TG2BP: Brand and Persuasion 2

Module code: TG2BP

Module provider: Typography; School of Arts and Comm Design

Credits: 20

Level: Level 2 (Intermediate)

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

Design for Branding and Persuasion explores the challenges of creating compelling visuals that aim to advertise, inform, identify and persuade. This module develops ideation skills, storyboarding, illustration and image-making, relevant craft skills, knowledge of typographic detailing conventions, and competence in technology. Teaching and assessment are predominantly practical, but draw on aspects of history and theory, often supported by industry partners. 

Module learning outcomes

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

1. Prepare for professional contexts: Alone, in teams or with clients, work and communicate effectively across a range of configurations and environments. 
2. Embed inclusivity and diversity: Develop an inclusive approach to design, centering the user, designing for diverse users, cultures and contexts. 
3. Create change: Combine design research and practice with an awareness of communities, society, markets and the environment to drive positive change for audiences, clients and the design community. 

Module content

The module integrates design practice, history, theory, and technology to look at the origins of the discipline and understand contemporary contexts of use. We will set you one or more practical briefs on a relevant topic (such a designing book jackets, posters, assets for digital media) and ask you to create professional design outcomes, supported by evidence of your working process, and some reflection on your approach. Teaching sessions will encompass a wide range of approaches, so that an understanding of history and theory is developed alongside (and informs) technical and practical work. 

You will evidence your design process and engagement with the topic through a reflective report. 

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