Font design

Author: Zhao Xigang (Compiler)
Publisher:
Publish Date: 2006-12-01
Features: The curriculum of the Decorative Design Department mainly consists of four parts: the first part is the (basic design courses in the first year of enrollment), including sketching, color, pattern, and composition courses; the second part is the (basic design courses before entering professional design in the second year), including visual expression, spatial expression, color design, traditional and modern art courses, etc.; the third part is the (professional design courses for the third and fourth years), including advertising design, illustration design, packaging design, and book design, etc. This part of the courses is basically still practice-oriented with theory as a supplement, requiring hands-on operation; the fourth part is the theory courses (theory courses taught primarily through lectures), including visual communication, introduction to graphic design, introduction to advertising, etc. After students enter their fourth year, they can choose from four development directions: advertising design, book design, packaging design, and illustration design, etc. The division of directions is mainly due to considerations of the current social job market status. In fact, although graphic design has a broad scope, there are still many similarities or commonalities between different specializations in terms of design concepts, expression processes, and final results. This set of textbooks is designed for the professional design courses of third-year students in the Decorative Design Department. It aims to help students gain general knowledge and basic principles of graphic design through these courses, make further choices based on their interests, accumulate more personalized work experience, and find more distinctive expression methods. In recent years, due to the rapid development of art education, higher requirements have been placed on teaching in this field, and discussions on teaching philosophy, school-running policies, training objectives, and teaching methods have been ongoing. Since this semester, a new teaching structure, after extensive research and deliberation, has been finalized. After re-planning and arranging the four-year curriculum, the purpose, requirements, and teaching methods of each course are currently being formulated in a tense manner. At the same time, the teachers who participated in compiling this set of textbooks are also practitioners of these courses, and their research findings will be reflected in the textbooks. We believe that these new thoughts and perspectives will certainly inspire and help students.