Class is on the home stretch. Students presented their sketches this week for part one of the final project, a car ad series. I say “presented” but I still consider this one of the areas for improvement in this class. It seems as though the students should be required to create a formal pitch as they display their work. I don’t imagine elaborate presentations, however I would expect to see some thought put into the concepts. Clients, whoever they are, want to know that the designer has put critical analysis into their work. Stating the the particulars of the project such as objective, call to action, target audience, and any other pertinent details create a starting point to critique the work. Instead, students appear to find a “clever idea” and then find a product to fill it. Reverse engineering the ad can still create inspiring outcomes—but it isn’t reality. Designers need to present the problem before they can present the solution. In order to present the problem they will in turn to discover the what the problem—or situation—really is.
Regardless if they presented or just “showed off” their initial sketched concepts, the work was good this class. All but two students completed the assigned amount of sketches. Baffled by the lack of motivation—even with the threat of making every other student do additional sketches—Prof. B. penalized the students by doubling their required sketches for the following week. The penalty is 50% off the grade if they don’t, in addition they are required to email the class for feedback. It will be interesting to learn if any feedback was provided.
Several students continue to struggle with the creation of a concept. Instead of connecting a unique idea with a verbal or implied message, they just show ideas for pictures of a product. A tagline or visual pun is integral to connecting unrelated or even related ideas with the subject matter. The trouble with most of the sketches that just show an idea for a pretty image is that there is not explanation or reasoning behind it. And we’re back to where I started this class’s post—the need for students to provide a design brief accompanying their sketches and projects.
At the end of class Prof. B reminded the students how important the work they were doing was. He challenged them to create work that would win an Addy. In the process their portfolio will improve—and should they receive any recognition it would boost their resumé.