2D Design Portfolio
Printing on top of a Photograph
Styrofoam Cups Drawing
Cereal Box Construction
To begin you can try copying text into Wordle (link below) to see what design emerges. You can use that idea to make your final piece, but the Wordle IS NOT THE FINAL PIECE. This can be a cut paper design (meaning the letters will be cut out and glued down to paper), a print, or a computer generated image.
Examples from Alice Taylor
This artwork should exemplify balance, rhythm and repetition.
Inside and Out
Text in Art
Arrange a simple still-life and draw it out. Use 3-4 different values in colors to represent the shapes in the still-life. You can draw back on top
This artwork should exemplify emphasis.
2D Design Foundations
2D & 3D Design Foundations
Students too busy to appreciate each passing project get a sense of continuity at the end—and it shows through their writing
Fall 2008 syllabus
All first year design students (industrial, interior and visual communication) experience the same series of 2D foundation exercises to reinforce drawing skills and promote thorough ideation with multiple concepts. The next quarter they continue with a another series of foundation exercises to reinforce drawing and conceptual skills that translate to three dimensional form and space.
To expand observational drawing skills, a large sketchbook was added to the list of required materials. A series of outdoor “landscape” assignments requires students to express form, space and user interaction. The structure of the course is reflected in the syllabus.
The culmination of work from projects, drawing, exercises and vocabulary is collected in the final course documentation. It’s a chance to reflect and write about a furiously paced nine weeks. The assignment stresses organization and layout, but the document also requires attention to typography, photography and composition. The layout is intended to be both print and screen friendly. And while the students were not required to print the document, a package accompanies each turned in disc.
—Project: Exploring the five sensory modalities literally, symbolically and abstractly
—Project: Effectively communicate concepts using only points and lines (A. Wagner)
—Project: Discover and explore various two dimensional design principles with 4 squares. (K. Maeng, S. Ki)
—Project: Using lines as visual devices to translate 2D drawings into 3D representations. (K. Allen, T. Rink)
—Project: Translation of six terms into three dimensional visualizations. (N. Starrett, K. Gale, N. Fields)
—Project: Pumpkin planar tonal translations
—Project: Develop an awareness of characteristics which bring unity to a typeface or set of symbols, a.k.a. “Klingon” (J. Perin, K. Allen)
—Project: Iconic simplification of form which can then be made with a single piece of wire, a.k.a. “Liconæ (G. Goodwin, K. Allen)
—Project: Object Renderings—contour line, high contrast, dot shading, line shading and marker rendering. (G. Goodwin)
—Project: Landscape Ohio State, sketching communication, objects and environments (G. Goodwin)