GRC @ Truckee Meadows Community College
Visual communications has fallen under many different names over the years, including commercial art, graphic design, advertising design, publication design, graphic arts, and multimedia. The TMCC Graphic Communications (GRC) program offers classes that lead to an Associates degree or a Certificate of Achievement.
Instruction includes the use of industry standard graphics software, and GRC computer labs are equipped with the latest Apple Mac Pro and iMac Intel-based computers with support scanners, black and white and color printers, a sound booth for creating and capturing audio, and a complete prepress/print shop facility.
The bottom line is, if you want to learn how to create, produce and reproduce visual graphics that communicate to an audience, then graphic communications is for you. The GRC program teaches the theories and applications necessary to get a job in this exciting field.
about
Visual communications has fallen under many different names over the years, including commercial art, graphic design, advertising design, publication design, graphic arts, and multimedia. The TMCC Graphic Communications (GRC) program offers classes that lead to an Associates degree or a Certificate of Achievement.
Instruction includes the use of industry standard graphics software, and GRC computer labs are equipped with the latest Apple Mac Pro and iMac Intel-based computers with support scanners, black and white and color printers, a sound booth for creating and capturing audio, and a complete prepress/print shop facility.
Image
Designers develop images to represent the ideas their clients want to communicate. Images can be incredibly powerful and compelling tools of communication, conveying not only information but also moods and emotions. People respond to images instinctively based on their personalities, associations, and previous experience. For example, you know that a chili pepper is hot, and this knowledge in combination with the image creates a visual pun. In the case of image-based design, the images must carry the entire message; there are few if any words to help. These images may be photographic, painted, drawn, or graphically rendered in many different ways. Image-based design is employed when the designer determines that, in a particular case, a picture is indeed worth a thousand words.
Type
In some cases, designers rely on words to convey a message, but they use words differently from the ways writers do. To designers, what the words look like is as important as their meaning. The visual forms, whether typography (communication designed by means of the printed word) or handmade lettering, perform many communication functions. They can arrest your attention on a poster, identify the product name on a package or a truck, and present running text as the typography in a book does. Designers are experts at presenting information in a visual form in print or on film, packaging, or signs.
When you look at an “ordinary” printed page of running text, what is involved in designing such a seemingly simple page? Think about what you would do if you were asked to redesign the page. Would you change the typeface or type size? Would you divide the text into two narrower columns? What about the margins and the spacing between the paragraphs and lines? Would you indent the paragraphs or begin them with decorative lettering? What other kinds of treatment might you give the page number? Would you change the boldface terms, perhaps using italic or underlining? What other changes might you consider, and how would they affect the way the reader reacts to the content? Designers evaluate the message and the audience for type-based design in order to make these kinds of decisions.
Image + Type
Designers often combine images and typography to communicate a client's message to an audience. They explore the creative possibilities presented by words (typography) and images (photography, illustration, and fine art). It is up to the designer not only to find or create appropriate letterforms and images but also to establish the best balance between them. Designers are the link between the client and the audience. On the one hand, a client is often too close to the message to understand various ways in which it can be presented. The audience, on the other hand, is often too broad to have any direct impact on how a communication is presented. What's more, it is usually difficult to make the audience a part of the creative process. Unlike client and audience, graphic designers learn how to construct a message and how to present it successfully. They work with the client to understand the content and the purpose of the message. They often collaborate with market researchers and other specialists to understand the nature of the audience. Once a design concept is chosen, the designers work with illustrators and photographers as well as with typesetters and printers or other production specialists to create the final design product.
Symbolism
Symbols and logos are special, highly condensed information forms or identifiers. Symbols are abstract representation of a particular idea or identity. The CBS “eye” and the active “television” are symbolic forms, which we learn to recognize as representing a particular concept or company. Logotypes are corporate identifications based on a special typographical word treatment. Some identifiers are hybrid, or combinations of symbol and logotype. In order to create these identifiers, the designer must have a clear vision of the corporation or idea to be represented and of the audience to which the message is directed.
classes
Course Offerings
GRC classes are offered during day and evening timeframes. There are two levels of foundation (introductory) classes that all GRC majors must take before moving on to higher-level classes. GRC 107, GRC 109 and GRC 110 are first level. Challenge by portfolio/challenge exam for these classes is available, and students with equivalent experience may skip these classes with department approval. Second level classes are GRC 118, GRC 119 and GRC 122, which focus on merging creative skills with the various software required in print, digital and letterform media. All six foundation courses are offered fall and spring semesters, and sometimes during the summer session.
Not all intermediate/advanced classes are offered every semester, please check the schedule of classes or contact the department for sequencing of courses. While manual skills are important in graphic communications, most classes focus on electronic skills using Apple computers and Adobe InDesign, Illustrator, Photoshop, Acrobat, Dreamweaver, Flash, Premiere, Soundbooth, After Effects and Lightwave 3D software.
GRC 107 | Design Fundamentals
Foundation course in the application and appreciation of the basic principles and elements of design, including form, shape, value and spatial relationships. Emphasis will be placed on developing creative skills and working with the design process. Challenge by portfolio is available.
GRC 109 | Color and Design
Color theories, color technologies and the applications of color in art and design. Intermediate, two-dimensional design problems focusing on the compositional, optical and psychological aspects of visual communication.
GRC 110 | Rendering and Illustration
Foundation course for developing basic skills and techniquesd in visualizing and rendering images in 2D and 3D presentations. Projects foucs on manual techniques and their applications in print and digital media. Chalenge by portfolio is available.
degree
Degrees & Certificates
In a recent survey of industry representatives, 60 percent said that an associate's degree related to graphic communications was the level of training they were looking for when hiring for entry-level positions.
TMCC's GRC program offer an Associate's degree and Certificates of Achievement that give training in those areas that employers want. Check out the links below to view degree and certificate requirements or check out our program flow.
Competency Based
Advantages
A competency-based program ensures you, as a learner, are the most important part of instruction. In performance-based instruction, we carefully identify what you need to be able to do as a result of an instructional experience. Next, we determine how you can show that you have learned these skills. Finally, we plan learning activities that will help you develop the skills.
What
Core Ability:
What you will learn is based on the skills you will need rather than on outlines of information.
A broad capability that you will develop throughout a course or program rather than in one specific lesson. Core abilities include skills that everyone needs to succeed, such as problem solving, communication, employability and lifelong learning.
You can plan how to invest your time and energy. To help you do that, we tell you right up front what you will learn, how we expect you to show when you have learned, and how you may go about learning.
Competency:
A major skill, knowledge, or attitude that you will learn as a result of a given learning experience. A competency is specific to a discipline (such as history, math or language) or to an occupational area (such as nursing, accounting or engineering).
You know the standards for evaluation before the performance test. You earn a grade according to how well you perform the skills rather than according to how well others in the class perform. You are not graded on a curve.
Learning Objective:
You are actively involved in the learning. We design learning activities and assignments that teach you to solve problems and to learn on your own.
A supporting skill, knowledge or attitude that you will learn as a step toward mastery of a specific competency. Each competency has two or more learning objectives.
When you complete a learning experience, you have documentation showing the skills you have learned. You can use this information when you seek employment, admission to further education, advanced standing or transfer of credit.
When
How
Performance Standards:
Observable and measurable specifications by which your performance will be evaluated, and a description of the situation under which your performance will be assessed.
Performance Standards:
Performance Asessment:
A statement that tells you what you must do to show mastery of one or more competencies, including instructions for completing assignments, performance assessment tasks or tests.
A statement that describes what you can do to help yourself master specific learning objectives and competencies. You may think of them as assignments.
In an effort to measure student's growth, each student will complete a pre–class and post-class test and complete a portfolio of his or her work that will include a resume and selected drawings by the student. The student must achieve a score of 70 percent or higher on the post-class test.
Instructors
Dan
Daniel Bouweraerts
Born and raised in southern California, mostly in Santa Monica, before the BMW's invaded.
Graduated Santa Monica High (Go Vikings!), Santa Monica College, Cal Poly San Luis Obispo, and Univeristy of Nevada, Reno.
Started teaching part-time at Santa Monica College in 1984, Dan moved to reno in 1987, and has the two most amazing daughters... one is up in Seattle cooking at a five-star restaurant, and another is attending Alaska Pacific University in Anchorage in outdoor leadership.
He has worked in the graphics industry for 25 years, and taucht at the community college level for 23 and loves what he does. There's nothing better for me than standing in the classroom teaching, and there's nobetter place to do that than TMCC.
In his spare time he does a lot of walkking and hiding, he's also getting back into phtography and written his first book, Introduction to Computer Graphics. Dan is also blessed with a wonderful wife who also has two daughters.
Brian Wells
Wells earned a Bachelor of Science degree from Portland State University, attended the prestigious California Institute of the Arts (CalArts) where he studied Character Animation, and earned an MFA from UCLA's School of Theater, Film and Television. Brian has taught for 15 years in higher education and is currently a Professor of Graphic Communications at Truckee Meadows Community College in Reno, Nevada.
Brian's professional Hollywood animation experience includes Character Layout Artist (key pose animator) on “The Simpsons”, and Assistant Director and Timing Director on award winning national TV ads working at the Ren and Stimpy creator's studio "Spumco". Brian has also contributed to award winning children’s educational interactive media, among many other works for which he received screen credit.
Brian
Ron
Ron Marston
Ron has some experience exporting licorice in Nigeria. He has garnered an industry award while creating marketing channels for basketballs on the black market and spent 2001-2007 licensing jump ropes in Prescott, AZ. In 2009 he imported walnuts in the government sector.
Ron is also gifted in lecturing about Elvis Presley in New York, NY and Spent 2002-2009 getting to know Yugos in Jacksonville, FL. He also enjoys flying old dinosaurs and is a greetings nazi. Being a photoshop fighter ace he tears up at even the slightest thought of someone harming pixels.
Gallery
A collection of...
Student work is the pride and joy of the TMCC GRC program. We love to show what our students are capable of.