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This course builds upon the Image Manipulation class to integrate raster and vector graphics with concerns for varied formats including web and print graphics. Students will create visual messages and focused visual statements and gain an understanding of the differences in web and print graphics.

Advanced Image Manipulation is a class that bridges the divide between the acquisition of skills in a specific software application and the introduction of concept driven design. The projects designed for this class therefore must emphasize both. Specific grading rubrics outline this breakdown and critique forwards discussion of both skill at image manipulation and the creativity overall concepts. Three projects make up the bulk of the class while tutorials on advanced skills support the growth of Photoshop expertise.

The first of the three portfolio-level projects assigned forces students to think abstractly. A series of intangible concepts (pungent, staccato, instant, etc) are given and students are asked to illustrate each using Photoshop and a Wacom tablet. These illustrations are then converted into photo composites, making the abstract tangible. The second project asks students to create a pastiche self portrait, absorbing the style of a specific artist or art movement. This allows students both the chance to learn about new styles of art making and to reinforce research skills in a non-academic class.

The third project encompasses the second half of the quarter, almost six weeks of ressearch, design and critique. This project explores the Constitutional amendments, with specific emphasis on the bill of rights. Using this theme as a jumping off point, we discuss the design process from research and brainstorming stanges, through thumbnails, roughs and comps, critique and assessment, image acquisition and large format printing. Students simultaneously assemble a process book collecting materials to support their concept and design. At the end of the project they have both a portfolio-ready illustration and documentation of their efforts.

Digital resources are used throughout the quarter to support and enhance curriculum. Instead of using a printed text, students subscribe to and online tutorial resource. Each week they are required to add notes and information to a a class wiki site, maintained through the class web portal. Both of these resources are utilized weekly, most heavily at midterm as students design and present their own tutorials. As photoshop is a digital imaging tool, I feel it is important to reinforce the flexibility and importance of other digital resources.

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