- Show leadership, negotiation and team-working capacity, as well as problem-solving skills.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
- Use one's imagination with flexibility, originality and ease.
Learning Outcomes
- Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
- Apply technical processes and the narrativity characteristic of photojournalism.
- Appraise the use of design in the media as a support for relaying information in the press, radio, television and multimedia.
- Be familiar with and know how to apply adequate computer programmes to develop infographic processes.
- Be familiar with and professionally use the necessary voice and image recording tools.
- Communicate using language that is not sexist or discriminatory.
- Consider how gender stereotypes and roles impinge on the exercise of the profession.
- Identify and distinguish the technical requirements necessary to relay information in the language characteristic of each communication medium (press, audiovisual, multimedia).
- Manage time effectively.
- Propose new methods or well-founded alternative solutions.
- Propose new ways to measure the success or failure of the implementation of innovative proposals or ideas.
- Propose projects and actions that incorporate the gender perspective.
- Show leadership, negotiation and team-working capacity, as well as problem-solving skills.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Use Internet's communication resources properly.
- Use computer techniques to represent and relay facts and data by means of infographic systems.
- Use one's imagination with flexibility, originality and ease.
- Use social responsibility criteria in various information production processes.
Content
Definition, history, function
Creation and direction of art, image and design on television
Organigrames and television structures
2. Visual metalworks
Project, briefing, conduct yarn and storyboards
Formats, point types, cross-links, etc.
Morphological and color contrasts
Graphic figurative, abstract and typographic
Volumetric units: multimedia and 4D
Time, movement, sound, plans, etc.
3. Complementary visual languages
Representation images: brand, head structure, self-promotion, etc.
Content images
Elemental conceptual and complex units
Captured or drawn accessories
4. Synthetic visual languages
Graphic and infographic synthesis
Features, functions and morphology
Methodology
presentation of the subject. It will be uploaded to the Virtual Campus, where students will also be able to
access the detailed description of the exercises and practices, the various teaching materials, and any
necessary information for the proper follow-up of the subject.
- Directed activities:
a) Lectures: explanation of the theoretical concepts and announcements and rules for practices.
c) Laboratory practices. The main objectives are for the student to carry out informative design practices.
- Supervised activities:
a) Individual or group tutorials. Its purpose is to solve learning problems.
- Autonomous activities.
a) The students must make the readings indicated as compulsory and all the activities planned for a correct development of the theory and practices in the Laboratory; in addition to the study with a comprehensive reading of the basic bibliography.
Evaluation activities
(Part of a face-to-face session will be devoted to the realization of a written exam).
In total, 1 teacher takes part, who is in charge of the lectures of the theory and two professors in practices that develop individual or group activities.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Laboratory Practices | 30 | 1.2 | 20, 12, 14, 15 |
| Master classes with ICT support | 15 | 0.6 | 10, 7 |
| Type: Supervised | |||
| Tutories (individual or group face-to-face activities aimed at solving learning problems) | 12 | 0.48 | 1, 6, 13, 16, 7 |
| Type: Autonomous | |||
| Practical laboratory preparation | 45 | 1.8 | 13, 9, 11, 15 |
| Study: Reading and synthesis of scientific documents | 45 | 1.8 | 13, 9, 17 |
Assessment
The student will be entitled to the revaluation of the subject if he or she has been evaluated of the set of
activities the weight of which equals a minimum of 2/3 of the total grade of the subject.
To have access to revaluation, the previous grades should be they must be less than o equal to 3,5.
The activities that are excluded from the revaluation process are the collective practices that represent 25% of the rating.
In the case of a second enrolment, students can do a single synthesis exam/assignment that will
consist in a global review. The grading of the subject will correspond to the grade of the synthesis exam/assignment.
The student who performs any irregularity (copy, plagiarism, identity theft...) that can lead to a
significant variation of the qualification of an evaluation act, will be qualified with 0 this act of evaluation. In
case there are several irregularities, the final grade of the subject will be 0.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Deliveries collective work projects | 30% of all the activities of the participations, presentations and defenses in front of the group | 1 | 0.04 | 1, 20, 4, 5, 13, 9, 8, 10, 11, 17, 16, 15, 18, 19, 21, 7, 3 |
| Deliveries individual practical works | 30% Practical work is done individually and have a set of activities to be developed | 1 | 0.04 | 1, 2, 20, 6, 4, 9, 8, 10, 12, 17, 16, 14, 15, 18, 19, 21, 3 |
| Written exam | 40% have to demonstrate theoretical knowledge of lectures and master lectures | 1 | 0.04 | 20, 9, 17, 16, 14, 18, 3 |
Bibliography
Costa, J. (2005). Identidad televisiva en 4 D. Design.
Hervàs, Ch. (2002). El diseño gráfico en televisión. Madrid: Cátedra
Lapolli, M. y Vanzin, T. (2016). Infografía na era da cultura visual. Florianópolis: Pandion.
Owen. W. (1991). Diseño de revistas. Barcelona: Ed. Gustavo Gili.
Ràfols, R. y Colomer, A. (2003). El diseño audiovisual. Barcelona: Gustavo Gili. ISBN: 84-252-1538-2
Ricarte, J. M. (1999). Creatividad y comunicación persuasiva. 2ª ed. Barcelona: Servicio de Publicaciones de la Universidad Autónoma de Barcelona y otros.
Valero, J. L. (2012). Infografía digital. La visualización sintética. Barcelona: Bosch
Valero, J.L. (2008): “Tipología del grafismo informativo” , en Estudios sobre el mensaje periodístico, 14, Madrid: Universidad Complutense |http://revistas.ucm.es/index.php/ESMP/article/view/ESMP0808110631A
Valero, J.L. (2009): “Clasificación del grafismo de contenido en los informativos de televisión”, en Trípodos.com, Barcelona: Universidad Ramon Llull. http://www.raco.cat/index.php/tripodos/article/view/144347
Valero, J.L. (Eds.). (2018). Nuevas Narrativas visuales. La Laguna: Cuadernos artesanos de comuncación ULL. https://issuu.com/revistalatinadecomunicacion/docs/cac150