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Student teaching/student portfolio

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Images from students I worked with at SCAD during the Spring 2011 semester
Transcript:
  • 6 3 0 . 6 3 9 . 0 9 6 1 t z u n i g a @ a m e r i t e c h . n e t s w a n z u n . c o m p e w

    tracy zuniga

    {tracy zuniga} student work

  • Poster The Museum of Ordinary Things

    OBJECTIVE:

    The Museum of Ordinary Things in New York City celebrates the design of

    basic items used in daily life, such as staplers, paper clips, dust bins and

    coffee pots. Students will design a unique 17" x 22" poster for the museum,

    advertising either the museum in general or a specific, temporary exhibit.

    The poster is meant for display in subways, bus stops, airports, and other

    public places around New York City. The target audience consists of visitors

    to New York City as well as residents in search of fun activities for a rainy

    afternoon. The posters purpose is to inspire people to visit the museum.

    This was the fi rst project for my student teaching internship in Graphic Design Studio 1. The students should have had

    roughly two years of design classes prior to taking this one. The students were instructed to choose an object that was

    ordinary. There was a lot of liberty taken by the students as to what that would mean. The professor and I had to explain

    that although yes, today almost everyone in the United States has a computer, it is by no means ordinary.

    After an appropriate object was chosen, the students were then to create a logo for their museum and determine wether

    or not the poster would be for the particular object or just an overall poster for the museum. All of them chose to have a

    poster for their object. It was around this time that students participation began to wane. As a student teacher, I prodded

    them along on facebook knowing that they all were active on the site anyway. I also created a class blog that had articles

    that were a bit lengthier to provide them with inspiration.

    It was clear at this point that some students needed additional help. We set up additional offi ce hours and held online one-

    on-one sessions. I found one of the most diffi cult parts of teaching is not art directing the students into a good portfolio

    piece, but asking the right questions to the students to get them to discover the answers for themselves.

    Logo design: Nichole Luckie, Spring 2011

    MUSEUMof ORDINARYTHINGS

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    J E S S I C A G O L D S B E R RY, S P R I N G 2 0 1 1S A R A T R A I N , S P R I N G 2 0 1 1 T Y L E R J O N E S , S P R I N G 2 0 1 1

  • Poster The Museum of Ordinary Things

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    D AW N C A C C A M I S E , P O S T E R S K E T C H E S D AW N C A C C A M I S E , S P R I N G 2 0 1 1D AW N C A C C A M I S E , L O G O S K E T C H E S

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    L I S A B R A U N , R O U G HL I S A B R A U N , S K E T C H E S L I S A B R A U N , S P R I N G 2 0 1 1

  • Brochure New Television Channel

    OBJECTIVE:

    Design a 6- to 8-page, large-scale consumer brochure to promote a new cable

    television channel of your own creation. The goal of the brochure is to get the

    television-viewing public to watch programs on your new channel.

    Students will create and/or collect the images for your own brochure. Students

    will either write your own copy or borrow from other sources and cite with

    footnotes and/or credits.

    After the poster project, the students were to apply what they had learned into a brochure. It seemed a natural progression.

    A single page design led to applying visual execution across several pages. Students had to not only come up with the new

    channel, but then also design a logo and a sales brochure for the channel.

    Students had a great time coming up with ideas for a new channel trying to fi nd shows or channels that were not already

    in existence but also that they would be interested in watching. It was tough to keep them all from doing some sort of pet

    channel - it was in most concepts.

    Concept and development went fi ne for the participants. Most showed an aptitude for developing new ideas and an inter-

    est in exploring other options within those concepts. However, when it came time to layout the brochure, most students

    followed the sizing that the strongest student was using. Only one ventured outside of the layout they seemed comfortable

    with even when the professor and myself expressed concern over the appropriateness of a simple roll-fold. We encouraged

    them about how much mail they already received on a daily basis and try to make this stand out from the other mail.

    Students in this class showed signs of struggling with layout, hierarchy and visual execution. Students repeatedly had to be

    admonished for putting type in boxes, using several different types of imagery.

    Logo design: Katherine Fiete, Spring 2011

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  • N I C H O L E L U C K I E , S P R I N G 2 0 1 1

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  • Brochure New Television Channel

    Tr a c y Z u n i g a 6 3 0 . 6 3 9 . 0 9 6 1 t z u n i g a @ a m e r i t e c h . n e t s w a n z u n . c o mp e w

    J E S S I C A G O L D S B E R RY, S P R I N G 2 0 1 1

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    D AW N C A C C A M I S E , S P R I N G 2 0 1 1

  • Magazine Magazine Layout Design

    OBJECTIVE:

    Students are to conceptualize a new magazine and design a logo, cover, con-

    tents page, and 2-page spread for a feature article.

    The magazine project ended up being a lot of fun and a good way to end the quarter for the students. They once again

    enjoyed the concept and development part of the process. Students at this point were very open to discussing ideas with

    each other and were able to engage in meaningful critiques of one anothers ideas without being superfi cial or hurtful.

    The most diffi cult part of this project for the students was fi nding meaningful and powerful images to express their ideas

    and values that their magazine would have. Some students attempted their own photo shoots with varied results, but the

    effort was appreciated and rewarded. Choosing appropriate typography has become an issue for the students also. They

    frequently mixed too many typefaces or used inappropriate ones. Guiding students to the concepts that typeface choice

    will leave an impression on the reader seemed to be an entirely new concept to most.

    The fi nal project for many turned out excellent. I credit the students with listening to each other and using their designers

    eyes when looking at the overall layout. Students that had diffi culty with the brochure design on the last project, took the

    critiques given to their fi nal designs and applied the techniques with gusto on this project.

    Logo design: Jessica Goldsberry, Spring 2011

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  • T Y L E R J O N E S , S P R I N G 2 0 1 1

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  • Magazine Magazine Layout Design

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    K AT H E R I N E F I E T E , S P R I N G 2 0 1 1

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  • Magazine Magazine Layout Design

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    N I C H O L E L U C K I E , S P R I N G 2 0 1 1

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  • Magazine Magazine Layout Design

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    J E S S I C A G O L D S B E R RY, S P R I N G 2 0 1 1

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  • Magazine Magazine Layout Design

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