Responsive design – part 1

I was trying to create responsive design for one layout that I created long time ago. My original plan was to make my personal website responsive but I thought, I’ll give it a try first on something that I can destroy rather than destroying my complete functional website haha
Examples of how to create that design, I got from my teacher Kevin Whittaker.
So I started to work…opened all folders that I needed in Dreamweaver CS6 and started to study line by line…it was ‘fun’.

Working screen

When I thought I finished and everything was working great, I showed it to my uncle and he sent me great link where you can test your responsive design on every devices — www.studiopress.com

This is what it came up with after testing:

screenshot

screengsdfshot

As you can see, It was working fine on big screens but on small screens such as iPhone and small phone it started to become a problem.

But it is ok, it’s only my first try so I’m not going to give up I will make it work at the end 🙂

My task is to develop a brand identity for myself (personal logo).

First, I started to draw some ideas on paper.

2013-10-24 13.03.20 2013-10-24 14.31.57

I thought it was quite interesting so I opened Adobe Illustrator CS6 and tried to ‘draw it’ in there. Here you can see result:

1st attempt   —-> I showed it to Dave but he said it is a bit complicated and I should make it simple.

1st attempt - different font       —-> I also tried different fonts and I quite liked this one but then I came to conclusion that it looks like from Gayle Callen’s books (very good writer) so I better left it as it does not represent me at all.

1396693_689262677750651_1782261816_nI also thought about having only initials of my name but it is not very wise as I am only beginner in web design and no one knows my name yet.

3rd attempt - mix   —-> Here you can see all my ideas that I came up with but I was not happy with any of them as nothing really represents me. I left it completely and started from the beginning.

I came to conclusion that I need to do research on internet about existing web designer’s logos because my ideas were rubbish.

I’m going to add my new work on the logo very soon. Thanks for reading.

4rd lesson – Creating a video – Start

On our 4rd lesson, we got Editing Module Brief. Our task for next few weeks is to create a short video/film (at least 1minute long) showing off some of the facilities we have in the building and surrounding area. Me and Tom decided to create a video about how normal day of web design student looks. It is going to be funny and serious at the same time. First we started to write down on paper our ideas (shot list):

Shot list

Shot list 2

When our short shot list was done and we had an idea what we want to do, it was time to fill quite a lot of pre-production paper work .

These are:

  1. Production hazard assessment
  2. Cinematography pre-production checklist
  3. Drawing of scenes that we want to use
  4. Camera shot list
  5. Location footage pad
  6. Edit list

This took us very long time to do it. But when it was all done, we started to film scenes but because the studio wasn’t free on our lesson, we couldn’t finish off our filming. We will have to do it next lesson. Meanwhile, we started to edit footage that we had.

Screenshot of our editing

We really enjoy it so far and can’t wait to see our final version of it 🙂

Year 1 – BA (Hons) Web Design – User Centered Design 1: Module Description

Module Description

The module investigates the importance of adopting a user-centred approach to planning and designing interactive online products. It explores the notion of the identification of, and designing for, specific user needs.

Extensive analysis and critique will be undertaken in order to establish the appropriateness of interface, design and content for particular groups of users, and findings will be put into practice though a number of formative design and development exercises using prototyping tools in the first instance and moving towards more complex production work over the period of the module through the creation of a well-balanced online presence that is suitable and valuable for a particular user group.

Syllabus

The module will enable the student to develop appropriate scope and depth of subject matter, which will form the basis for more sophisticated modules and briefs at Levels 5 and 6.

The module aims to enable students to:

 

•Introduce and develop research and evaluative skills

•Establish categorisation of content in different contexts and for different

audiences.

•Explore user centric approaches for communication design

•Investigate User Experience Design imperatives

•Develop prototyping and production skills for online interactive products

•Engage in content design and development

Teaching & Learning Methods

This module will draw on a wide range of learning and teaching methods including lectures, seminars, discussions, presentations, resource based learning, 1:1 and group tutorials.

The specific methods to be used in each instance of delivery will be determined at an annual planning event, and the outcomes recorded on a standard chart to be included in relevant route / award documentation.

Assessment

The learning outcomes will be assessed through:

A range of assessment methods is used within the module. Both the task, required evidence and the assessment criteria will be clearly explained to students within a module outline and/or assignment brief.

Assessment will be by portfolio (100%) including research journal/blog final piece finished piece(s).

The term Portfolio in the context above of assessment can be defined as all available evidence to be assessed.

Year 1 – BA (Hons) Web Design – Creative Futures WD 1: Module Description

Module Description

This module develops a contextual and practical understanding of a subject area. It introduces students to a range of appropriate processes, media, materials, practices, and/or techniques, allowing the acquisition and application of subject relevant skills and knowledge including:

Blogging (reflective practice); Research; Photography and Digital Imaging, Graphic Design Principles; Moving Image Design and Pre/Post production; Sound Design and Pre/Post production.

These skills will be developed in the context of Web Design and will provide a foundation for advanced skills development in subsequent Creative Futures modules.

Syllabus

Through a range of project(s) the students will engage with, explore and apply processes, media, materials, practices, and/or techniques within their particular discipline, and use them to communicate their ideas.  The module aims to:

•Introduce students to fundamental techniques including visual communication principles, photography and digital imaging, moving Image and sound design and pre/post production.

•Provide students with skills to use visual communication methods effectively and successfully

•Provide a foundation for advanced learning in the above areas

Teaching & Learning Methods

This module will draw on a wide range of learning and teaching methods including lectures, seminars, discussions, presentations, resource based learning, 1:1 and group tutorials.

The specific methods to be used in each instance of delivery will be determined at an annual planning event, and the outcomes recorded on a standard chart to be included in relevant route / award documentation.

Assessment

The learning outcomes will be assessed through:

A range of assessment methods is used within the module. Both the task, required evidence and the assessment criteria will be clearly explained to students within a module outline and/or assignment brief.

Assessment will be by portfolio (100%) including reflective journal/blog and a final finished piece(s).

The term Portfolio in the context above of assessment can be defined as all available evidence to be assessed.

Year 1 – BA (Hons) Web Design – Interactive & Interface Design 1: Module Description

Module Description

The module examines the fundamental principles of online design and development. User interface design principles, information structures and architecture, interaction design and development will be explored, and will be put into practice though a number of formative design and development exercises. Case study exemplars of good practice will inform the student’s own research, production and presentation of creative solutions.

Syllabus

The module will enable the student to develop appropriate scope and depth of subject matter, which will form the basis for more sophisticated modules and briefs at Levels 5 and 6.

The module aims to enable students to:

 

•Establish basics of interface design and layout for screen

•Explore the principles of good practice in web design

•Develop effective interactive online communication principles

•Enable the production of an online presence

•Develop technical abilities in data management, web design and development

•Introduce authoring languages

•Introduce dynamic content development

Teaching & Learning Methods

This module will draw on a wide range of learning and teaching methods including lectures, seminars, discussions, presentations, resource based learning, 1:1 and group tutorials.

The specific methods to be used in each instance of delivery will be determined at an annual planning event, and the outcomes recorded on a standard chart to be included in relevant route / award documentation.

Assessment

The learning outcomes will be assessed through:

A range of assessment methods is used within the module. Both the task, required evidence and the assessment criteria will be clearly explained to students within a module outline and/or assignment brief.

Assessment will be by portfolio (100%) including research journal/blog and final piece finished piece(s).

The term Portfolio in the context above of assessment can be defined as all available evidence to be assessed.

Year 1 – BA (Hons) Web Design C.A.T.S 1: Module Description

Module Description

During this module students are introduced to the history, theory and contextualisation of their disciplines. The Level 4 programme modules establish the interactions between practice, theory and professional context essential to creative and academic development.

 

Syllabus

•To introduce key issues, concepts and vocabulary appropriate to specialist disciplines

•To develop the ability to deconstruct and analyse cultural products and processes; their meanings, production and reception

•To introduce historical and theoretical perspectives

•To develop research, study and communication skills relevant to a range of written and spoken outcomes

 

Teaching & Learning Methods

This module will draw on a wide range of learning and teaching methods including lectures, seminars, discussions, presentations, resource based learning, 1:1 and group tutorials.

The specific methods to be used in each instance of delivery will be determined at an annual planning event, and the outcomes recorded on a standard chart to be included in relevant route / award documentation.

 

Assessment

The learning outcomes will be assessed through:

A range of assessment methods is used within the module. The tasks, required evidence and assessment criteria will be clearly explained to students within a module outline and/or assignment brief.

Assessment items will include:

Essay – 30%

Verbal/visual presentation – 20%

Coursework – 50%

Coursework will reflect discipline specific requirements but may include:

Analysis and critical perspectives tasks

Case study- text based seminar or task

Supporting file containing notes, research, drafts, planning, reflection and evaluation, independent study

Assessment will be staged to provide both formative and summative feedback to students. Formative feedback is on-going through the tutorial and seminar process and may include peer feedback. There will be written feedback on summative assessment. Please see Assessment section of programme specification for further information.

3rd lesson – Editing into music

On our 3rd lesson, we edited clips and music into short videos. Our task was to cut footage that the teacher gave us on memory stick and create two short videos.

First one was slow with slow music, using key frames and learning how to fade away clips so they continue smooth with another clip. Second video was fast with cheery music, clips changed quite fast into the beats.

Even thought I have been working with Adobe Premier CS4 before, I learnt new way how to work with key frames and how to fade away clips. I really enjoyed it and I thought it was great 🙂
Here are two videos that I was editing on lesson 🙂 enjoy…

Short video into slow music

Short video into cheery music