Latest Module Specifications
Current Academic Year 2025 - 2026
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Description Graphicacy and modelling are best described as the language of technological activity. This module builds the foundational understanding of visual systems and graphical representations that support speculative, creative and innovative enquiry. The definition of sketching is contextualised through both internal dialogic ideation activity and external communication and synthesis of ideas and concepts. Students will engage with graphics (both production and interpretation) spanning a continuum from quick, ad-hoc, sketches to present an idea through to technical drawings for precise communication. The module will play a foundational role in developing core sketching, image editing, and CAD skills as a means of graphical explorative, representational and communicative capability. These skills will be underpinned by developing an understating of the mechanics of the visual system and associated psychological and cognitive perspectives on sketching. Lectures will develop the understanding of core visual and physiological theories and support the use of graphical language as a means of technological communication and exploration. Graphic studios will support explore and utilise relevant and emerging technologies to support graphical meaning making. This activity will include sketching (observational and imaginative), photography, image editing, and CAD modelling and drawing. Peer presentations and group would be utilised to explore the relationship and utility of graphicacy and modelling. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate a functional level of graphical literacy through the creation and identification of codified and symbolic information as complementary to numeracy and literacy in the codification and communication of meaning. 2. Explore the iterative dialogic function of sketching to develop an idea or concept 3. Utilise digital systems and techniques to create, edit, and refine the iterative process and associated models to enhance their utility and communicative capacity. 4. Demonstrate graphical capability through the selection and realisation of graphical representations related to ideation, context/application and communication 5. Demonstrate the capacity to produce sketches, embracing for example form, function, aesthetic, shade, colour, orientation, geometry, application 6. Utilise design case studies to develop and represent design synthesis 7. Value the importance of cognitive and psychological insights as they relate to the visual as a foundation for pedagogical design. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Indicative Content The visual system, dual-coding theory, spatial cognition, visualisation, graphicacy, literacy, numeracy, the psychology of sketching, sketching techniques, observation and imaginative sketching, photography, image editing software (e.g. Adobe Photoshop, Affinity Photo), 2D and 3D CAD as comparators to sketching for graphic creation, design without make. Graphicacy & Modelling: Using graphicacy and modelling skills to make narrative decisions on techniques/outputs to consider representation in space, time and context. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Other Resources
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