bridge III – Signification + Relation; source materials and taxonomy related to an issue

Parsons the New School for Design – Integrative Studio 2

Bridge 3 – Taxonomy


To re-enter visual research and collection of relevant imagery and materials specific to your content related to your focus. With the collected data found in museums, galleries, brick and mortar stores, etc., you will re-enter the analogue world (not the digital) of visual research seeking out content relevant to your issue.

  • Research a location, visit and visually (drawing and photography) collect symbolic visual imagery relevant to your topic.
  • Create a grid of 36 4 x 4 inch “symbolic visual resource imagery”, half of them drawn, half of them photographed, with a carefully arranged layout in InDesign.
  • Use composition, color, style and sequence to guide the interpretation of the images.
  • Learn basic photo editing tools, scanning, the importance of dpi, how to print on the plotter.
  • Integrate photos, drawings, collages or other 2D media, into an InDesign Document and print at the correct scale in the computer lab.



-sketchbook and pencils/preferred drawing/painting tools


DUE MONDAY, 12 March

  1. This week, 5 March, research and visit a location that will allow you to gain a more in depth analysis of your content (locations discussed/explored in Monday’s, 5 March  class, see the museums and galleries resources post here).
  2. Collect 18 photographs and 18 drawings (scanned) of symbols, metaphors, visual references that relate to your topic 
  3. These images (photographs and drawings) must be sized at 300 dpi in Photoshop and formatted as squares (demo’d in studio, and camera settings discussed in studio). Come to class with these on a hard drive, google drive, or cloud storage
  4. Two possible plans for how you want to lay out your images drawn in your sketchbook. Decide how you will organize the photos and the drawings. Consider composition…is it based on every other image being a drawing, a gradual shift between content, as a grid organized by color or value, as a narrative? How can the layout affect how the audience understands or reads your pictures?

 On Monday, 12 March, bring the following….

Materials: Photos and drawings (scanned or photographed) uploaded  on a hard drive or cloud storage drive, sketchbook/journal for notes on InDesign, sketchbook with layout ideas.

-Laptop with Adobe Suite installed (most recent version for following demos) make sure you have Photoshop, InDesign and Adobe Bridge (part of the Adobe Suite offered for free from Parsons)

  1. Today, 12 March, we will put your images in an InDesign  layout and you can print them for our next meeting.
  2. Proofing work, color management and how to organize your images. Choosing a layout from your options explored in your sketchbook

No school, SPRING BREAK, 19 March – 23 March

DUE: 26 March

36 images arranged in a grid and printed on the plotter, trimmed with a 1.75 inch boundary around the entire piece as set in InDesign.


Learning Outcomes:

At an introductory level, explore visual representations of abstract ideas (using 2-D, 3-D and/or 4-D media). Employ visual and perceptual thinking as a problem-solving tool across multiple art and design applications. (Studio)

Demonstrate an ability to utilize online tools individually and collaboratively in order to collect, organize and communicate research. (Studio and Seminar)

Demonstrate an introductory capacity to collect, analyze, interpret and synthesize information through multiple research methods; discussion, writing, and making processes; and in studio and seminar outcomes. (Studio and Seminar)

Demonstrate reflection on creative skills learned, choices made, and connections fostered, through the ongoing documentation and archiving of assignments in the learning portfolio. Students will use the portfolio to demonstrate an engagement with the idea of making as a form of thinking.(Studio and Seminar)

Engage with art and design as a generator, embodiment and transmitter of cultural ideas. Demonstrate an understanding of value systems as social constructs.

Demonstrate an introductory ability to develop a research question or problem from a hunch or interest through contextual research and iterative research process. (Studio)

Demonstrate an introductory capacity to use studio-based making and interactions to investigate, test, and hone a research question / problem using a range of methods. (Studio)

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