TG1BP: Brand and Persuasion 1

Module code: TG1BP

Module provider: Typography; School of Arts and Comm Design

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 2

Module convenor: Ms Sara Chapman, email: s.k.chapman@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 5 August 2024

Overview

Module aims and purpose

Branding is the practice of creating a unique way of presenting a business, person, institution or movement. It often involves logos, but extends far beyond – into a visual and verbal identity. Branding is one of the methods designers use to influence or persuade an audience, or to convey a sense of value in a product or service. This module introduces some of the techniques, principles and methods that designers can employ to create and manage visual identities. The aim is to stress that successful branding involves both creativity (for ideation and originality) and discipline (for consistent application). Teaching draws on aspects of history and theory, as well as current practice. Assessments are both practical and essay-based. 

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Challenge the obvious: Create, explore and analyse alternative solutions to solve design problems through a wide range of graphic styles, platforms and formats.
2. Evidence design decisions: Explain and justify design concepts and proposals through a range of written, oral and graphic media.
3. Identify and analyse graphic artefacts: Interrogate and assess visual communication in its cultural, technical, and historical environments and context.

Module content

The module integrates design practice, history, theory, and technology to look at the origins of branding and persuasive visual communication and understand contemporary contexts of use. We will set you one or more practical briefs on a relevant topic (such as designing a logo, visual identity or set of posters) and ask you to to create professional design outcomes, supported by evidence of your working process, and some reflection on your approach. We will also ask you to write an essay on the history of the subject. 

Structure

Teaching and learning methods

The module will be delivered through a series of weekly feedback classes with tutors and supervised work in the studio, supported with lectures, seminars, and workshops. You will receive regular formative feedback in whole cohort, small group or one-to-one discussions, in which you will be expected to present and defend your work and comment on the work of peers. 

Study hours

At least 54 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessment will usually fall into two categories: 

• Tasks and feedback that link directly to final assessment, allowing you to build relevant skills and measure your progress towards assessed work. 
• Tasks and feedback that feed into wider learning around the topic being covered. The skills and insights you acquire should help you achieve well in assessed tasks, but application of this leaning may be interpreted, rather than simply repeated. 

Formative feedback will often include: 

• Verbal feedback in class. 
• Written comments on a piece of work. 
• Self, peer of staff assessment against a mark scheme. 

Formative feedback will be given: 

• At scheduled feedback/studio sessions 

Reassessment

Additional costs