Vote Joe Campaign Posters

Students were instructed to design posters for Joe the Plumber (Samuel Joseph Wurzelbacher) promoting a faux presidential campaign. They were encouraged to research the 'candidate' and consider how to best approach the subject matter, either by simply using the tools of his trade in a creative way, or to examine his political positions by reading between the lines and communicate what they feel he is really saying (the third set of posters demonstrates this approach).


Promotional Posters

This was a simple exercise for illustration students to utilize type and image to create a promotional poster for themselves.


Personalized Reminder Interface

This assignment started by picking at least eight daily activities and developing a set of icons to represent each one. Then the students used typography to display the information relative to each activity and combine it with the icons to develop an interface design for a personalized reminder alert.


Website Redesign

Students picked a website they use often, or were familiar with, then analyzed what was lacking from their experience. The next step they offered a redesign that would address their desired improvements.


Eavesdroping Poster

Students were instructed to either keep a diary or eavesdrop for five days. Then on the sixth day, use this language, typographically, to design a poster in letter-sized format.


Building an Identity

Starting with a logo design, then developing various visual identity elements for a filmmaker, author or musician; students then created a series of movie posters, album covers or book covers for this artist. The students applied the visual brand schematics they developed in class to create these final peices.


Coffee & Doughnuts

Students developed an idea for a new chain of cafes that sells coffee, donuts, or something else entirely. The project began with a research phase then proceeded through with market concept development, resulting in a final brand book. 

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Deconstructing a Square

Starting by dividing 25 different squares into 8 shapes (using pencil), students then chose one diagram and created 16 different abstract badges using the square diagram as a structure. Using only 2 colors, the students filled in parts of the square to create unique symbols. Secondly, the students chose another square diagram and designed a set of 5 icons using the pieces. They could repeat or overlap elements, but could not change their scale relative to each other. The icons needed to make sense together as a series. The example below are "things that are plugged in."