Cassini Nazir · Interaction Design Education Summit · 3 Feb 2020
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faculty to navigate the
path of previous faculty.
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Principles Elements Integration
Introduction
Welcome. This guide is for instructors and teaching assistants
teaching ATCM 2302 Design I.
This guide helps:
• current faculty teaching the course to understand the
purpose, significance, and direction of the course;
• all ATEC faculty give their feedback on the current
situation on the course and its new direction;
• administrators to understand the details of the
integration of the course within the curriculum; and
• students to understand the process by which the course
was developed.
Whether teaching for the first time or teaching this course for the
first time, this document will help you understand course goals,
form a daily game plan, and – perhaps most importantly—provide
a shared space where the course may be improved.
Design has relevance for every student. Your goal as an instructor
is to create consistently meaningful and ‘learningful’ experiences
for students.
Although much of this course has already been written, it is still
yours to iterate, improve, and innovate.
This is but a beginning.
----
This document was developed by Cassini Nazir with the help of Design I
faculty and administrators: Donna Aldridge, Eric Farrar, Roxanne
Minnish, Monika Salter, Christine Veras, and Chip Wood – and with the
tireless support of Design I teaching assistants: Nick Benke, Chelsea
Brtis, and Joseph Porritt.
ATCM 2302 – Design I 3
A year (or more) after this course is
over, I hope that students will…
… feel that the foundational course on design principles opened
their eyes to how great design is achieved.
— Donna Aldridge
… remember the steps of the design process, how to empathize,
how to define the problem, remember the research that it takes
to solve the problem, documenting the steps along the way, and
then analyze how their design might be improved
through reflection.
— Roxanne Minnish
… understand that design is a dynamic process utilizing formal
elements that can be applied to any endeavor”
—Cassini Nazir
...become acquainted with how design is the practice and
development of professional skills, which are used to discover
end-user wants and needs, explore alternate solutions that are
rationalized, and evocatively demonstrated in presentations
using appropriate artistic media.
— Chip Wood
Your turn. Add your own goal(s).
ATCM 2302 – Design I 4
1 Getting Started
FRAMING
DOCUMENTING
RELATIONSHIPS
CONCEPTS
FORM
EXPLORING
REFINING
Principles Elements Integration
Design I represents the first design class for many students
You have fertile ground. In our experience, many students have taken an art class in high
school (most often a historical survey of art or a hands-on art creation course), but have little
knowledge of or introduction to design. It is rare for Texas high school curricula to offer design
courses, although they may offer courses that focus on technological skill building (i.e.
Photoshop, Maya, etc).
Course Overview
ATCM 2302 Design I is a required class for all undergraduate students pursuing a degree in the
school of ATEC. The class should be taken in the fall or spring semester of their first year.
Transfer students may have the opportunity to transfer credit for this class. In fall there are
typically 8 course sections offered (a total of 240 seats).
Students have two 1 hour 15 minute meetings (for a total of 2 hours 45 min/week). The course
takes place in ATC 4.918 a large classroom, with ample space for design-related activities. No
more than 30 students can register for a section of the class, although the room can
comfortably hold about 36 students.
Design I fulfills one of eight lower-level major requirements for students in the ATEC program.
Students need to take this course early in their college career to prepare them for future work.
This class is often taken with other ATEC foundation classes (ATCM 2301 Computer Imaging,
ATCM 2300 Intro to Technoculture, CS 1334/5 Computer Science), but is not currently a pre-
requisite for many classes.
Principles Elements Integration
Course Structure This course has three main parts, each five weeks in length.
Assignments build on previous weeks and gradually become more
complex and challenging.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Integration of Process,
Principles, Elements
Use the design process effectively
and integrate the principles and
elements meaningfully
Elements of Design
Line, Shape, Pattern, Texture, Space,
Motion, Value, Color
Design Process
Critique and reflection
What is Design
What is design? What do designers
do? How do designers think?
Principles of Design
Unity, Emphasis, Focal Point, Scale,
Proportion, Balance, Rhythm
ATCM 2302 – Design I 11
2 Getting Going
REFLECTING-
ON-ACTION
KNOWING-IN-
ACTION
Segment I
Weeks 1-5
What is Design + Principles of Design
These first five weeks of class are devoted to
helping students to start to think like a designer,
understand the principles of design, be able to
identify principles, and apply the principles in
compositions.
Students also begin learning about reflection and
start work on their learning portfolios.
This phase ends with a review of the principles.
1A – What is Design?
1B – Principles of Design: Unity
2A – Principles of Design: Emphasis and Focal Point
2B – Introduction to Reflection (Learning Portfolios)
3A – Reflection: Learning Portfolios Practice
3B – Principles of Design: Scale and Proportion
4A – Principles of Design: Balance
4B – Principles of Design: Rhythm
5A – Principles of Design: Review
5B – Introduction to the Elements of Design and Critique
Principles Elements Integration
ATCM 2302 – Design I 13
Class 1A Overview
What is Design?
First day of class: Get to know your students and set expectations.
Let your students get to know you and what they will learn in this
class.
Learning Goals Get to know each other
Set expectations of the course and learning objectives
Briefly introduce the design process through a simple design activity
Class Agenda 15 Introduce yourself, your background
Have students introduce themselves (preferably w/ ice breaker activity)
Take attendance, capture on roster
15 Handout and briefly review 0.1D-Syllabus and then have them do 5.1-
Syllabus Quiz
20 Design Activity: Draw a Vase
20 Handout Introduction to Design Thinking (Process Guide)
Homework Due by class 1B
Review 0.01D-Syllabus
Read Introduction to Design Thinking (Process Guide)
Read Pentak, Ch 2: Unity
Read Krause, Harmony (pages 50-61)
Take quiz on Chapter 2
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