English for Graphic Design Business

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SATUAN ACARA PERKULIAHAN (BASIC COURSE OUTLINE) ENGLISH FOR GRAPHIC DESIGN BUSINESS

Module 1 Basic English for Graphic Design Business Module 2 English Conversation for Graphic Design Business Module 3 English Presentation Skill for Graphic Design Business Module 4 TOEFL Preparation for Graphic Design Business

This Material Has Been Approved by Director The State Polytechnic of Material Chief of Quality Assurance Creative Media Developer

Dr. Purnomo Ananto, MM Prof. Dr. H. Aris Gumilar, MM Dr. Zalzulifa, M.Pd

BASIC COURSE OUTLINE PBLL FOR GRAPHIC DESIGNBUSINESS Objectives: The students use the knowledge and science of Graphic Designas the mediation of implementing four basic skill of language “reading, writing, listening, speaking” in Graphic Design competencies from pre-writing, drafting, revising, editing, publishing, marketing, delivering. BASIC COURSE OUTLINE Subject English for Graphic DesignBusiness Semester 1& 2 Department Graphic Design Department Code - Material Zalzulifa Developer Lecturer Zalzulifaand Team Time - Skill Focus Using Publipreneur-Based Language Learning (PBLL) as theknowledge and skill based for explaining Graphic DesignBusiness. Learning Publipreneur-Based Language Learning (PBLL) Approach Teaching Self-access, Speech, Discussion, Simulation, Brainstorming, Writing, Speaking, Interpreting. Methods Performance Task Skill, Task Management Skill, Contingency Management Skill, Environment Management Indicators Skill Keys Implementing basic skill of language “reading, writing, listening, speaking” in Graphic Design Performance competencies from pre-writing, drafting, revising, editing, Graphic Design, marketing, delivering Indicator (see the learning maps) Knowledge PUBLIPRENEUR BASED LANGUAGE LEARNING (PBLL) FOR VOCATIONAL LEARNERS IN Based Pre- INDONESIA requisite 1. GBC (Guide to Business Communication: proposal, business letter, memo, inquery, facture, ect) 2. NASKAH (Names, Accessories, Sources, Kinds/Qualifications. Anatomy, How)

3. PDREPMD (Prewriting, Drafting, Revising, Editing, Publishing, Marketing, Delivering) 4. Pre-Test; Mid-Test; Post-Test; Assessment Test References 1. Professional English Online from Cambridge University Press 2. Business English case studies 3. Online Journal on English for Specific Purposes 4. English for Business Courses 5. How to Write Briefing Notes and Briefing Books 6. Business English Writing: The Golden Standard 7. Business English dictionary

Reading 1Hystory of Graphic Design Reading 2 The Advent of Design Reading 3The Emergence of The Design Industry Reading 4Twentieth Century Design Reading Reading 5Application Skills in Design Subjects Reading 6Visual Arts (Module 1) Reading 7Typography Reading 8Page Layout Reading 9Interface Design Reading 10User Experience Design Reading 11Printmaking Reading 12Computers and the Creative Process Reading 1Proposal Writing for Graphic Design Business Reading 2Letter Business Writing for Graphic Design Business Reading Reading 3Curriculum Vitae Writing Subjects Reading 4Memo Writing for Graphic Design Business (Module 2) Reading 5Inquiry Writing for Graphic Design Business Reading 6Facture Writing for Graphic Design Business Reading Subject 1 Presentation material for Graphic Design Business project Subject Subject 2 Presentation about Graphic Design Business in English (Module 3) Subject 3 Presenting idea effectively about Graphic Design business

Subject 4 Making a good marketing project inGraphic Design Business Subject 5 Group Project of Presenting Idea of Graphic Design Business in English Subject 1 Test of English as a Foreign Language (TOEFL) At Glance Reading Subject 2 Listening Comprehension for Graphic DesignBusiness Subject Subject 3 Structure And Written Expressionfor Graphic DesignBusiness (Module 4) Subject 4 Reading Comprehensionfor Graphic DesignBusiness Subject 5 Group Project of Designing Role Play TOEFL Testfor Graphic DesignBusiness

SATUAN ACARA PERKULIAHAN (BASIC COURSE OUTLINE) ENGLISH FOR GRAPHIC DESIGN BUSINESS

Module 1 Basic English for Graphic Design Business

This Material Has Been Approved by

Director The State Polytechnic of Material Chief of Quality Assurance Creative Media Developer

Dr. Purnomo Ananto, MM Prof. Dr. H. Aris Gumilar, MM Dr. Zalzulifa, M.Pd

BASIC ENGLISH FOR GRAPHIC DESIGN BUSINESS Subject Basic English for Graphic Design Business Semester II/2016 Department Graphic Design Department Code Lecturer Zalzulifa and Team SKS/ JP 2/32 Student shows his/her competent of building sentences about Graphic Design Business through: 1. Reading the related articles as the grammar grappling skill testing subject 2. Building 5W1H questions and answers related to the article 3. Changing Sentences either into Active of Passive Construction Competencies 4. Listing verbal and nomnal sentences from the article. 5. Identifying the sentences by the use of tenses with it’s pattern. 6. Changing the sentences either into passive or active construction. 7. Translateing the article into Indonesia. 8. Giving the reasons why the author uses the tenses BASIC COURSE OUTLINE Weeks Competencies to be Subjects Teaching Value Indicator Scores Achieved Methodology Students know the basic INTRODUCTION Speech Cognitive 6.25% course outline for Student Mapping Competencies Discussion Psychomotor “English For Explain syllabus Affective GRAPHIC DESIGN Gentlemen Agreement 1 BUSINES” and they understand the material and references used in this lecture. Student shows his/her Reading text 1: Reading Cognitive 6,25% 2 competent through: HISTORY OF GRAPHIC

- Prewriting DESIGN Writing Psychomotor - Drafting What, Listening Affective - Revising Where, Speaking - Editing When, - Publishing Why, - Marketing Who, - Delivering How Student shows his/her Reading text 2: Reading Cognitive 6,25% competent through: THE ADVENT OF DESIGN Writing Psychomotor - Prewriting What, Listening Affective - Drafting Where, Speaking 3 - Revising When,

- Editing Why, - Publishing Who, - Marketing How - Delivering Student shows his/her Reading text 3: Reading Cognitive 6,25% competent through: THE EMERGENCE OF THE Writing Psychomotor - Prewriting DESIGN INDUSTRY Listening Affective - Drafting What, Speaking 4 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering How Student shows his/her Reading text 4: Reading Cognitive 6,25% competent through: TWENTIETH CENTURY Writing Psychomotor - Prewriting DESIGN Listening Affective 5 - Drafting What, Speaking - Revising Where, - Editing When, - Publishing Why,

- Marketing Who, - Delivering How Student shows his/her Reading text 5: Reading Cognitive 6,25% competent through: APPLICATION SKILLS IN Writing Psychomotor - Prewriting DESIGN Listening Affective - Drafting What, Speaking 6 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering How Student shows his/her Review for Mid-Test Individual test, 6,25% competent through: (Mechanical and Substantive Scoring, - Prewriting Editing) Discussion - Drafting 7 - Revising - Editing - Publishing - Marketing - Delivering In Pairs Exchange the Reading Text EDITING AND 8 MIDTERM TEST (Mechanical and Substantive WRITTING TEST Editing) Student shows his/her Reading text 6: Reading Cognitive 6,25% competent through: VISUAL ARTS Writing Psychomotor - Prewriting What, Listening Affective 9 - Drafting Where, Speaking - Revising When, - Editing Why, - Publishing Who,

- Marketing How - Delivering Student shows his/her Reading text 7: Reading Cognitive 6,25% competent through: PAGE LAYOUT Writing Psychomotor - Prewriting What, Listening Affective - Drafting Where, Speaking 10 - Revising When, - Editing Why, - Publishing Who, - Marketing How - Delivering Student shows his/her Reading text 8: Reading Cognitive 6,25% competent through: INTERFACE DESIGN Writing Psychomotor - Prewriting What, Listening Affective - Drafting Where, Speaking 11 - Revising When, - Editing Why, - Publishing Who, - Marketing How - Delivering Student shows his/her Reading text 9: Reading Cognitive 6,25% competent through: USER EXPERIENCE Writing Psychomotor - Prewriting DESIGN Listening Affective - Drafting What, Speaking 12 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering Student shows his/her Reading texr 10: Reading Cognitive 6,25% 13 competent through: PRINTMAKING Writing Psychomotor - Prewriting What, Listening Affective

- Drafting Where, Speaking - Revising When, - Editing Why, - Publishing Who, - Marketing How - Delivering Student shows his/her Reading text 11: Reading Cognitive 6,25% competent through: COMPUTERS AND THE Writing Psychomotor - Prewriting CREATIVE PROCESS Listening Affective - Drafting What, Speaking 14 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering All students review Review for the Final Test Individual test, 6,25% their competencies (Prewriting-Drafting-Revising- Scoring, through in pairs Editing-Publishing-Marketing- Discussion 15 exchanging individual Delivering) projects. This is done for preparing the final test. FINAL TEST In Pairs Exchange the Reading EDITING & Text WRITING 16 (Mechanical and Substantive TEST Editing)

SATUAN ACARA PERKULIAHAN (BASIC COURSE OUTLINE) ENGLISH FOR GRAPHIC DESIGN BUSINESS

Module 2 English Conversation for Graphic Design Business

This Material Has Been Approved by Director The State Polytechnic of Material Chief of Quality Assurance Creative Media Developer

Dr. Purnomo Ananto, MM Prof. Dr. H. Aris Gumilar, MM Dr. Zalzulifa, M.Pd

ENGLISH CONVERSATION FOR GRAPHIC DESIGN BUSINESS Subject English Conversation for Graphic Design Business Semester III/2016 Department Film Department Code Lecturer Zalzulifa and Team SKS/ JP 2/32 Student shows his/her competent business communication through: 1. Writing letter of business for Graphic Design Business 2. Writing proposal about Graphic Design Busines Competencies 3. Memo Writing about Graphic Design Business 4. Facture Writing about Graphic Design Business 5. Curriculum Vitae and Application Letter 6. Bibliography BASIC COURSE OUTLINE

and they understand the material and references used in this lecture. Student shows his/her Project 1: Reading Cognitive 6,25% competent through: PROPOSAL WRITING FOR Writing Psychomotor - Prewriting GRAPHIC DESIGN Listening Affective - Drafting BUSINESS Speaking 2 - Revising What, - Editing Where, - Publishing When, - Marketing Why, - Delivering Who,

How Student shows his/her Project 2: Reading Cognitive 6,25% competent through: LETTER BUSINESS Writing Psychomotor - Prewriting WRITING FOR GRAPHIC Listening Affective - Drafting DESIGN BUSINESS Speaking - Revising What, 3 - Editing Where, - Publishing When, - Marketing Why, - Delivering Who, How Student shows his/her Project 3: Reading Cognitive 6,25% competent through: MEMO WRITING FOR Writing Psychomotor - Prewriting GRAPHIC DESIGN Listening Affective - Drafting BUSINESS Speaking - Revising What, 4 - Editing Where, - Publishing When, - Marketing Why, - Delivering Who, How Student shows his/her Project 4: Reading Cognitive 6,25% competent through: INQUIRY WRITING FOR Writing Psychomotor - Prewriting GRAPHIC DESIGN Listening Affective - Drafting BUSINESS Speaking - Revising What, 5 - Editing Where, - Publishing When, - Marketing Why, - Delivering Who, How 6 Student shows his/her Project 5: Reading Cognitive 6,25%

competent through: FACTURE WRITING FOR Writing Psychomotor - Prewriting GRAPHIC DESIGN Listening Affective - Drafting BUSINESS Speaking - Revising What, - Editing Where, - Publishing When, - Marketing Why, - Delivering Who, How Student shows his/her Review for Mid-Test Individual test, 6,25% competent through: (Mechanical and Substantive Scoring, - Prewriting Editing) Discussion - Drafting 7 - Revising - Editing - Publishing - Marketing - Delivering In Pairs Exchange the Reading Text EDITING AND 8 MIDTERM TEST (Mechanical and Substantive WRITTING TEST Editing) Student shows his/her Project 6: Reading Cognitive 6,25% competent through: CURRICULUM VITAE Writing Psychomotor - Prewriting WRITING Listening Affective What, - Drafting Speaking 9 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering How

Student shows his/her Project 7: Reading Cognitive 6,25% competent through: JOB APPLICATION Writing Psychomotor - Prewriting LETTER Listening Affective - Drafting What, Speaking 10 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering How Student shows his/her Project 8 : Reading Cognitive 6,25% competent through: PROJECT PEER REVIEW Writing Psychomotor - Prewriting ONE Listening Affective - Drafting What, Speaking 11 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering How Student shows his/her Project 9: Reading Cognitive 6,25% competent through: PROJECT PEER REVIEW Writing Psychomotor - Prewriting TWO Listening Affective - Drafting What, Speaking 12 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering Student shows his/her Project 10: Reading Cognitive 6,25% competent through: PROJECT PEER REVIEW Writing Psychomotor 13 - Prewriting THREE Listening Affective - Drafting What, Speaking - Revising Where,

- Editing When, - Publishing Why, - Marketing Who, - Delivering How Student shows his/her Project 11: Reading Cognitive 6,25% competent through: PROJECT PEER REVIEW Writing Psychomotor - Prewriting FOUR Listening Affective - Drafting What, Speaking 14 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering All students review Review for the Final Test Individual test, 6,25% their competencies (Prewriting-Drafting-Revising- Scoring, through in pairs Editing-Publishing-Marketing- Discussion 15 exchanging individual Delivering) projects. This is done for preparing the final test. FINAL TEST In Pairs Exchange the Reading EDITING & Text WRITING 16 (Mechanical and Substantive TEST Editing)

SATUAN ACARA PERKULIAHAN (BASIC COURSE OUTLINE) ENGLISH FOR GRAPHIC DESIGN BUSINES

Module 3 English Presentation Skill for Graphic Design Business

This Material Has Been Approved by Director The State Polytechnic of Material Chief of Quality Assurance Creative Media Developer

Dr. Purnomo Ananto, MM Prof. Dr. H. Aris Gumilar, MM Dr. Zalzulifa, M.Pd

ENGLISH PRESENTATION SKILL FOR GRAPHIC DESIGN BUSINESS Subject English Presentation Skills for Graphic Design Business Semester IV/2016 Department Graphic Design Department Code Lecturer Zalzulifa and Team SKS/ JP 2/32 Student shows his/her competent of English Presentation Skills through: 1. Writing presentation material for Graphic Design Business project Learning 2. Designing Power Point (PPT) presentation about Graphic Design Business Outcome 3. Presenting idea effectively about Graphic Design Business 4. Making a good marketing project in Graphic Design Business BASIC COURSE OUTLINE

Weeks Competencies to be Subjects Teaching Value Indicator Scores Achieved Methodology Students know the basic INTRODUCTION Speech Cognitive 6.25% course outline for Student Mapping Competencies Discussion Psychomotor “English Presentation Explain syllabus Affective Skill for PUBLISHING Gentlemen Agreement 1 BUSINES” and they understand the material and references used in this lecture. Student shows his/her Project 1: Reading Cognitive 6,25% competent through: DEFINITION OF Writing Psychomotor - Prewriting PRESENTATION Listening Affective - Drafting What, Speaking 2 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering How

Student shows his/her Project 2: Reading Cognitive 6,25% competent through: NEED OF PRESENTATION Writing Psychomotor - Prewriting FOR GRAPHIC DESIGN Listening Affective - Drafting BUSINESS Speaking - Revising What, 3 - Editing Where, - Publishing When, - Marketing Why, - Delivering Who, How Student shows his/her Project 3: Reading Cognitive 6,25% competent through: LEARN PRESENTATION Writing Psychomotor - Prewriting SKILL FOR GRAPHIC Listening Affective - Drafting DESIGN BUSINESS Speaking - Revising What, 4 - Editing Where, - Publishing When, - Marketing Why, - Delivering Who, How Student shows his/her Project 4: Reading Cognitive 6,25% competent through: CREATE PREZI Writing Psychomotor - Prewriting PRESENTATION FOR Listening Affective - Drafting GRAPHIC DESIGN Speaking - Revising BUSINESS 5 - Editing What, - Publishing Where, - Marketing When, - Delivering Why, Who, How 6 Student shows his/her Project 5: Reading Cognitive 6,25%

competent through: PRESENTATION Writing Psychomotor - Prewriting SOFTWARE FOR GRAPHIC Listening Affective - Drafting DESIGN BUSINESS Speaking - Revising What, - Editing Where, - Publishing When, - Marketing Why, - Delivering Who, How Student shows his/her Review for Mid-Test Individual test, 6,25% competent through: (Mechanical and Substantive Scoring, - Prewriting Editing) Discussion - Drafting 7 - Revising - Editing - Publishing - Marketing - Delivering In Pairs Exchange the Reading Text EDITING AND 8 MIDTERM TEST (Mechanical and Substantive WRITTING TEST Editing) Student shows his/her Project 6: Reading Cognitive 6,25% competent through: WEB PRESENTATION FOR Writing Psychomotor - Prewriting GRAPHIC DESIGN Listening Affective - Drafting BUSINESS Speaking 9 - Revising What, - Editing Where, - Publishing When, - Marketing Why, - Delivering Who,

How Student shows his/her Project 7: Reading Cognitive 6,25% competent through: PRESENTING YOUR IDEAS Writing Psychomotor - Prewriting EFFECTIVELY Listening Affective - Drafting What, Speaking 10 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering How Student shows his/her Project 8 : Reading Cognitive 6,25% competent through: PRESENTING YOUR IDEAS Writing Psychomotor - Prewriting EFFECTIVELY Listening Affective - Drafting What, Speaking 11 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering How Student shows his/her Project 9: Reading Cognitive 6,25% competent through: PRESENTING YOUR IDEAS Writing Psychomotor - Prewriting EFFECTIVELY Listening Affective - Drafting What, Speaking 12 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering Student shows his/her Project 10: Reading Cognitive 6,25% competent through: PRESENTING YOUR IDEAS Psychomotor 13 Writing - Prewriting EFFECTIVELY Listening Affective - Drafting What,

- Revising Where, Speaking - Editing When, - Publishing Why, - Marketing Who, - Delivering How Student shows his/her Project 11: Reading Cognitive 6,25% competent through: PRESENTING YOUR IDEAS Writing Psychomotor - Prewriting EFFECTIVELY Listening Affective - Drafting What, Speaking 14 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering All students review Review for the Final Test Individual test, 6,25% their competencies (Prewriting-Drafting-Revising- Scoring, through in pairs Editing-Publishing-Marketing- Discussion 15 exchanging individual Delivering) projects. This is done for preparing the final test. FINAL TEST In Pairs Exchange the Reading EDITING & Text WRITING 16 (Mechanical and Substantive TEST Editing)

TEST OF ENGLISH AS A FOREIGN LANGUAGE (TOEFL) PREPARATION FOR GRAPHIC DESIGN BUSINESS TOEFL Preparation for Subject Graphic Design Semester V/2016 Business Graphic Design Department Code Department Lecturer Zalzulifa and Team SKS/ JP 2/32 Student shows his/her competent of English Test through: 1. Structure and Vocabulary Construction Learning Outcome 2. Reading Comprehension Test 3. Writing Comprehension Test 4. Listening Comprehension Test Basic Course Outline Weeks Competencies to be Subjects Teaching Value Indicator Scores Achieved Methodology Students know the basic INTRODUCTION Speech Cognitive 6.25% course outline for Student Mapping Competencies Discussion Psychomotor “TOEFL Preparation Explain syllabus Affective for Fashion Design Gentlemen Agreement 1 Business” and they understand the material and references used in this lecture. Student shows his/her Project 1: Reading Cognitive 6,25% competent through: STRUCTURE AND Writing Psychomotor 2 - Prewriting VOCABULARY Listening Affective - Drafting What, Speaking

- Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering How Student shows his/her Project 2: Reading Cognitive 6,25% competent through: READING Writing Psychomotor - Prewriting COMPREHENSION Listening Affective - Drafting What, Speaking 3 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering How Student shows his/her Project 3: Reading Cognitive 6,25% competent through: WRITING Writing Psychomotor - Prewriting COMPREHENSION Listening Affective - Drafting What, Speaking 4 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering How Student shows his/her Project 4: Reading Cognitive 6,25% competent through: LISTENING Writing Psychomotor - Prewriting COMPREHENSION Listening Affective - Drafting What, Speaking 5 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering How

Student shows his/her Project 5: Reading Cognitive 6,25% competent through: SPEAKING Writing Psychomotor - Prewriting COMPREHENSION Listening Affective - Drafting What, Speaking 6 - Revising Where, - Editing When, - Publishing Why, - Marketing Who, - Delivering How Student shows his/her Review for Mid-Test Individual test, 6,25% competent through: (Mechanical and Substantive Scoring, - Prewriting Editing) Discussion - Drafting 7 - Revising - Editing - Publishing - Marketing - Delivering In Pairs Exchange the Reading Text EDITING AND 8 MIDTERM TEST (Mechanical and Substantive WRITTING TEST Editing) Student shows his/her Project 6: Reading Cognitive 6,25% competent through: TOEFL PREPARATION Writing Psychomotor - Prewriting What, Listening Affective - Drafting Where, Speaking 9 - Revising When, - Editing Why, - Publishing Who, - Marketing How - Delivering 10 Student shows his/her Project 7: Reading Cognitive 6,25%

competent through: TOEFL PREPARATION Writing Psychomotor - Prewriting What, Listening Affective - Drafting Where, Speaking - Revising When, - Editing Why, - Publishing Who, - Marketing How - Delivering Student shows his/her Project 8 : Reading Cognitive 6,25% competent through: TOEFL PREPARATION Writing Psychomotor - Prewriting What, Listening Affective - Drafting Where, Speaking 11 - Revising When, - Editing Why, - Publishing Who, - Marketing How - Delivering Student shows his/her Project 9: Reading Cognitive 6,25% competent through: TOEFL PREPARATION Writing Psychomotor - Prewriting What, Listening Affective - Drafting Where, Speaking 12 - Revising When, - Editing Why, - Publishing Who, - Marketing - Delivering Student shows his/her Project 10: Reading Cognitive 6,25% competent through: TOEFL PREPARATION Writing Psychomotor - Prewriting What, Listening Affective 13 - Drafting Where, Speaking - Revising When, - Editing Why,

- Publishing Who, - Marketing How - Delivering Student shows his/her Project 11: Reading Cognitive 6,25% competent through: TOEFL PREPARATION Writing Psychomotor - Prewriting What, Listening Affective - Drafting Where, Speaking 14 - Revising When, - Editing Why, - Publishing Who, - Marketing - Delivering All students review Review for the Final Test Individual test, 6,25% their competencies (Prewriting-Drafting-Revising- Scoring, through in pairs Editing-Publishing-Marketing- Discussion 15 exchanging individual Delivering) projects. This is done for preparing the final test. FINAL TEST In Pairs Exchange the Reading EDITING & Text WRITING 16 (Mechanical and Substantive TEST Editing)

ENGLISH SYLLABUS FOR THE GRAPHIC DESIGN STUDENTS

Learner Based Approach

TO TEACHING THE GRAPHIC DESIGN BUSINESS ENGLISH (GDBE) SKILLS

THE STATE POLYTECHNIC OF CREATIVE MEDIA (POLIMEDIA) The Year, 2011

QUESTIONNARE

The questioner is used for mapping the student’s skill in English language learning. Please give your answer objectively.

A. GENERAL QUESTIONS To what extent would the following identities you are involved in. Please give your answer objectively. No Identity Answer 1 Name 2 Address 3 Phone number Other foreign language 4 learning experience Purpose of taking the 5 course In what setting do you 6 need English 1. Graphic Designer at the Graphic House 2. Graphic Designer at Advertising Agency 3. Graphic Designer at Book Publishing 4. Graphic Designer at Magazine Publishing 5. Graphic Designer at Newspaper Publishing 7 Expected Future Careers 6. Graphic Designer at Television 7. Graphic Designer at Event Organizer 8. Graphic Designer at Printing House 9. Graphic Designer at the hotel 10. Self-Graphicpreneur 1. Book publishing industry 2. Newspaper publishing industry 3. Public relation at some institutions 8 Expected Job Places 4. Printing company 5. Education institutions (teacher/ lecturer) 6. Banking The following subjects 1. Recent issues in graphic design texts 9 would be best for 2. Designing Printed Book learning resources? Tick 3. Designing Printed Magazine

(√) the appropriate boxes 4. Designing Printed Newspaper (you can choose as many 5. Designing Electronic Media as you want). 6. Software terms What percentage of your 1. Less than 5% time would you like to 2. 05-10% spend simply developing 3. 10-20% 10 your language skills on 4. 20-30% your study? Tick the 5. 30-40% appropriate box. 6. 40-50% 7. More than 50% 1. Studying graphic design further abroad Expected Future 2. Working while awaiting the international graphic design 11 Education class available in Indonesia. 3......

B. TEACHING METHODOLOGY To what extent would the following activities in methodology classes on teaching English language skill for publishing study? Rate each one using the five point scale (1=most effective; 2=Fairly effective;3=Not sure; 4=Least Effective; 5= The very least effective) Ranks No Criteria 1 2 3 4 5 Listening to lecture in English language about graphic design A skill Ranking different materials according to the world of graphic B design C Creating teaching materials/ activities for classroom teaching Brainstorming pre-English stimuli for a course of graphic D design Comparing different lesson plans for teaching the same E materials from text books Summarizing orally and then in writing the main points the F lecturer has made about the key reading strategies Categorizing texts in terms of different functional/ rhetorical G categories, e.g. narrative, argumentative, etc.

H Student presentations on a topic or set reading Discussions after viewing a film or observing a class being I taught J Copying down a lecturer’s note K Benchmarking visit to industry

C. STUDENTS’ REACTION In questions 10-20 tick the column with the heading that best summarizes your reaction to each statement. (1=Strongly agree; 2=Agree; 3=Not sure; 4=Disagree; 5=Strongly Disagree) Ranks No Criteria 1 2 3 4 5 Teaching skills and techniques should be developed by A methods that maximize opportunities for students to develop/ practice their language skills. Students- teachers cannot improve their English enough B simply via studying methodology and preparing for teaching practice. The way in which language is taught in graphic design skills C has a very strong influence on the procedures students teacher adopt for teaching English The teaching of spoken English during formal school should D be based largely on the interactions which take place in the PoliMedia context. If students teachers are taught classroom language, this will E have a very beneficial effect on their later classroom performance A teacher’s confidence is most dependent on his/ her own F degree of the English language proficiency. I would like to find out about how best to learn English and G study effectively during my language development course. Jakarta, August 20th, 2011 Lecturer,

SYLLABUS FOR TEACHING

GRAPHIC DESIGN BUSINESS ENGLISH (TPBE) SKILLS

A. INTRODUCTION

Approach to designing English Materials for Graphic Design Students, the lecturer/ researcher tries to modify Education Development International (EDI) as a main reference. EDI is a leading international awarding body that was formed through the merger of the London Chamber of Commerce and Industry Examinations Board (LCCIEB) and a leading online assessment provider GOAL. LCCI International Qualification is supported by extended syllabuses which have a comprehensive package of support materials. The package includes past question papers, model answers, and a range of how to pass books. All of which are designed to offer help and guidance to lecturers and students as well as to enhance chance of success in examinations.

EDI now delivers LCCI International Qualifications (LCCI IQ) through a network of over 4000 registered centre in more than 100 countries worldwide. EDI’s range of business-related qualifications are trusted and valued by employers worldwide and recognized by universities and professional bodies.

The problem is English is not a second but still treated as a foreign language in Indonesia. For this reason, this is the way to ajust the material into related cases available in Indonesia. Take the system but in practice still based on the existing Indonesia culture, particularly the way publishers running their business in Indonesia “thinks globally acts locally” .

B. ENGLISH LANGUAGE SYLLABUSES IN GRAPHIC DESIGN?

English language syllabus specify in detail the learning and assessment requirements of publihers awards. Each one produced will state in details the following: 1) Aims and assessment objectives of the award, 2) Intended target audience and possible candidate progression for holders of the award, 3) Syllabus topics and syllabus coverage in examinations, 4) Examination format, 5) Guided learning hours, 6) Guided answer guidance, 7) Pass mark information and mark allocation, 8) Recommended reading list and support materials and 9) Detailed listing of syllabus topics and syllabus elements.

C. WHO ARE THE SYLLABUS FOR AND HOW CAN BE OF USE?

The syllabus is designed for lecturer who will find them invaluable when designing courses and planning lessons, and students who will find them essential because they can be used as checklist when preparing for examinations. Students will also be able to refer to extended syllabuses drafted in National Qualification Framework in Indonesia, modified from Badan Nasional Standarisasi Kompetensi Comparing with UK, 2010).

AREA BIDANG / SUB BIDANG PEKERJAAN / JABATAN Kualifikasi Berjenjang AKADEMIC SKKNI BAHASA INGGRIS UNTUK PENERBITAN Kualifikasi Bahasa LEVEL LEVEL EDITOR PROFESSIONALS Inggris pada Profesi Possible Adaptation Editor United Kingdom in Indonesia Editor Utama S3 Sert IX Editor Director Advance 5 (Publisher) Editor Madya Sert VIII Senior Editor Advance 4 (Editor Director) S2S Editor Muda Sert VII Managing Editor Advance 3 (Senior Editor) D4/S1 Kopi Editor Utama Sert VI Assoociate Editor Advance 2 (Managing Editor)

Kopi Editor Madya Sert.V Copy Editor Advance 1 (Associate Editor) Kopi Editor Muda D3 Assistant Editor Sert.IV (Copy Editor) Post Intermediate

Executive Secretary D. AIMS Korektor Utama Editorial Assistant D2D Sert.III (Assistant Editor) Intermediate Secretary Senior Secretary The aims of this syllabus are to enable students Korektor Madya to develop a basic knowledge and understand - D1 Sert.II (Editorial Assistant) Pre- Intermediate Junior Secretary the English for Graphic Design Business as Korektor - indicated through: 1) Demonstrate an Muda(Corector) SMU/SMK Sert.I Elementary understanding of the professional skills required Receptionist Telephone Operator Typist for the Graphic Design Business in English; 2) Identify the methodologies that are most effective in the Graphic Design English Classroom and 3) Demonstrate an understanding of the basic business concepts and practices with which the Graphic Design Business English Lecturer is expected to be familiar.

E. ASSESSMENT OBJECTIVES

The examination will assess the students’ ability to: 1) Demonstrate a general awareness of the key professional skills required for Graphic Design Business; 2) Demonstrate a knowledge of the key classroom methodologies regarded as best practice in Graphic Design Business English teaching; and 3) Demonstrate a knowledge of basic business concepts and practices in Graphic Design business.

F. SYLLABUS TOPIC

There are three sylabus topics, namely: 1) Teaching Graphic Design Business English (TPBE) professional skills (eg need analysis,

syllabus/ course design); 2) TPBE methodologies (eg different approaches, classroom management, use of materials); 3) Basic business

concepts and practices (eg business terminology, letter layout).

G. GUIDED LEARNING HOURS

The use of syllabus includes direct contact hours as well as other time when students’ work is being supervised by lecturers. Ultimately, however, it is the responsibility of Polimedia to determine the appropriate course duration based on the students’ ability and level of existing knowledge. The experience approved that the number of learning hours can vary significantly from one students to another (see the table).

Time Division Sequence The Learning Subject to Discuss in 90 minutes of Meeting Activities Subjects Students Lecturer Mapping Students Pre-requisite of Meet 1 10 80 Competencies English Skills Introduction to Pre-requisite of Meet 2 10 80 Lecturing English for English Skills

Graphic Design Business The effective way of Pre-requisite of Meet 3 10 80 Impromptu in English English Skills Meet 4 Presentation 1-2 Student’s Choice 60 30 Meet 5 Presentation 3-4 Student’s Choice 60 30 Meet 6 Presentation 5-6 Student’s Choice 60 30 Meet 7 Presentation 7-8 Student’s Choice 60 30 Meet 8 Mid-Term Test Lecture’s Side 90 0 Meet 9 Presentation 9-10 Student’s Choice 60 30 Meet 10 Presentation 11-12 Student’s Choice 60 30 Meet 11 Presentation 13-14 Student’s Choice 60 30 Meet 12 Presentation 15-16-17 Student’s Choice 60 30 Meet 13 Presentation 18-19-20 Student’s Choice 60 30 Meet 14 Presentation 21-22-23 Student’s Choice 60 30 Meet 15 The Class Overview Overcome 10 80 Meet 16 Final Test Lecturer’s Side 90 0

H. STUDENTS’ LEARNING GUIDANCE

Unless requested otherwise, students should use a concise essay style or bullet point format using appropriate language. If requested to answer in the form of a report or a scheme of work, students will again need to structure their answer with clear headings and sub- headings. Here is the student’s learning guide of Graphic Design English skills.

LEARNING MAPS OF THE GRAPHIC DESIGN STUDENTS

Learning No Functions Competencies Output Process 1 Assignment Writer Reading Pre-writing Writing Presenter/ Writer Listening Class 2 Moderator Speaking Drafting Participation Adjudicator/ Editor Time Management 3 Mid-Terms Test Editor Editing skills (mechanical) Revising 4 Final Test Editor Editing skills (substantive Editing and pictorial) Learning after Publisher Selling and Marketing Graphic skills Design

I. RECOMMENDED ACTIVITIES

Students are strongly recommended to read current business journals and articles to build Graphic Design business awareness. These can be found in publication such as the Economist, Business Week, Graphic Design Training Centre, International Digital Graphic Design Forum (IDPF), Oxford Brookes International Centre for Graphic Design Studies. Then do the steps of learning as indicated within the table:

Learning Learning Level of Participation Learning No Activities Focus Students Lecturer Outcome Writing Talent Scouting 90% 10% 1 Pre-Writing Raw Materials Hand-writing 90% 10% Type-Writing 90% 10% Out-lining 75% 25% 2 Drafting Dirty Copy Composing 75% 25% Lay-outing 75% 25% Readability 60% 40% Legibility 60% 40% Accuracy 60% 40% 3 Revising Revised Copy Consistency 60% 40% Language rules 60% 40% Non-racial 60% 40%

Production details 60% 40% Substantive editing 50% 50% 4 Editing Mechanical editing 50% 50% Clean Copy Pictorial editing 50% 50% Production details 40% 60% Graphic Pre-liminary pages 40% 60% 5 Book Dummy Design In-liminary pages 40% 60% Post-liminary pages 40% 60% Presentation 80% 20% 6 Marketing Negotiation 80% 20% Readers’ Interest Selling 80% 20%

J. RECOMMENDED READING LISTS

There are the recommended reading lists, as seen in the table :

No Title Author(s) Publisher ISBN Code 1 Teach Business Sylvie Donna Cambridge Handbooks 0521585570 English for Language 2 Business Matters Mark Powell LTP (1996) 1899396101 3 Teaching Business Mark Ellis/ Oxford University 0199396101 English Christine Johnson Press (OUP) 4 New International Leo Jones ect Cambridge University 0521774721 Business English Press (CUP) 2001 5 English for Specific Tom Hutchinson Cambridge Language 0521318378 Purposes Teaching Library 8 National Graphic Design Graphic Design www.Graphic Occupational Training Centre Training Centre Designtraining Standard for centre.com Publihsing Industry in UK 10 Draft SKKNI Tim Penerjemah Politeknik Media PoliMedia Industri Penerbitan dan penyelaras Kreatif Jakarta. Jakarta Buku

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Form of Presentation Practice The State Polytechnic Of Creative Media, 2011 (Student Centered Learning)

Adjudicator’S Name

Speaker’s name

Moderator’s Name Day And Date Presentation Subject MARKS No JUDGMENT 90-100 80-89 70-79 60-69 50-59 A Team Work 1 Time Consuming 2 Problem Solving 3 General IT User 4 Partnership Total

Average B Presenter 5 Voice 6 Language 7 Body language 8 Eye contact 9 Content Total

Average C Moderator 10 Time management 11 Conclusion Total

Average Adjudicator’s verbal verification

SUPERVISOR/ Lecturer Adjudicator/ Students

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...... Marking Ranges 90-100 = Excellent 80-89 = Very good 70-79 = Average 60-89 = Poor

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BASIC COURSE OUTLINE Subject English for Graphic Design 3 Semester II/2011 Department Graphic Design Department Code - Lecturer Zalzulifa SKS 2/38 Skill Focus ORAL AND WRITTEN COMMUNICATION SKILLS IN ENGLISH FOR THE GRAPHIC DESIGN STUDENTS Expected At the end of lecture, the students are expected to know all related Competencies graphic design aspects shown by the ability to read, to write, to speak, and to present in english language with 5W1H in and out of the class. Teaching Self-access, Speech, Discussion, Simulation, Brainstorming, Writing, Methods Speaking, Interpreting

Performance Cognitive (30%), Affective (30%), Psychomotoric (40%). Indicators Keys Performance Pre-writing, drafting, revising, editing, publishing Indicator (for detailssee the learning maps)

Self-Access Subjects Titles Hours SA 1 Getting Into Grammar SA 1 Graphic design occupations SA 2 Motion design SA 3 Web graphic design SA 4 Instructional design SA 5 Environmental graphic design SA 6 Industrial design SA 7 Information design SA 8 Interface design SA 9 Communication design SA 10 Design principles and elements SA 11 Graphic art software SA 12 New Media SA 13 Professional web designers SA 14 Logotype SA 15 Landscape Architecture SA 16 Concept art

No Nama Subjek Kode Bhn Ajar 1. Aditya Logotype SA 14

2. Ahmad A Design Principles and elements SA 10 3. A.Maspi Concept Art SA 16 4. Ailsa New Media SA 12

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5. Akbar Web Graphic Design SA 3 6. Batmana Professional Web Designer SA 13 7. Bibah Enviromental Graphic Design SA 5 8. Desnanti S Industrial Design SA 6 9. Dike F A Communication Design SA 9 10. Ghassani Graphic art Software SA 11 11. Herdiyani Landscape Architecture SA 15 12. Indah R Graphic Design Occupation SA 1 13. Indra G Motion Design SA 2 14. Indra S Instructional Design SA 4 15. Kamaludin Interface Design SA 8 16. MahaPutra Information Design SA 7 17. Moch. Arif Graphic Design Business SA 17 18. M Alim Graphic Design History SA 18 19. M Ryan Typography in Graphic Design SA 19 20. Nissa Ismira Tools in Graaphic Design SA 20 21. Nhunik S Art Director SA 21 22. Priyo Design Education SA 22 23. Rachmat A Composition (Visual Art) SA 23 24. Rakhman N F Colour Theory SA 24 25. Veronica N O Visual arts SA 25 26. Youngest Copywriting SA 26 27 Rifan Triady The Advent of Printing SA 27 28 Adityo Bayu Page Layout SA 28

TASKS:

1. The students have to choose each one as a subject presentation during the lecturing in this semester “English for Graphic Design III. Each student has its own subject related to “GRAPHIC DESIGN BUSINESS”. 2. The students will be individually supervised (in and out of the class) on how to write well as the bases of descriptive writing. 3. Upon the subject chosen as the students’ personal presentation, please ground your understanding into the descriptive style of writing with the intention of main idea,supporting idea, and concluding idea. 4. In order to know how far is your effort in preparing your presentation better with some preparation based on the inputs, comments, and suggestions both from lecturer and colleagues, please write your own perception (3-5 paragraphs) and be careful about grammatical error because it will minus your score.

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5. After writing your own perception, please fill in the questioner below. 6. Good luck and be a good and independent students.

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Instructions: In this semester students are expected tothink about activities of speaking, reading, listening, and writing as well as your presentation in English dealing with the subject of “HOW TO DESIGN”. Think what you have done to learn what works well and what doesn’t. For your career in graphic design business after graduation, please use the experience to improve future presentation by classifying the following criteria. 1 Rethink what you did. What could you have done differently? 2 Examine the presentation. Was the structure right? Were the visual aids useful? 3 Think about the delivery. Did you use focus and energy effectively? 4 This about response How did the Question and Answer go?

REVIEWING TEST COMPONENTS 1 Logistic Think about the class room set up and whether it worked for you. The purpose of making sure the logistics are right to make sure the presentation run smoothly. What are the two or three things you do very well with the logistics

1………………………………………………………………………………………………………………………….. 2………………………………………………………………………………………………………………………….. 3………………………………………………………………………………………………………………………….. 2 Structure How you organize your presentation will have made an enormous difference in your success or failure. So, think about what you do well with organization. What are the two or three things you do very well with the structure of your presentation?

1………………………………………………………………………………………………………………………… 2………………………………………………………………………………………………………………………… 3………………………………………………………………………………………………………………………… 3 Visual Aids Review how well the visual aids worked. How do they help? What are the two or three things you do very well with the design and preparation of the visual aids?

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1…………………………………………………………………………………………………………………………… 2…………………………………………………………………………………………………………………………… 3………………………………………………………………………………………………………………………… 4 Delivery Think about what you do well as a presenter. How enthusiastic do you feel? How focused are you? Do you use your nervous energy? What are the two or three things you do very well with the delivery of your presentation? What do you do best to establish focus and communicate your energy?

1…………………………………………………………………………………………………………………………… 2…………………………………………………………………………………………………………………………… 3………………………………………………………………………………………………………………………… 5 Questions and Answer Think also about what you do well with the Questions and Answer (Q&A) Session. Were the questions the ones you wanted to deals with or were they request for repeat information? What are the two or three things you do very well to manage the Q&A session?

1……………………………………………………………………………………………………………………….. 2………………………………………………………………………………………………………………………… 3………………………………………………………………………………………………………………………… 6 Feed Back on Subject Matter Consider also what you learned about the presentation or the subject matter. What two or three things do you learn from the questions you were asked?

1………………………………………………………………………………………………………………………… 2………………………………………………………………………………………………………………………… 3…………………………………………………………………………………………………………………………

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Getting Into Grammar

THE WORLD OF GRAPHIC DESIGNBUSINESS

A. Choose the most suitable word for each space

Graphic design is a creative process – most often involving a client and a designer and usually ...... (1)...... in conjunction with producers of form (i.e., printers, programmers, signmakers, etc.) – undertaken in order to convey a specific message (or messages) to a targeted audience. The term "graphic design" can also ...... (2)...... to a number of artistic and professional disciplines that focus on visual communication and presentation. The field as a whole is also often ...... (3)...... to as Visual Communication or Communication Design. Various methods are ...... (4)...... to create and combine words, symbols, and images to create a visual representation of ideas and messages. A graphic designer may use typography, visual arts and page layout techniques to ...... (5)...... the final result. Graphic design often refers to both the process (designing) by which the communication is ...... (6)...... created and the products (designs) which are generated.

Common uses of graphic design ...... (7)...... identity (logos and branding), web sites, publications (magazines, newspapers, and books), advertisements and product packaging. For example, a product package might include a logo or other artwork, organized text and pure design elements such as shapes and color which ...... (8)...... the piece. Composition is one of the most important features of graphic design, especially when ...... (9)...... pre-existing materials or diverse elements.

No A B C D 1 Complete Completed Completing Completes 2 Referring Referred Refer Refers 3 Referring Referred Refer Refers 4 Used Uses Use Using 5 Produce Producing Produced Produces 6 Creates Created Creating Create 7 Included Includes Include Including 8 Unifying Unify Unified Unifies 9 Using Used Uses Use

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A. History

While Graphic Design as a discipline has a relatively recent history, with the name 'graphic design" first coined by William Addison Dwiggins in 1922 [1], graphic design-like activities span the history of humankind: from the caves of Lascaux, to Rome's Trajan's Column to the illuminated manuscripts of the Middle Ages, to the dazzling neons of Ginza. In both this lengthy history and in the relatively recent explosion of visual communication in the 20th and 21st centuries, there is sometimes a blurring distinction and Page from the Book of over-lapping of advertising art, graphic design and fine art. Kells: Folio 114v, After all, they share many of the same elements, theories, Decorated text. principles, practices and languages, and sometimes the same benefactor or client. In advertising art the ultimate objective is the sale of goods and services. In graphic design, "the essence is to give order to information, form to ideas, expression and feeling to artifacts that document human experience."[2]

B. The advent of printing

During the Tang Dynasty (618–906) between the 4th and 7th century A.D. wood blocks were cut to print on textiles and later to reproduce Buddhist texts. A Buddhist scripture printed in 868 is the earliest known printed book. Beginning in the 11th century, longer scrolls and books were produced using movable type printing making books widely available during the Song dynasty (960–1279).[3] Sometime around 1450, Johann Gutenberg's printing press made books widely available in Europe. The book design of Aldus Manutius developed the book structure which would become the foundation of western publication design. This era of graphic design is called Humanist or Old Style.[4]

C. Emergence of the design industry

In late 19th century Europe, especially in the United Kingdom, the movement began to separate graphic design from fine art.

In 1849, Henry Cole became one of the major forces in design education in Great Britain, informing the government of the importance of design in his Journal of Design and Manufactures. He organized the Great Exhibition as a celebration of modern industrial technology and Victorian design.

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From 1891 to 1896 William Morris' Kelmscott Press published books that are some of the most significant of the graphic design products of the Arts and Crafts movement, and made a very lucrative business of creating books of great stylistic refinement and selling them to the wealthy for a premium. Morris proved that a market existed for works of graphic design in their own right and helped pioneer the separation of design from production and from fine art. The work of the Kelmscott Press is characterized by its obsession with historical styles. This historicism was, however, important as it amounted to the first significant reaction to the stale state of nineteenth-century graphic design. Morris' work, along with the rest of the Private Press movement, directly influenced Art Nouveau and is indirectly responsible for developments in early twentieth century graphic design in general.[5]

D. Twentieth century design A Boeing 747 aircraft with livery designating it as Air Force One. The cyan forms, the US flag, presidential seal and the Caslon lettering were all designed at different times and combined by designer Raymond Loewy in this one final design.

The name "Graphic Design" first appeared in print in the 1922 essay "New Kind of Printing Calls for New Design" by William Addison Dwiggins, an American book designer in the early 20th century.[6]

Raffe's Graphic Design, published in 1927, is considered to be the first book to use "Graphic Design" in its title.[7]

The signage in the London Underground is a classic design example[8] of the modern era and used a font designed by Edward Johnston in 1916.

In the 1920s, Soviet constructivism applied 'intellectual production' in different spheres of production. The movement saw individualistic art as useless in revolutionary Russia and thus moved towards creating objects for utilitarian purposes. They designed buildings, theater sets, posters, fabrics, clothing, furniture, logos, menus, etc.[citation needed]

Jan Tschichold codified the principles of modern typography in his 1928 book, New Typography. He later repudiated the philosophy he espoused in this book as being fascistic, but it remained very influential.[citation needed] Tschichold, Bauhaus typographers such as Herbert Bayer and Laszlo Moholy-Nagy, and El Lissitzky have greatly influenced graphic design as we know it today. They pioneered production techniques[citation needed] and stylistic devices used throughout the twentieth century. The following years saw graphic design in the modern style gain widespread acceptance and application.[9] A booming post-World War II American economy established a greater need for graphic design, mainly advertising and packaging. The emigration of the German Bauhaus school

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of design to Chicago in 1937 brought a "mass-produced" minimalism to America; sparking a wild fire of "modern" architecture and design. Notable names in mid-century modern design include Adrian Frutiger, designer of the typefacesUnivers and Frutiger; Paul Rand, who, from the late 1930s until his death in 1996, took the principles of the Bauhaus and applied them to popular advertising and logo design, helping to create a uniquely American approach to European minimalism while becoming one of the principal pioneers of the subset of graphic design known as corporate identity; and Josef Müller-Brockmann, who designed posters in a severe yet accessible manner typical of the 1950s and 1970s era.

E. Applications

From road signs to technical schematics, from interoffice memorandums to reference manuals, graphic design enhances transfer of knowledge. Readability is enhanced by improving the visual presentation of text.

Design can also aid in selling a product or idea through effective visual communication. It is applied to products and elements of company identity like logos, colors, packaging, and text. Together these are defined as branding (see also advertising). Branding has increasingly become important in the range of services offered by many graphic designers, alongside corporate identity. Whilst the terms are often used interchangeably, branding is more strictly related to the identifying mark or trade name for a product or service, whereas corporate identity can have a broader meaning relating to the structure and ethos of a company, as well as to the company's external image. Graphic designers will often form part of a team working on corporate identity and branding projects. Other members of that team can include marketing professionals, communications consultants and commercial writers.

Textbooks are designed to present subjects such as geography, science, and math. These publications have layouts which illustrate theories and diagrams. A common example of graphics in use to educate is diagrams of human anatomy. Graphic design is also applied to layout and formatting of educational material to make the information more accessible and more readily understandable.

Graphic design is applied in the entertainment industry in decoration, scenery, and visual story telling. Other examples of design for entertainment purposes include novels, comic books, DVD covers, opening credits and closing credits in film, and programs and props on stage. This could also include artwork used for t-shirts and other items screenprinted for sale.

From scientific journals to news reporting, the presentation of opinion and facts is often improved with graphics and thoughtful compositions of visual information - known as information design. Newspapers, magazines, blogs, television and film documentaries may use graphic design to inform and entertain. With the advent of the web, information

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designers with experience in interactive tools such as Adobe Flash are increasingly being used to illustrate the background to news stories.

F. Skills

A graphic design project may involve the stylization and presentation of existing text and either preexisting imagery or images developed by the graphic designer. For example, a newspaper story begins with the journalists and photojournalists and then becomes the graphic designer's job to organize the page into a reasonable layout and determine if any other graphic elements should be required. In a magazine article or advertisement, often the graphic designer or art director will commission photographers or illustrators to create original pieces just to be incorporated into the design layout. Or the designer may utilize stock imagery or photography. Contemporary design practice has been extended to the modern computer, for example in the use of WYSIWYG user interfaces, often referred to as interactive design, or multimedia design.

G. Visual arts Main article: Visual arts

Before any graphic elements may be applied to a design, the graphic elements must be originated by means of visual art skills. These graphics are often (but not always) developed by a graphic designer. Visual arts include works which are primarily visual in nature using anything from traditional media, to photography or computer generated art. Graphic design principles may be applied to each graphic art element individually as well as to the final composition.

H. Typography Main article: Typography

Typography is the art, craft and techniques of type design, modifying type glyphs, and arranging type. Type glyphs (characters) are created and modified using a variety of illustration techniques. The arrangement of type is the selection of typefaces, point size, line length, leading (line spacing) and letter spacing.

Typography is performed by typesetters, compositors, typographers, graphic artists, art directors, and clerical workers. Until the Digital Age, typography was a specialized occupation. Digitization opened up typography to new generations of visual designers and lay users.

I. Page layout Main article: Page layout

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The page layout aspect of graphic design deals with the arrangement of elements (content) on a page, such as image placement, and text layout and style. Beginning from early illuminated pages in hand-copied books of the Middle Ages and proceeding down to intricate modern magazine and catalogue layouts, structured page design has long been a consideration in printed material. With print media, elements usually consist of type (text), images (pictures), and occasionally place-holder graphics for elements that are not printed with ink such as die/laser cutting, foil stamping or blind embossing.

J. Interface design Main article: User interface design

Since the advent of the World Wide Web and computer software development, many graphic designers have become involved in interface design. This has included web design and software design, when end userinteractivity is a design consideration of the layout or interface. Combining visual communication skills with the interactive communication skills of user interaction and online branding, graphic designers often work with software developers and web developers to create both the look and feel of a web site or software application and enhance the interactive experience of the user or web site visitor. An important aspect of interface design is icon design.

K. Printmaking Main article: Printmaking

Printmaking is the process of making artworks by printing on paper and other materials or surfaces. Except in the case of monotyping, the process is capable of producing multiples of the same piece, which is called a print. Each piece is not a copy but an original since it is not a reproduction of another work of art and is technically known as an impression. Painting or drawing, on the other hand, create a unique original piece of artwork. Prints are created from a single original surface, known technically as a matrix. Common types of matrices include: plates of metal, usually copper or zinc for engraving or etching; stone, used for lithography; blocks of wood for woodcuts, linoleum for linocuts and fabric plates for screen-printing. But there are many other kinds, discussed below. Works printed from a single plate create an edition, in modern times usually each signed and numbered to form a limited edition. Prints may also be published in book form, as artist's books. A single print could be the product of one or multiple techniques.

L. Tools

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The pencil is one of the most basic graphic design tools.The mind may be the most important graphic design tool. Aside from technology, graphic design requires judgment and creativity. Critical, observational, quantitative and analytic thinking are required for design layouts and rendering. If the executor is merely following a solution (e.g. sketch, script or instructions) provided by another designer (such as an art director), then the executor is not usually considered the designer.

The method of presentation (e.g. arrangement, style, medium) may be equally important to the design. The layout is produced using external traditional or digital image editing tools. The appropriate development and presentation tools can substantially change how an audience perceives a project.

In the mid 1980s, the arrival of desktop publishing and graphic art software applications introduced a generation of designers to computer image manipulation and creation that had previously been manually executed. Computer graphic design enabled designers to instantly see the effects of layout or typographic changes, and to simulate the effects of traditional media without requiring a lot of space. However, traditional tools such as pencils or markers are useful even when computers are used for finalization; a designer or art director may hand sketch numerous concepts as part of the creative process. Some of these sketches may even be shown to a client for early stage approval, before the designer develops the idea further using a computer and graphic design software tools.

Computers are considered an indispensable tool in the graphic design industry. Computers and software applications are generally seen by creative professionals as more effective production tools than traditional methods. However, some designers continue to use manual and traditional tools for production, such as Milton Glaser.

New ideas can come by way of experimenting with tools and methods. Some designers explore ideas using pencil and paper.[10] Others use many different mark-making tools and resources from computers to sculpture as a means of inspiring creativity. One of the key features of graphic design is that it makes a tool out of appropriate image selection in order to possibly convey meaning.[11]

N. Computers and the creative process

There is some debate whether computers enhance the creative process of graphic design.[12] Rapid production from the computer allows many designers to explore multiple ideas quickly with more detail than what could be achieved by traditional hand-

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rendering or paste-up on paper, moving the designer through the creative process more quickly.[13] However, being faced with limitless choices does not help isolate the best design solution and can lead to endless iterations with no clear design outcome.

A graphic designer may use sketches to explore multiple or complex ideas quickly[14] without the distractions and complications of software.[citation needed] Hand-rendered comps are often used to get approval for an idea execution before a design invests time to produce finished visuals on a computer or in paste-up. The same thumbnail sketches or rough drafts on paper may be used to rapidly refine and produce the idea on the computer in a hybrid process. This hybrid process is especially useful in logo design[15] where a software learning curve may detract from a creative thought process. The traditional- design/computer-production hybrid process may be used for freeing one's creativity in page layout or image development as well.[citation needed] In the early days of computer publishing, many 'traditional' graphic designers relied on computer-savvy production artists to produce their ideas from sketches, without needing to learn the computer skills themselves. However, this practice has been increasingly less common since the advent of desktop publishing over 30 years ago. The use of computers and graphics software is now taught in most graphic design courses.

M. Occupations

Main article: Graphic design occupations

Graphic design career paths cover all ends of the creative spectrum and often overlap. The main job responsibility of a Graphic Designer is the arrangement of visual elements in some type of media. The main job titles include graphic designer, art director, creative director, and the entry level production artist. Depending on the industry served, the responsibilities may have different titles such as "DTP Associate" or "Graphic Artist", but despite changes in title, graphic design principles remain consistent. The responsibilities may come from or lead to specialized skills such as illustration, photography or interactive design. Today's graduating graphic design students are normally exposed to all of these areas of graphic design and urged to become familiar with all of them as well in order to be competitive.

Graphic designers can work in a variety of environments. Whilst many will work within companies devoted specifically to the industry, such as design consultancies or branding agencies, others may work within publishing, marketing or other communications companies. Increasingly, especially since the introduction of personal computers to the industry, many graphic designers have found themselves working within non-design oriented organizations, as in-house designers. Graphic designers may also work as free- lance designers, working on their own terms, prices, ideas, etc.

A graphic designer reports to the art director, creative director or senior media creative. As a designer becomes more senior, they may spend less time designing media and more

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time leading and directing other designers on broader creative activities, such as brand development and corporate identity development. As graphic designers become more senior, they are often expected to interact more directly with clients.

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