GRA-60-1 Visual Literacy
GRA-60-1 Visual Literacy
- Course description
- Course CodeGRA-60-1
- Level of Study5.1
- Program of StudyGraphic Design
- Credits10
- Study Plan CoordinatorLibre van den Bergh
In Visual Literacy, students are introduced to the fundamental concepts and processes of graphic design, learning how composition, colour, typographic hierarchy and visual hierarchy shape clear and readable layouts. They work with core design principles such as balance, contrast, hierarchy, rhythm and unity, and apply these in simple design tasks that move from initial sketches to finished layouts. Students are introduced to key historical movements and examples in graphic design and learn how these inform introductory practice today.
Students gain entry-level experience with relevant digital tools to create, edit and export simple visual layouts according to given briefs, while also learning to search for visual references in their surroundings, libraries, museums and online sources. Throughout the course, they practise evaluating layouts for legibility, hierarchy, contrast, spacing and alignment, and suggesting improvements. Foundational ethical principles in graphic design, including respect for copyright, honest and non-misleading design, and basic accessibility considerations, are integrated into studio work and simple collaborative activities with peers.
The candidate
- has knowledge of fundamental concepts and processes in graphic design, such as composition, colour theory, typographic hierarchy, visual hierarchy and basic workflows from sketching to simple layout development.
- has knowledge of fundamental design principles such as balance, contrast, hierarchy, rhythm and unity, and their application in simple visual layouts.
- has knowledge of relevant digital tools used in introductory graphic design tasks.
- has knowledge of the history and key movements relevant to introductory graphic design practice.
- has insight into fundamental quality requirements related to legibility, visual hierarchy, contrast, spacing and alignment in simple layouts.
- can update their knowledge of key concepts, principles and tools relevant to introductory graphic design tasks.
The candidate
- can apply fundamental concepts and principles in graphic design, such as composition, colour, typographic hierarchy and visual hierarchy, to solve practical and theoretical problems in simple graphic design tasks.
- can develop simple visual layouts from initial sketches to finished compositions using basic workflows and relevant materials and techniques.
- can apply knowledge of relevant historical examples and key movements to introductory graphic design practice.
- masters entry-level use of relevant digital tools, materials and techniques to create, edit and export simple visual layouts according to given instructions.
- can find visual information and material that are relevant to simple design problems, for example in their local environment, libraries, museums and online sources.
- can study a simple visual layout and identify subject-related issues, such as unclear hierarchy, low legibility, weak contrast or poor spacing and alignment, and suggest necessary measures to improve it.
The candidate
- understands the foundational ethical principles that apply in graphic design, such as respect for copyright, honest and non-misleading visual design, and basic accessibility considerations.
- can carry out introductory graphic design tasks based on instructions provided in design briefs.
- can build relations with peers through simple group activities, such as show-and-tell sessions and introductory collaborative tasks in visual literacy.
Digital Learning Resources
The learning management system (LMS) is the primary learning platform where students access most of their course materials. The content is presented in various formats, such as text, images, models, videos or podcasts. Each course follows a progression plan, designed to lead students through weekly modules at their own pace. Exercises and assignments (individual or in groups) are embedded throughout the courses to support continuous practice and assessment of the learning outcomes.
Campus Resources
In addition to the digital learning resources, campus students participate in physical learning activities led by teachers as part of the overall delivery.
Guidance
Guidance and feedback from teachers support students' learning journeys, and may be provided synchronously or asynchronously, individually or in groups, via text, video or in-person feedback.