Designing for EDI Underrepresented Communities (DESI 1014) - (Visual Communication Design).
This module aims to help the learner become more familiar with the practices and demands of today’s design industry while also increasing their awareness of UN Sustainable Development Goals (SDGs) focusing on equality, diversity and inclusion. Learners will explore how graphic design is used to advocate for underrepresented communities, highlighting the challenges these communities face. They will also become aware of the critical role of designing a clear message and promoting the work of underrepresented individuals and groups (in various fields) in their community and broader society.
This module explores the following UN SDGs: Goal 4: Quality Education; Goal 5: Gender Equality; Goal 9: Industry, Innovation and Infrastructure; Goal 10: Reduced Inequalities. It is envisaged, where possible, that project topics will be developed collaboratively with other TU Dublin Schools or external representative bodies, meaning that the learner will also develop a network of contacts outside the student cohort.
Module Delivery
This module is delivered in Semesters 1 and 2, Year 3 of TU973, the Bachelor of Arts (Honours) in Design—Visual Communication, at the TU Dublin School of Art and Design (Elective).
Learning and Teaching Methods
Learning modes include weekly lectures, presentations, and hands-on demonstrations of the various topics covered in the course. This module predominantly uses project-based learning to ensure active participation and encourage students to learn by doing and reflect on their learning. Group discussions are facilitated with practical laboratory practice.
This module is delivered through lectures, workshops, class discussions, Studio projects, team-based learning, guest lecturers, group discussions, peer-based critiques, and studio visits.
Delivery will align with best practices and use student-centred, active, communicative, and problem-based methodologies. The lecturer will act as a facilitator in the classroom, ensuring students actively contribute through pair work, group work and peer learning activities. Students will receive regular feedback on their progress per the concept of ‘feedback to feedforward’. More specifically, the feedback will inform students what they need to do to improve their professional design knowledge, skills, and attitudes. The lecturer will advise them on how to amend their class materials to meet students’ needs.
The module will allow students to understand and critique design practice through real-world cases.
Assessment
This module is assessed through the following: design assignment, design research, concept sketches, and iterative design development toward a final proposal to answer a design brief based on module learning outcomes. Exhibition presentation and texts.
Upon successful completion of this module, the learner will be able to:
Generate original copy and multiple design concepts
Articulate and explain their design process
Document design process through notebooks
Identify key design practitioners
Conduct research into under-represented communities
Understand the relationship between information and visual design
Design a portfolio piece
Make oral and visual presentations.
Learning Hours: Lecture 48 / Self-Directed 152
ECTS Credits: 5.
Reading List
Quentin Newark. (2007), What is Graphic Design?, Rockport Publishers, p.256, [ISBN: 9782940361878].
Mark Oldach. (1995), Creativity for Graphic Designers, North Light Books, p.152, [ISBN: 158180055X].
Adrian Shaughnessy. How to Be a Graphic Designer Without Losing Your Soul (New Expanded Edition), [ISBN: 9781568989839].
Alice Twemlow. (2006), What is Graphic Design For?, Rotovision, p.264, [ISBN: 294036107X].
Alex W. White. (2022), The Elements of Graphic Design, Allworth, p.256, [ISBN: 9781621537595].
Liz McQuiston. (2004), Graphic Agitation 2, Phaidon Press Limited, p.248, [ISBN: 0714841773].
Lucienne Roberts. (2020), GOOD: an Introduction to Ethics in Graphic Design, Bloomsbury Visual Arts, p.296, [ISBN: 9781350161726].
Website: TU Dublin (2024), Equality, Diversity, and Inclusion Resources.