The thesis gives students an opportunity to produce a major item of independent work that showcases multi-disciplinary strength. Students will research, develop, implement, and present a comprehensive, multi-faceted design project. Students will leverage design process knowledge, design thinking, technical execution, and presentation skills obtained via pre-requisite courses in preceding semesters to explore solutions for complex, and multi-faceted design problems. Under instructor advising, students will work independently on a comprehensive, multi-faceted project of their own. The course begins with a project brief, developed by each student and then progresses through research, concept, planning and design development before moving through to implementation, monitoring, analysis and (finally) presentation. Students will be able to generate a wide range of concepts, work effectively in teams to solve complex problems. Student can employ methodologies like prototyping and user-testing to inform their design decisions. Student can bring their own voice to their work. Student can perform research to develop and support a concept.

Contents

1. Stationery Design
2. Hoardings
3. Posters
4. Standee
5. Wobblers
6. Buntings
7. Packaging
8. Magazine Ad and Print Ad
9. Calendar Design
10. Flags
11. Mobile Application
12. Social Media Pages
13. TVC and Documentary
14. Brochures and Flyers
15. Booklets
16. Any other promotional item

Learning Outcomes:

The requirements, reviews, and curriculum for Graphic Design Thesis Students program are designed such that graduating students successfully achieve the following program.

CONCEPT & PROCESS

• Student can generate a wide range of concepts
• Student can bring their own voice to their work
• Student can work effectively in teams to solve complex problems
• Student can perform research to develop and support a concept
• Student can employ methodologies like prototyping and user-testing to inform their design decisions

FORM & CRAFT

• Student has facility with a range of contemporary and traditional techniques, tools, and media
• Student takes care in the crafting of form, regardless of media
• Student demonstrates an ability to use typography effectively, appropriately, and expressively
• Student demonstrates an ability to learn how to learn technology
• Student demonstrates resourcefulness in giving form to their work
• Student understands the importance of crediting others for their work and employs the highest ethical standard when using styles and assets created by others

SYSTEMS-THINKING & CONTEXT

• Student can devise the elements of a design system (e.g. logo, type, color palette, pattern)
• Student can develop creative, diverse, and appropriate applications for a design system
• Student can relate their work to design history and trends in contemporary design
• Student can relate their work to cultural, political, economic, and environmental issues
• Student can balance personal expression with empathy for user needs
• Student can demonstrate how their work would function in the world

PRESENTATION & APPLICATION

• Student can present their work in a clear and convincing manner, to design and non-design audiences
• Student can document their work effectively
• Student can answer questions about their work effectively
• Student can critique the work of others effectively
• Student can apply design knowledge, skills, and process beyond the classroom
• Student has a functional knowledge of professional design practices and protocols

Recommended Text

1. Pannafino, J. (2012). Interdisciplinary interaction design: A visual guide to basic theories, models and ideas for thinking and designing for interactive web design and digital device experiences. Assiduous Publishing.
2. Birren, F. (2016). Color psychology and color therapy; a factual study of the influence of color on human life. Pickle Partners Publishing.

Suggested Readings