Exhaustive Course Notes for JMC 241: Visual Communication and Design

Course Philosophy and Scope

• The course focuses on providing a core base in visual design and communication design. This foundation is designed to be applicable across various fields, rather than being targeted toward a single specific industry.
• Students from diverse programs, such as Journalism and Music, often enroll in the course because the skill set is universally valuable in the modern job market.
• The primary tools used for practice throughout the term are included in the $Adobe\,Creative\,Cloud$ suite, specifically $Adobe\,Illustrator$ and $Adobe\,InDesign$.
• Practical exercises are not merely about learning to use specific software tools; they are intended to teach principles of visual communication that can be applied to any project or platform.

Artificial Intelligence in the Media Landscape

• There is a strongly pro-AI stance in this course, though it is acknowledged that the technology presents certain problems. A full year was spent self-teaching AI to properly integrate it into the curriculum.
• Students will be allowed to use AI during the second half of the semester, specifically during the $InDesign$ portion of the course, to assist with time-consuming tasks like sourcing original imagery.
• While there is general public panic about AI replacing jobs, adapting to this digital transformation is essential for remaining competitive. Those who fail to adapt to technological shifts, much like those who failed during the initial digital transition $20$ years ago, are the ones at risk of job loss.
• AI is already disrupting fields like coding, UX design, and journalism. For example, AI can now generate a website or a game in less than $30$ minutes, tasks that previously took significantly longer for humans to perform.
• Despite corporate backlash and the "humane touch" argument, AI's ability to save money is a primary driver for its adoption. For instance, using AI to write text can save a year's worth of traditional labor.

Professional Skill Development and Career Outlook

• Proficiency in vector graphics through $Adobe\,Illustrator$ is a key outcome of the course, allowing students to create "cool shit" for their portfolios.
• Job announcements on platforms like $LinkedIn$ frequently cite the software skills taught in this class as prerequisites for employment.
• The goal is to build a "strong toolbox" of skills. While $InDesign$ was once the most important software in the field, AI is rapidly changing the nature of layout and design work.
• Originality is paramount in an academic setting. Shortcuts, templates, or using platforms like $Canva$ are prohibited because they do not build the same level of professional talent as creating original assets.
• Building original work, such as a magazine masthead, creates a portfolio that leads to better, higher-paying job opportunities.

Software and Hardware Requirements

• Students must have a laptop capable of running $Adobe\,Creative\,Cloud$. While $Macs$ and $PCs$ are similar nowadays, there are specific considerations for each.
• RAM (Random Access Memory):
  • Ideally, a machine should have at least $16\,GB$ of RAM.
  • Some students may have $8\,GB$, $6\,GB$, or even $4\,GB$.
  • To run the heavy creative software on machines with low RAM (like $4\,GB$ or $6\,GB$), students must close all other applications, including background tasks and entertainment like football streams.
• Checking Memory on a Mac:
  • Go to the desktop Finder.
  • Click the Apple icon in the top-left corner.
  • Select "About This Mac" to view the gigabytes of memory.
• Checking Memory on a PC:
  • Navigate to Settings, then System, and scroll to the bottom.
• Software Access:
  • $Adobe\,Creative\,Cloud$ is provided through university tuition. Students must log in via the "Enterprise" option using their Marshall ID and password.
  • Do not pay for a separate subscription or use a "trial version" if prompted; seek IT help or instructor guidance if the login fails.
• Power Supply:
  • Laptops are used for $99\%$ of class time. Students must bring their power cords to every session to avoid falling behind.

Communication and Office Hours

• Email Policy:
  • Only the official Marshall University email address should be used. Contact through $Blackboard$ is disabled and will not be checked.
  • Responses are typically provided within $24$ hours, primarily during office hours. If a response is not received within that window, students should follow up.
• Office Hours:
  • Office hours are held on Mondays and Wednesdays during the one-hour gap between classes.
  • While the syllabus lists the office location, the instructor is often available in the classroom (upstairs) during this time to assist students who arrive early or stay late.

Attendance and Participation Policies

• Attendance is mandatory and enforced to ensure student success and retention.
• Attendance Thresholds:
  • Students are allowed $2$ absences without penalty to account for "mental health days" or minor issues.
  • Upon the $3$rd absence, points begin to be deducted from the final grade. Absences beyond this significantly impact the total score.
• Late Arrivals:
  • There is a $10$-minute grace period for arriving.
  • Students arriving more than $10$ minutes late should enter quietly and sign the attendance sheet only after the class has concluded to avoid disruption.
• Private Lessons:
  • Office hour help is reserved for students who attend class regularly. Private tutoring will not be provided to those who habitually skip class and then expect a catch-up session.

Grading and Late Work

• Late Work (The 72-Hour Rule):
  • Most assignments (Lecture Questions and Practices) have a $72$-hour grace period after the deadline, a policy adopted during COVID-19.
  • Assignments are generally due on Thursdays at $11:59\,PM$.
  • After the $72$-hour window closes, the grade becomes a permanent zero. Academic administrators will not interfere with this policy.
• Exceptions to Grace Period:
  • The "White Paper File" and "White Paper Practice" at the end of the semester do not have a grace period. They are due exactly at the stroke of midnight to accommodate end-of-term grading.
• Submissions:
  • $Blackboard$ allows unlimited submissions, but only the last submission will be graded.
  • If a technical error occurs during submission, students must take a full screenshot (Command+Shift+3 on Mac) that includes the error code, the date, and the time to serve as "evidence" for an extension.
• University Excused Absences:
  • Official documentation must be provided within one week of the absence. Do not wait until the end of the term to submit old excuses.
• Grading Scale:
  • The course uses a point-based system. Each professor sets their own scale, and this specific scale is detailed in the syllabus.
  • Feedback is provided through rubrics. Grading is often done in batches to ensure consistency and fairness across the class.

Required Tasks and Scheduling

• Syllabus Quiz:
  • A quiz must be completed by August $27th$ ($8/27$). It is open-syllabus, and its purpose is to ensure all students acknowledge and understand course policies.
• Course Schedule:
  • A PDF schedule is provided on $Blackboard$ listing every practice, lecture question, and due date for weeks $1$ through $16$.
  • Dates are rarely changed, and any changes will be communicated in writing via official $Blackboard$ announcements.
• Cloud Storage:
  • All work must be backed up in a cloud service, such as the university-provided $OneDrive$.
  • Students should create a folder titled $JMC\,241$ (or $JMC\,two\,forty\,one$) to store all projects.
  • Relying on a single hardware device is dangerous due to the potential for the "click of death" (hard drive failure) or physical damage.

The Final Exam

• The final is an interactive session held in the classroom.
• It is not a traditional "study-based" test; rather, it assesses deep learning and provides a "blast" for those who attend.
• Points for the final are only awarded to those physically present. Plane tickets or travel plans are not valid excuses for missing the scheduled time.

Questions & Discussion

• Cereal Preferences: A discussion on consumer branding and advertising revealed student preferences for Cheerios, Reese's Puffs, Rice Krispies, Cinnamon Toast Crunch, Raisin Bran, Nougat Bits, Frosted Flakes, Cocoa Pebbles, Lucky Charms, and Honey Bunches of Oats.
• Student Majors: One student is in Journalism, and another is in Music.
• Interdisciplinary Success: A previous music student excelled in the class, demonstrating the cross-applicability of the design skills.
• Pets: One student works at $PetSmart$ and asked if colleagues would hold a $10$-foot snake. Another student recommended a reptile petting zoo in $Payes\,Valley$ that has a snake named $Britney$.
• Sports Narratives: The instructor highlighted the podcast of $Dale\,Earnhardt\,Jr.$ as a masterclass in storytelling, regardless of one's interest in $NASCAR$. Other mentions included basketball player $Jeff\,Teague$ and the European-dominated $Formula\,One\,($F1$)$.
• Dietary Choices: The instructor is a vegan for health reasons but occasionally eats salmon/fish. This led to a discussion about farm life, hunting (venison, frog legs), and the difficulty of sourcing food.
• Class Participation: To encourage engagement, the instructor uses lighthearted check-ins like the "cereal question" to break the silence of less "chatty" cohorts.