Graphic Design (BA)

graphic design (B1)

Teacher: Harrisson, Sabine Voglaire

The orientation invites us to establish connections with discoveries and knowledge in the process of being acquired, both theoretical and visual. But also to introduce new research parameters linked to the orientation towards experimental and critical practice. Different processes are put in place within the dynamics of the course to develop a particular intention in each project. As you go along, you'll discover the ways in which you operate, and the means you need to move forward and develop a project while affirming a decision. Experimentation with tools and media is an integral part of project development. They are not seen as technical tools, but as motors that can accompany or engage a thought process. Classes are enhanced by graphic and cross-disciplinary references, whether or not related to the projects, in a spirit of sharing and discovery.

In the first four months of the first year, the Digital Design, Graphic Design → Graphic Design and Typography → Typographic Design orientations are organized into several modules common to all three orientations. In the second term, students take a module specific to their chosen direction. At the same time, the other modules common to all are continued.

main course objectives (B1)

- Think and work with graphic design, not only as a way of transmitting forms, but also as a subject to think about and a way of thinking.

- To see this practice as an exceptionally broad and generous playground

- Discover and practice processes of deconstruction and construction within this framework

- Activate new resources by manipulating still and moving images, typography, signs, sound, graphic objects, etc.

- Develop the notion of point of view and appropriation by revealing interests and concerns

Modules oriented Graphic Design (BA)

°Modular drawing

°NO-LOGO

graphic design (B2)

Teacher : Isabelle Jossa

https://www.instagram.com/erg_graphisme_bac2_3/

In Bachelor 2, the main aim of the workshop is to encourage students to engage in reflection and develop a point of view through experimentation. Using analog and/or digital tools, the work proposals enable students to continue learning the fundamentals of graphic design: making and appropriating images and signs, working with color and form, composition, the text/image relationship, editorial work, space-related research, the development of singular forms of writing, collaborative projects and more. What's more, these proposals directly or indirectly raise the question of what it means to be a graphic designer today. For while we sometimes work on a concrete request (a poster, a publication, participation in a competition), we need to ask ourselves how this request leads to a proposal in which the standard supports and contents constitute a space for questioning and research rather than a simple communication medium.

graphic design (B3)

Teacher : Giovanni Guarini

https://www.instagram.com/erg_graphisme_bac2_3/

In Bachelor 3, the practice of graphic design will take a critical look at both tools and support (medium) and the way in which our society is viewed (content). Graphic design as a practice linked to the development of social, cultural, ecological, economic, scientific or political themes. As actors rather than authors, graphic designers play an active, collaborative role in the world in which they evolve. Reacting to what touches us, revolts us, enthuses us, moves us, and taking a singular look, whether humorous, ironic, poetic, utopian, cynical, realistic or provocative. Students will be expected to produce relevant, concrete and autonomous graphic work, i.e. "editable" in the broadest sense of the term, whether it's a book, an image, a text to be displayed or a graphic object to be installed... But also to engage fully in a generous practice where the notions of pleasure and passion are present.