UCLA DESIGN MEDIA ARTS 159C: Senior Projects Visual Communication + Image _ SPRING 2017


Senior Projects provides a capstone experience for the major, culminating in the Senior Show in June. You will work closely with the faculty to focus on a project defined by the your individual skills and professional interests. Each project will employ a process of research, conceptual development, prototype development, refinement, and production. You will also engage in critical analyses by reviewing and critiquing othersʼ works.

The 159C Senior Projects class focuses on Visual communication, editorial design, photography, typography, branding, and narrative environments. Focus on creating final project that can be showcased at Senior Show. Senior Projects is the only course offered that is directed by each studentʼs individual goals, interests and skills.

Works in all mediums are considered. You are encouraged to work with media that allow you to hone in on your conceptual and visual sensibilities, and with which you already have proficiency.


60% Final Project

20% Participation (active engagement throughout the course)

10% Process documentation

10% Video documentation

Project feedback will be qualitative through discussion during the quarter and numeric scores will assigned for all work at the end of the quarter.


Punctuality, focus, articulation of concepts, and contribution to class discussions are all part of class participation.

Classes start at 9:00 AM. If you are 15 minutes late, you will receive a tardy. 3 tardies will turn into 1 absence. Every unexcused (before the class time) absence equals 1 full grade down (A to B), 3 unexcused absences result in a failing grade.

If there is an emergency and you will be late or absent from the class, please email me.

As a part of the course, you are required to attend the following:

1: ”What’s Next? Conversations with DMA Alumni” on April 20th from 5-7pm.

2: Yoshua Okón lecture on April 27, 6–8 pm. EDA.


We understand the classroom as a space for practicing freedom; where one may challenge psychic, social, and cultural borders and create meaningful artistic expressions. To do so we must acknowledge and embrace the different identities and backgrounds we inhabit. This means that we will use preferred pronouns, respect self-identifications, and be mindful of special needs. Disagreement is encouraged and supported, however our differences affect our conceptualization and experience of reality, and it is extremely important to remember that certain gender, race, sex, and class identities are more privileged while others are undermined and marginalized. Consequently, this makes some people feel more protected or vulnerable during debates and discussions. A collaborative effort between the students, TA, and instructor is needed to create a supportive learning environment. While everyone should feel free to experiment creatively and conceptually, if a class member points out that something you have said or shared with the group is offensive, avoid being defensive; instead approach the discussion as a valuable opportunity for us to grow and learn from one another. Alternatively if you feel that something said in discussion or included in a piece of work is harmful, you are encouraged to speak with the instructor or TA.