Positive Statement:
I think I did well in the visual area of my 2 hour presentation. The front of the classroom turned out better than I thought it would and it looked great. The background looked realistic. My Powerpoint was also visually engaging, since I customized it to my liking. It was clean and really supported my speaking. I also liked how my activities were engaging and really utilized that I spoke about in order to execute it. Overall, I think my presentation was engaging for the audience and I really did well to set up a nice learning environment.
Questions to Consider
What assessment would you give yourself on your 2-hour presentation? Why?
AE: because in terms of the rubric, I believe I hit all the points necessary for a P, but I was really knowledgable in my topic and I believe my content was extremely strong; I backed up everything I said with some sort of evidence or visual example and seeing how well the class did in my activities, the information really resonated with them and got to them clearly. I believe that my hard work was really evident in how strong the content of my presentation was– above what would normally be a P. I also believe that my classroom creativity showed my dedication to my project and took my project to the next level visually and really added that extra "umph" that would be "above and beyond." Overall, really, I think I did everything that was required, but I feel that I did it better than what was to be expected and I went above and beyond with the visuals and the activities were strong evidence that I conveyed my message clearly; that's why I feel that I deserve an AE.
What assessment would you give yourself on your overall senior project? Why?
AE: This is mainly because of my product, which is my internship with Tetra Tech's design team. My senior project was done well, but not only that, it showed that I grew from when we started in August to now, while I'm typing this up. Senior project was a journey for me, and I worked hard and showed passion in my topic throughout that journey. This is evident in my end results– the yearbook, my 2-hour, and my product. Yes, I completed the assignments that was asked of me, but I believe that the passion I put into my project made it more meaningful than just a grade: it's a part of me now, and I believe that alone shows more value than anything else. Aside from that, though, I performed well in every assignment I completed, often getting AE's, so I believe that overall, as a whole, because of the value I found within those AE's, my overall senior project should get an AE. I'm walking away from senior year with something more meaningful than just a grade to graduate, and I believe that is ultimately what the senior project should aim to do. Plus, the quality of my work, if I say so myself, is never less than impecable.
What worked for your senior project?
I think choosing a topic that I wanted to grow more in, rather than learn entirely new, really worked to my advantage in my senior project. Because graphic design was something that I actually wanted to study in the first place, the quality of my work showed that willingness to learn and the passion that goes with it. Had I chosen, say, pharmacy like I originally planned, if I didn't like it, too bad, I would be stuck and the quality of my work would have suffered. That wasn't the case with my senior project, though. Yes, I burned out halfway through he year, but didn't? It's senior year; everyone is tired. But the quality of my work never suffered. The punctuality of my work maybe, but everything I did turned out well in the end, and I believe my 2-hour showed that. Also, because I chose something I loved to do already, my product became something that I can actually be proud to walk away with, rather than some faked "appreciation" for something I don't care about.
What didn't work for your senior project?
What didn't work would probably have to be... scheduling interviews on short notice. The interviews that really paid off were my second interview with Mimi Orth and my third interview with Sylvia Ly. In fact, the two were actually two of my best sources. But, I scheduled my second and fourth interview last minute and really didn't gain as much as I would have liked in the fourth; my interviews helped me out so much and were the best sources I had because I learn best from experience and getting that firsthand talk to someone so knowledgable in the field was so much more valuable to me than books or internet articles. I really wish I could've gotten a better fourth interview, since there were so many more questions.
How has the senior project been helpful to you in your future endeavors? Be specific and use examples.
It should be really obvious with my product. I gained a paid internship doing what I love because of the work I've done with my senior project. Both my independent components helped me grow as a designer by increasing my execution skills and the research helped me gain insight to how problems are solve visually and my interviews and service learning helped me gain more of the "design eye" by getting me to constantly be on the lookout for inspiration. Though I'm still interested in pursuing a career in the medical field, this internship is like a window into a career in the graphic design world, and if I like it, I can further pursue it. After all, I'll be at UCLA, which has both great medical and design programs, so either way it works out. Basically, senior project helped me by giving me an opportunity to go into a field that I was afraid that I was not good enough for, even though I loved it. But after getting working all year, and with my product, the internship at Tetra Tech, it paid off and confirmed I'm good enough and now I a great opportunity.
Tuesday, May 22, 2012
Thursday, May 17, 2012
Monday, May 14, 2012
Service Learning
1) Literal:
I worked with Mimi Orth, sales representative at Herff Jones publishing. Contact available upon request.
Interpretive:
The most important thing I've gained from this experience was something to keep me grounded in my work– the ability to edit. In other words, getting rid of excess design. When designing, your imagination can run wild, so you can easily got lost in your own creativity. With Mimi, she constantly critiqued my work and pointed out what worked and what didn't and etc. Most of the time, it was the latter. So, from that I was able to step away from my own work for a second and really look at what others see (since the whole point of graphic design is that you design for others) and really edit my work. I read in quite a few of my sources that editing your own work is one of the most difficult things to do. That being said, I really feel that because of this, it allowed me to grow as a designer and experience a bit of what designing is like in the real world. (In fact, during my interview for my internship at Terta Tech, my interviewer mentioned that my work "can be ripped to shreds" and I better be ready for the criticism. Scary.) I know for a fact that a lot of times, my work can be over-the-top and simplification is difficult for me to do so having Mimi indirectly teach me how to step back and edit my own work to something cleaner. I'd post what my original vision for the yearbook cover was but I can't find it. I can tell you though that editing played a huge role in how it ended up.
Applied:
This helped me answer my EQ because, again, it gave me hands-on experience in designing and I was able to conclude what best impacted an audience first-hand. Working with me gave me more and more options to consider because my EQ mainly deals within the design process (i.e. the making of). I can read books upon books on graphic design but personally, I learn by doing, and working with Mimi allowed me to actually try out and see what works and what does not, rather than sitting and reading and guessing.
For example, my second answer, utilizing strong and appropriate typography, came directly from my experience with Mimi Orth. In fact, I think my third answer, surround yourself with inspiration, came from her as well. Without my work with Mimi, I would not have been able to attend the typography lecture with Lynn Strause, where I learned so much about the impact that the words in a design made. I never would have guessed that the font and color and size and arrangement even mattered. There's so much more I can type but I can't think of anything; this was what stuck out the most. The same applies to my third answer; I learned of this in the design clinic I attended with Mimi in October. Later on in the year, I was hitting a wall trying to come up with ideas for a title page until I made a magazine run with Elissa to Barnes and Noble to look for inspiration. Without Mimi first mentioning it in October, I would have never been able to a) finish the yearbook and b) known seen how important that was until I experienced it myself.
2. Confirmation of Contact Person, Contact Phone Number, and 50 hours completed
Mimi Orth; E-mail and Phone number available upon request; log mentioned above.
The 2012 iPoly yearbook wouldn't have been completed without Mimi Orth. Should be evident of at least 50 hours...
For example, my second answer, utilizing strong and appropriate typography, came directly from my experience with Mimi Orth. In fact, I think my third answer, surround yourself with inspiration, came from her as well. Without my work with Mimi, I would not have been able to attend the typography lecture with Lynn Strause, where I learned so much about the impact that the words in a design made. I never would have guessed that the font and color and size and arrangement even mattered. There's so much more I can type but I can't think of anything; this was what stuck out the most. The same applies to my third answer; I learned of this in the design clinic I attended with Mimi in October. Later on in the year, I was hitting a wall trying to come up with ideas for a title page until I made a magazine run with Elissa to Barnes and Noble to look for inspiration. Without Mimi first mentioning it in October, I would have never been able to a) finish the yearbook and b) known seen how important that was until I experienced it myself.
2. Confirmation of Contact Person, Contact Phone Number, and 50 hours completed
Mimi Orth; E-mail and Phone number available upon request; log mentioned above.
The 2012 iPoly yearbook wouldn't have been completed without Mimi Orth. Should be evident of at least 50 hours...
Friday, April 27, 2012
Independent Component 2
Literal
(a) "I, William Lam, affirm that I completed my independent component which represents 30 hours of work.”
(b) I executed various tutorials from Adobe for Photoshop in order to better familiarize myself more with the tools that graphic designers utilize.
Interpretive
It is significant for me to learn the program because it is what is used in order to execute the designer's idea and make them a reality. Without proper knowledge of the program, what might've been a potentially grandiose idea, would end up with the final product not doing it justice. I practiced the following tutorials, all of which vary in difficulty and completion time within the time frame indicated on this calendar here.
Vector masking and background removal - 2 hours/3 days (overall 6 hours)
Radial zoom enhanced eyes effect - 1 hour
How to blend textures with photos in Photoshop - 1 hour
Graffiti - 1 hours/3 days (overall 3 hours)
Silhouette and gradients - 1 hour/4 days (overall 4 hours... it was fun)
Photoshop type: creating warped text - 1 hour
Old school 3-D effect - 1 hour
Photo inside text - 1 hour/3 days (overall 3 hours... needed it for yearbook)
Vignetting - 1 hour
Selective coloring effect - 1 hour/2 days (overall 2 hours)
Alien - 2 hours
Skii masking - 1 hour/4 days (overall 4 hours)
Human puppet - 1 hour/2 days (overall 2 hours)
Ripped paper collage effect - 1 hour
Fake real blood - 1 hour
Urban jungle - 1 hour
Total: about 34 hours
I have uploaded some the work after the jump. (the "read more." I only uploaded some because a few had difficulty compressing. I'm resolving this once I get some free time.)
Applied
This helped me answer my EQ because it helped me explore the possibility that the answer may like in something more literal (the execution) rather than the conceptualization or other concepts and techniques.
Grading Criteria
· Log (calendar or list)
· Evidence of 30 hours of work
(a) "I, William Lam, affirm that I completed my independent component which represents 30 hours of work.”
(b) I executed various tutorials from Adobe for Photoshop in order to better familiarize myself more with the tools that graphic designers utilize.
Interpretive
It is significant for me to learn the program because it is what is used in order to execute the designer's idea and make them a reality. Without proper knowledge of the program, what might've been a potentially grandiose idea, would end up with the final product not doing it justice. I practiced the following tutorials, all of which vary in difficulty and completion time within the time frame indicated on this calendar here.
Vector masking and background removal - 2 hours/3 days (overall 6 hours)
Radial zoom enhanced eyes effect - 1 hour
How to blend textures with photos in Photoshop - 1 hour
Graffiti - 1 hours/3 days (overall 3 hours)
Silhouette and gradients - 1 hour/4 days (overall 4 hours... it was fun)
Photoshop type: creating warped text - 1 hour
Old school 3-D effect - 1 hour
Photo inside text - 1 hour/3 days (overall 3 hours... needed it for yearbook)
Vignetting - 1 hour
Selective coloring effect - 1 hour/2 days (overall 2 hours)
Alien - 2 hours
Skii masking - 1 hour/4 days (overall 4 hours)
Human puppet - 1 hour/2 days (overall 2 hours)
Ripped paper collage effect - 1 hour
Fake real blood - 1 hour
Urban jungle - 1 hour
Total: about 34 hours
I have uploaded some the work after the jump. (the "read more." I only uploaded some because a few had difficulty compressing. I'm resolving this once I get some free time.)
Applied
This helped me answer my EQ because it helped me explore the possibility that the answer may like in something more literal (the execution) rather than the conceptualization or other concepts and techniques.
Grading Criteria
· Log (calendar or list)
· Evidence of 30 hours of work
Thursday, April 26, 2012
Helping 2013
Who did you interview?: Jalyssa D.
What was the day and time?: April 25, 2012 at 10:46 AM
Q: What ideas do you have for your senior project and why?
J: I only have one idea and it's dance because I'm in dance and it's something I love and I would rather do something I enjoy rather than something I don't care about for the whole year.
W: So you're not the only junior in dance, correct?
J: Yeah
W: Okay, the advice I have for you is that since no one can have the same topic, and someone most likely will want to do dance too, you should be specific on what kind of dance or what aspect of dance you want to do. Like, do you want to do Tahiti or flags or hip-hop, or...
J: Yeah hip-hop dance!
W: Good good. Cos it also helps with your research if it is more specific because then it narrows it down rather than being like, "Oh my God where do I start?" You know?
Q: What do you plan to do to complete the 10 hours of service learning which is due prior to the start of senior year?
J: Well I've been trying to take a class, but do you have to take a class or do you have to teach a class?
W: I think you have to teach a class or work with the instructor. Maybe taking a class is for you independent component? I'm not too sure. You should probably ask either Erika in ASB or Ashley, who you already know, about it because their topics were dance related as well and I'm not too sure about the details about it. I just know that Ashley worked at this one dance studio in, I think, Walnut. Anyways, do you have a contact already?
J: Yeah, I was planning on going to Nicole [Diaz] who also is in dance and it's a studio in La Puente I think.
W: Okay well just get that solidified. You seem to be good on this. Just be careful not to lag because a lot of our class got killed with their lack of service learning so it's good you have a connection already. Just follow through with it.
Q: What do you hope to see of expect to see when watching the class of 2012 present their two hour presentations?
J: Well I've already been to one but I'm not really sure. Like do you mean up there? Or in the classrooms?
W: Oh, you mean you've been to the product presentations? That's a different component of the senior project. The two hour presentations are us in all the junior and senior classrooms during the last two weeks of May and each senior gets two hours to present what they've been working on all year.
J: Oh okay, well I'm not too sure on what to expect.
W: Okay... Well my advice for you I guess is to just go in with an open mind and really look at how everything is broken down because a lot of our class, I know, have been telling everyone to transfer out so they don't have to deal with it and they make it seem more scary than it really is and whatever.
J: Yeah I was thinking about transferring out because of that.
W: Yeah, well during the two hour presentations, just kind of look at how everything is broken down into sections because that's basically how the whole year. They give us little bite sized chunks to work on of our project at a time. It's not like they give it to us all at once and it's too much and we all die from it, like how people on Facebook have been doing. It's all done throughout the year and it's manageable pieces, AS LONG AS YOU DON'T SLACK. It's like a snowball effect if you just let it pile on. It definitely catches up to you. So don't worry about it. You'll see during the presentations. And just use the opportunity to calm your nerves about next year rather than to intimidate you.
Q: What questions do you have about senior project?
J: Well I just have one. What about if I'm a leader in dance next year? Would that count as service learning?
W: Well the problem with that is that you can't do service learning with any faculty on campus. Like, even though I'm in yearbook, and I'm an editor, I can't have Strand as my mentor. Mimi, that tall blonde lady you see sometimes in the quad, from Herff Jones, is. She comes here ever other week so that's why I do most of mine on campus. But it can count for your independent component because that's what Ashley did. She worked at a studio but still did dance because she's a leader. If anything, talk to her. What you have going on with Nicole and her studio seems good so just go with that.
J: Okay
W: Is that all or..
J: Uh I think so I don't have anything else to ask.
W: Alright, well my advice for next year is to STAY ON TOP OF YOUR STUFF. You have no idea how important that is. If you let everything pile up, that's when you see people complain on Facebook. Like with research, don't JUST do three a week. If you can, like i did, do like 4, 5, or even 6. Cos at the end, you'll be completely caught up because with research counts, a lot of people fall short because all they do is 3.
J: Is that from the library or the internet or...?
W: It can be from both. Like for me, I have graphic design books and I have articles from online blogs. You'll find out more next year. It's definitely the more simple step of senior project but it makes or breaks it too.
J: Oh and what are the interviews?
W: The interviews... There are 5 of them. The first one you can interview anyone that can help your senior project. So if you did dance, you could interview Ashley, so then you ask like "tell me about my topic" and "where can I find information about it?" basic stuff. The second interview is the same questions but with your service learning mentor. Third and fourth interview are to answer your EQ, 10 and 20 equations. It's actually really helpful. OH this also leads me to my next word of advice. Whenever dealing with other people, ALWAYS GIVE THEM A LOT OF TIME TO REPLY. Like your interviews, give them at least a week to reply and sort out their schedule before they can see you. I did my second one last minute and I had to tun it in late because Mimi was busy and the only day she had open was the day AFTER it was due. Yeah. So any questions? I don't have anything else.
J: No, thanks though!
What was the day and time?: April 25, 2012 at 10:46 AM
Q: What ideas do you have for your senior project and why?
J: I only have one idea and it's dance because I'm in dance and it's something I love and I would rather do something I enjoy rather than something I don't care about for the whole year.
W: So you're not the only junior in dance, correct?
J: Yeah
W: Okay, the advice I have for you is that since no one can have the same topic, and someone most likely will want to do dance too, you should be specific on what kind of dance or what aspect of dance you want to do. Like, do you want to do Tahiti or flags or hip-hop, or...
J: Yeah hip-hop dance!
W: Good good. Cos it also helps with your research if it is more specific because then it narrows it down rather than being like, "Oh my God where do I start?" You know?
Q: What do you plan to do to complete the 10 hours of service learning which is due prior to the start of senior year?
J: Well I've been trying to take a class, but do you have to take a class or do you have to teach a class?
W: I think you have to teach a class or work with the instructor. Maybe taking a class is for you independent component? I'm not too sure. You should probably ask either Erika in ASB or Ashley, who you already know, about it because their topics were dance related as well and I'm not too sure about the details about it. I just know that Ashley worked at this one dance studio in, I think, Walnut. Anyways, do you have a contact already?
J: Yeah, I was planning on going to Nicole [Diaz] who also is in dance and it's a studio in La Puente I think.
W: Okay well just get that solidified. You seem to be good on this. Just be careful not to lag because a lot of our class got killed with their lack of service learning so it's good you have a connection already. Just follow through with it.
Q: What do you hope to see of expect to see when watching the class of 2012 present their two hour presentations?
J: Well I've already been to one but I'm not really sure. Like do you mean up there? Or in the classrooms?
W: Oh, you mean you've been to the product presentations? That's a different component of the senior project. The two hour presentations are us in all the junior and senior classrooms during the last two weeks of May and each senior gets two hours to present what they've been working on all year.
J: Oh okay, well I'm not too sure on what to expect.
W: Okay... Well my advice for you I guess is to just go in with an open mind and really look at how everything is broken down because a lot of our class, I know, have been telling everyone to transfer out so they don't have to deal with it and they make it seem more scary than it really is and whatever.
J: Yeah I was thinking about transferring out because of that.
W: Yeah, well during the two hour presentations, just kind of look at how everything is broken down into sections because that's basically how the whole year. They give us little bite sized chunks to work on of our project at a time. It's not like they give it to us all at once and it's too much and we all die from it, like how people on Facebook have been doing. It's all done throughout the year and it's manageable pieces, AS LONG AS YOU DON'T SLACK. It's like a snowball effect if you just let it pile on. It definitely catches up to you. So don't worry about it. You'll see during the presentations. And just use the opportunity to calm your nerves about next year rather than to intimidate you.
Q: What questions do you have about senior project?
J: Well I just have one. What about if I'm a leader in dance next year? Would that count as service learning?
W: Well the problem with that is that you can't do service learning with any faculty on campus. Like, even though I'm in yearbook, and I'm an editor, I can't have Strand as my mentor. Mimi, that tall blonde lady you see sometimes in the quad, from Herff Jones, is. She comes here ever other week so that's why I do most of mine on campus. But it can count for your independent component because that's what Ashley did. She worked at a studio but still did dance because she's a leader. If anything, talk to her. What you have going on with Nicole and her studio seems good so just go with that.
J: Okay
W: Is that all or..
J: Uh I think so I don't have anything else to ask.
W: Alright, well my advice for next year is to STAY ON TOP OF YOUR STUFF. You have no idea how important that is. If you let everything pile up, that's when you see people complain on Facebook. Like with research, don't JUST do three a week. If you can, like i did, do like 4, 5, or even 6. Cos at the end, you'll be completely caught up because with research counts, a lot of people fall short because all they do is 3.
J: Is that from the library or the internet or...?
W: It can be from both. Like for me, I have graphic design books and I have articles from online blogs. You'll find out more next year. It's definitely the more simple step of senior project but it makes or breaks it too.
J: Oh and what are the interviews?
W: The interviews... There are 5 of them. The first one you can interview anyone that can help your senior project. So if you did dance, you could interview Ashley, so then you ask like "tell me about my topic" and "where can I find information about it?" basic stuff. The second interview is the same questions but with your service learning mentor. Third and fourth interview are to answer your EQ, 10 and 20 equations. It's actually really helpful. OH this also leads me to my next word of advice. Whenever dealing with other people, ALWAYS GIVE THEM A LOT OF TIME TO REPLY. Like your interviews, give them at least a week to reply and sort out their schedule before they can see you. I did my second one last minute and I had to tun it in late because Mimi was busy and the only day she had open was the day AFTER it was due. Yeah. So any questions? I don't have anything else.
J: No, thanks though!
Tuesday, April 10, 2012
Answer 3
EQ: What is most important to impact an audience through graphic design?
Answer 3: Work With What (Programs) You've Got
Evidence/Sources: You need to be able to envision you ideas and then be able to execute your ideas (Interview 4: Chris Green). Photoshop can do many things that most people don't know until they actually need it (Photoshop Resource Guide), so it's better to know your program throughly so then you can get a clear understanding of your limitations. The execution aka this step is crucial because it's what the audience is going to see (Graphic Design Project from Start to Finish)
Answer 3: Work With What (Programs) You've Got
Evidence/Sources: You need to be able to envision you ideas and then be able to execute your ideas (Interview 4: Chris Green). Photoshop can do many things that most people don't know until they actually need it (Photoshop Resource Guide), so it's better to know your program throughly so then you can get a clear understanding of your limitations. The execution aka this step is crucial because it's what the audience is going to see (Graphic Design Project from Start to Finish)
Thursday, March 22, 2012
Room Creativity
I plan on turning the entire room into a giant MacBook. The screen with the Powerpoint will be the Photoshop workspace and the entire front of the room will be the screensaver/Mac desktop. The desks will be arranged like a keyboard and each desk will look like a letter key. Optimistic, I know, but I'll try. I do want to use black curtains for Ogden's back wall, but most likely I'll just clear up the clutter next to the windows, since the natural light helps my nerves...
As for a possible activity for my first answer (consider the audience) I'm not 100% sure yet. I'm leaning towards using a the sponge activity to lead into it.... Second answer (typography) might be like an interactive Powerpoint game thing. I'm not 100% sold on anything yet.
As for a possible activity for my first answer (consider the audience) I'm not 100% sure yet. I'm leaning towards using a the sponge activity to lead into it.... Second answer (typography) might be like an interactive Powerpoint game thing. I'm not 100% sold on anything yet.
Friday, March 16, 2012
Answer 2
EQ: What is most important to impact an audience through graphic design?
Answer: In order to impact a specific audience through graphic design, one must utilize strong, and appropriate, use of typography.
Evidence and Sources: Typography is one of the tell-tale signs that can indicate which demographic you are playing to (Interview 3, Sylvia Ly). For example, serif fonts usually cater to the older demographic because of their timeless look and their readability. In contrast, sans serif fonts are more widely used today in modern publications. (Yearbook Camp Curriculum/ Service Learning, Mimi Orth). Furthermore, good typography is one of the easiest ways to set up a visual hierarchy; in essence, typography can help guide the beholder to look at the important parts first, and the complienting parts thereafter. This can be done by use of size, color, weight (boldness), and other "special" treatments. (Complete Idiot's Guide to Graphic Design/ A Graphic Design Project from Start to Finish). In addition to all this, typography gives a voice to the copy or words that usually accompany a design. For example, if one were to select a script font for the word "football," it would have a different voice or feeling than if it were in a bold sans serif or a serif font. (Typography lecture, Lynn Strause).
Answer: In order to impact a specific audience through graphic design, one must utilize strong, and appropriate, use of typography.
Evidence and Sources: Typography is one of the tell-tale signs that can indicate which demographic you are playing to (Interview 3, Sylvia Ly). For example, serif fonts usually cater to the older demographic because of their timeless look and their readability. In contrast, sans serif fonts are more widely used today in modern publications. (Yearbook Camp Curriculum/ Service Learning, Mimi Orth). Furthermore, good typography is one of the easiest ways to set up a visual hierarchy; in essence, typography can help guide the beholder to look at the important parts first, and the complienting parts thereafter. This can be done by use of size, color, weight (boldness), and other "special" treatments. (Complete Idiot's Guide to Graphic Design/ A Graphic Design Project from Start to Finish). In addition to all this, typography gives a voice to the copy or words that usually accompany a design. For example, if one were to select a script font for the word "football," it would have a different voice or feeling than if it were in a bold sans serif or a serif font. (Typography lecture, Lynn Strause).
Thursday, March 8, 2012
The Product
As of March, my product is that I've gained more knowledge and more confidence in order to pursue graphic design as a possible future career. I've been reading multiple design books, practicing Photoshop techniques, and improved my layout skills through working with yearbook. I have also gained an eye for fine details thanks to my service learning, Mimi Orth, which is much needed to become a designer. Actually, just this week, I was presented with the opportunity to intern with the graphic design department at Tetra Tech this summer. Without my work with senior project, I would not have gained the confidence or have enough knowledge to pursue this. Here is my evidence.
Friday, February 24, 2012
Fourth Interview Questions
I plan on interviewing Chris Green, a graphic designer with over 15 years of experience at Tetra Tech in Pasadena. If I can, I would like to interview Michelle Bandach, the owner of one of my all time favorite design blogs and a designer herself. (It's one of the links on the side. I don't remember which one.)
- What common characteristics, if any, do successful graphic designers possess?
- What steps do graphic designers need to take in order to produce successful work (i.e. ad campaigns, etc)?
- What are the most important questions should graphic designers ask clients?
- What important skills must graphic designers learn which are not taught in classes?
- What skills in general are important for a graphic designer?
- What is the best way for one to conceptualize an original concept?
- Is drawing inspiration from past designs looked down upon? If so, why? If not, what are the best sources for these?
- Are there any characteristics that are common among successful designs (i.e. ad campaigns, award winning publications, etc)? If so, what?
- Is there a set "design process" which all designers follow? If so, what and elaborate. If not, why?
- What is the biggest factor to take a design from good to great?
- How do designers get inspired? How do they maintain the motivation and inspiration throughout the design process?
- What is the typical day for graphic designers?
- What is the biggest challenge being a graphic designer?
- I recently had another interview with graphic designer Sylvia Ly. She mentioned that the audience plays a huge role in determining what a design will be. Do you agree or disagree? Explain.
- She also explained that Web Design is a popular field for designers to go in. What differences in skill are there between editorial designers and web designers?
- When is a graphic designer considered "successful?"
- What key things do you think are essential to designing? Are these standard among all designers?
- What resources do good graphic designers utilize in terms of inspiration/creating the actual work?
- What characteristics are necessary for EVERY graphic designer?
- What's the difference between digital art and graphic design? Does one need to know digital art in order to be a graphic designer?
Friday, February 17, 2012
Independent Component 2 Plan Approval
1. I plan on mainly practicing my technique on Photoshop, since that is where I have the least knowledge. Plus, my research towers indicate I don't have a lot of research on the actual technique required to be a successful graphic designer anyways. I will go and buy tutorial books and will work on the lessons they have whether they be photo editting or typography or effects or such as.
2. This should reach 30 hours of work since I've done these tutorials before and each one is about 1 to 2 hours of work. Since I will have an entire book to work with, I don't think this will be a problem. I will divide the work to maybe one lesson a day or every two days depending on my mood... All the work completed will be kept in a folder and I'll print them out/PDF them for evidence if necessary.
3. This relates back to my EQ becuase this allows me to experiment hands-on different techniques to make my designs more eye-catching. Also, because one of my possible answers is knowing the ins-and-outs of the software being used, it fits perfectly. Also, because my skills as a graphic designer are in reality limited to publication design, since that's where I've been trained the most, this will allow me to become more creative with more mediums other than just editorial.
2. This should reach 30 hours of work since I've done these tutorials before and each one is about 1 to 2 hours of work. Since I will have an entire book to work with, I don't think this will be a problem. I will divide the work to maybe one lesson a day or every two days depending on my mood... All the work completed will be kept in a folder and I'll print them out/PDF them for evidence if necessary.
3. This relates back to my EQ becuase this allows me to experiment hands-on different techniques to make my designs more eye-catching. Also, because one of my possible answers is knowing the ins-and-outs of the software being used, it fits perfectly. Also, because my skills as a graphic designer are in reality limited to publication design, since that's where I've been trained the most, this will allow me to become more creative with more mediums other than just editorial.
Thursday, February 9, 2012
Independent Component 1
Evidence:
Due to on-going technical errors with the printer in Strand's room, I was unable to get the final printouts of the first and second deadlines. I was, however, able to dig up some of the drafts. First and second deadline is 100% complete, though! I didn't think of the idea of taking screenshots instead since I was panicing about the printer. Also, the whole "yearbook needs to be kept secret" idea kind of applies too... But here it is!
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| Cover |
 |
| Front Endsheet |
 |
| Back Endsheet |
 |
| Division #1 |
 |
| Model Assembly |
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| Senior Projects |
 |
| Frist Page of Senior Section |
 |
| The rest of the drafts of first and second deadline |
Literal:
(a) I, William Lam, affirm that I completed my independent component which represents 30 hours of work.
(b) I worked on designing our school's yearbook. This includes, but is not limited to, designing templates, laying out spreads, Photoshopping photos, touching up photos, cutting out photos, headline packaging and other typography, teaching the staffers how to design, inputting photos, writing captions, putting together mods, taking photos, and gathering "inspiration" from other designers. In all, this includes about 48 spreads, or 96 pages worth of content completed (halfway done!).
Interpretive:
I say my entire component has significance because I'm constantly doing hands-on work and practicing my design skills. I have applied many of the techniques I have researched, such as designing for your audience and different ways of organizing information, to my work in yearbook. My component is direct application of my entire senior project in terms of design techniques as well as learning how to operate the programs needed to become a successful designer. I stay after school almost everyday from 1 to 5 working on spreads. It demonstrates (more than) 30 hours of work because designing requires strict attention to details, which means multiple hours of working on the same thing. Overall, my labor in the independent component is significant because I apply what I learn from research every time I'm on the computer working.
Applied:
The independent component helped me answer my EQ because it allowed me to gain hands-on experience on designing for a specific audience I.E. iPoly student body. The theme of the book required deep digging in order to successfully connect with the student body in order to have a chance at an impacting design. Without that and without an audience, my work would be insignificant because I would then be simply designing for myself, which goes against the purpose of a graphic designer. My third interview, graphic designer Sylvia Ly stated that graphic designers are like messengers; they mold a message according to the preference of the receiver in order for the message to be well understood. My independent component, working on yearbook, allows me to do just that. My designing is not according to how I want things to look like; rather, how my target audience prefers things to look like (through utilizing trends that are popular among current high school yearbooks.) Through my independent component, I was able to see that the first key to impacting an audience is to know your audience thoroughly in terms of history, taste, attitude, idealisms, culture, etc.
Monday, February 6, 2012
Friday, January 20, 2012
Answer 1
Q: What is answer 1 to your EQ? Be specific in your answer and write it like a thesis statement.
In order to have an impact, one must design with purpose; graphic design is not just decoration on a page. It's not enough to simply know how to use Photoshop and whatnot; a designer needs to know what exactly they are designing and why they are doing so in order to draw inspiration from tangible and credible sources/emotions.
Q: What possible evidence do you have to support this answer
I read this in the book Graphic Design: Brainstorming, by Ellen Lupton, where they examined a case study of the 3419 project in Baltimore, in which they wanted to raise awareness about the growing homeless population in the city. They broke down the interview process with the chief organizer, Charlie Rubenstein, and the questions they asked not only associated to how the client wanted the project executed, but also about the cause itself– statistics, stories, history, etc etc. From there, they were able to come up with a really clever awareness campaign. Had they not conducted the interview or done background research, the impact wouldn't have been the same because the client, not the designer, knows about the cause; it is the designer's job to become knowledgable with that cause in order to make a successful product.
I guess more evidence would be from my Independent component with Yearbook as well because our theme, which drives the whole book, relates to this by making us dig deeper into the student body in order to relate and connect to make a successful book.
Q: What sources did you find this evidence and/or answer?
Firstly, my service learning, Mimi Orth. There was this one instance that sticks with me. Before my sophomore year, I attended an editor meeting in August to establish that year's theme of the yearbook. I pitched that we should use something with "poly" in it and maybe play around with words. We came up with Polyphonic. However, when we got to yearbook camp, we had to scrap that because Mimi had pointed out that there was no real connection to our audience, the iPoly student body. Without that connection, there would not be a strong impact on OUR audience because a yearbook is supposed to mark the history of a certain year at THAT school; a weak connection could make it so that the book could be about ANY high school in the US. I guess this was when I first learned that there needs to be purpose behind a yearbook, or in my case, a design.
Secondly, the book Graphic Design: Brainstorming, by Ellen Lupton. That was where the case study was found. I'm still researching so there will be more info to come, but there seems to be an agreement that interviewing the client is necessary before designing for them.
In order to have an impact, one must design with purpose; graphic design is not just decoration on a page. It's not enough to simply know how to use Photoshop and whatnot; a designer needs to know what exactly they are designing and why they are doing so in order to draw inspiration from tangible and credible sources/emotions.
Q: What possible evidence do you have to support this answer
I read this in the book Graphic Design: Brainstorming, by Ellen Lupton, where they examined a case study of the 3419 project in Baltimore, in which they wanted to raise awareness about the growing homeless population in the city. They broke down the interview process with the chief organizer, Charlie Rubenstein, and the questions they asked not only associated to how the client wanted the project executed, but also about the cause itself– statistics, stories, history, etc etc. From there, they were able to come up with a really clever awareness campaign. Had they not conducted the interview or done background research, the impact wouldn't have been the same because the client, not the designer, knows about the cause; it is the designer's job to become knowledgable with that cause in order to make a successful product.
I guess more evidence would be from my Independent component with Yearbook as well because our theme, which drives the whole book, relates to this by making us dig deeper into the student body in order to relate and connect to make a successful book.
Q: What sources did you find this evidence and/or answer?
Firstly, my service learning, Mimi Orth. There was this one instance that sticks with me. Before my sophomore year, I attended an editor meeting in August to establish that year's theme of the yearbook. I pitched that we should use something with "poly" in it and maybe play around with words. We came up with Polyphonic. However, when we got to yearbook camp, we had to scrap that because Mimi had pointed out that there was no real connection to our audience, the iPoly student body. Without that connection, there would not be a strong impact on OUR audience because a yearbook is supposed to mark the history of a certain year at THAT school; a weak connection could make it so that the book could be about ANY high school in the US. I guess this was when I first learned that there needs to be purpose behind a yearbook, or in my case, a design.
Secondly, the book Graphic Design: Brainstorming, by Ellen Lupton. That was where the case study was found. I'm still researching so there will be more info to come, but there seems to be an agreement that interviewing the client is necessary before designing for them.
Friday, January 6, 2012
ESLRs
1. I am currently focusing most on communicator because it's the one that I have most trouble on. I experience a lot of misunderstandings day to day. I also focus on iPoly citizen because I have a short fuse when I'm stressed out and I can come off as disrespectful.
2. I plan on doing this through the 20 minute presentation. I'll slow down my speech and plan out what I'm saying a little more. As for iPoly citizen, I'm doing it through yearbook since I'm contributing to the school.
3. I think it will help me educationally by becoming more confident in what I'm saying and I'll write better essays as a result of more organized and planned out thoughts... (?) uh, iPoly citizen helps me because it helps me see the big picture of things...
2. I plan on doing this through the 20 minute presentation. I'll slow down my speech and plan out what I'm saying a little more. As for iPoly citizen, I'm doing it through yearbook since I'm contributing to the school.
3. I think it will help me educationally by becoming more confident in what I'm saying and I'll write better essays as a result of more organized and planned out thoughts... (?) uh, iPoly citizen helps me because it helps me see the big picture of things...
Thursday, January 5, 2012
Service Learning
Where are you working for your service learning?
I am working with Mimi Orth, our school yearbook's Herff Jones sales representative. She comes to our campus ever other week for 2 hours at a time to check on our progress, most heavily with design, which is what I oversee.
What is your contact?
Mimi Orth. She can be reached either by telephone or by email, which I provided in the beginning of the year. I'm not sure if it's an invasion of privacy to post her information here.
Summarize the services you have performed to complete the 10 hour requirement.
Mimi has visited on the following days (2 hours each day): 9/20, 10/14, 10/28, 11/10, 11/29, 12/9. Those days, she critiqued the progress I made with the design and basically used her expertise to guide me into the right direction. Most ofter times, she advised to completely rethink my original design and taught me new techniques in Photoshop and InDesign to utilize. I learned how to better edit photos and new spread shapes and "attention grabbers." On 10/16, I attended a workshop run by Mimi from 8AM to 3PM where she along with Paul Ender and Dan Austin consulted us on our design and our theme (this is where a lot of my designs died.) In all, I completed 19 hours of service learning.
I am working with Mimi Orth, our school yearbook's Herff Jones sales representative. She comes to our campus ever other week for 2 hours at a time to check on our progress, most heavily with design, which is what I oversee.
What is your contact?
Mimi Orth. She can be reached either by telephone or by email, which I provided in the beginning of the year. I'm not sure if it's an invasion of privacy to post her information here.
Summarize the services you have performed to complete the 10 hour requirement.
Mimi has visited on the following days (2 hours each day): 9/20, 10/14, 10/28, 11/10, 11/29, 12/9. Those days, she critiqued the progress I made with the design and basically used her expertise to guide me into the right direction. Most ofter times, she advised to completely rethink my original design and taught me new techniques in Photoshop and InDesign to utilize. I learned how to better edit photos and new spread shapes and "attention grabbers." On 10/16, I attended a workshop run by Mimi from 8AM to 3PM where she along with Paul Ender and Dan Austin consulted us on our design and our theme (this is where a lot of my designs died.) In all, I completed 19 hours of service learning.
Third Interview Questions
Definitely subject to change. Bold indicates the questions that were asked (She ran out of time and could only answer 10). The others will be asked in the fourth interview, if allotted.
1. (EQ) What is most important to impact an audience through graphic design?
2. What is the best way to find inspiration for a design?
3. What does one need to know in order to become a successful designer?
4. What is considered to be a "good" design?
5. What advice should young designers follow in order to become successful in this field?
6. What are current trends in successful graphic design projects and campaigns? How can one predict future trends?
7. What formal education, if any, do graphic designers need to take to produce successful work?
8. What should graphic designers keep in mind while designing?
9. How important of a role, if at all, does demographic play in graphic design?
10. What importance does type play? Photography? Knowledge of the program?
11. In order to become more knowledgable of the programs (Photoshop, InDesign, etc) should one take a class or simply experiment? Why?
I have more questions, which I will add later once I figure out the logical wording.
As for who I will be interviewing, I am trying to find a graphic designer to interview. I am in contact with a senior designer for Vegas magazine. However, if all falls through, I will interview Paul Ender, the "yearbook guru" who emphasizes strongly on design (notably type). At the moment, I am strongly leaning towards interviewing Trung Truong, the Art Director at Tetra Tech in Pasadena. He graduated with a degree in Visual Arts: Media from UCSD and entered the company as a design intern and worked his way up the company. I was referred to Sylvia Ly, a graphic designer at Tetra Tech in Pasadena. She is a 2006 Gold Crown award recipient and has a degree in Fine Arts from USC as well as a background in communications.
1. (EQ) What is most important to impact an audience through graphic design?
2. What is the best way to find inspiration for a design?
3. What does one need to know in order to become a successful designer?
4. What is considered to be a "good" design?
5. What advice should young designers follow in order to become successful in this field?
6. What are current trends in successful graphic design projects and campaigns? How can one predict future trends?
7. What formal education, if any, do graphic designers need to take to produce successful work?
8. What should graphic designers keep in mind while designing?
9. How important of a role, if at all, does demographic play in graphic design?
10. What importance does type play? Photography? Knowledge of the program?
11. In order to become more knowledgable of the programs (Photoshop, InDesign, etc) should one take a class or simply experiment? Why?
I have more questions, which I will add later once I figure out the logical wording.
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