A selection of student work from Graphis' new talent design annual 2002

Graphis, Sep/Oct 2002

The student work featured in these pages is a selection of some of the best work published in Graphic New Talent Design Annual 2002. The following examples focus on advertising, but the book includes imaginative and fresh takes on corporate identity, illustration, photography, packaging and product design. We've asked the instructors of the selected student works, teaching at some of the top advertising schools in the U.S., to share with us, their insight on the project assignment, their teaching methods and their students' response.

Questions to Acting Chair & Dean of the division of visual communications, Richard Ascenbrand, and Advertising department coordinator, James Wise at the Columbus College of Art, Ohio; (Absolut ad, pg. 132).

What was the brief?

The Spot campaign, designed by Kelly Grupzinkski and her group, was developed in response to the following brief, Design an extension to an existing, notable campaign. Imagine the future of a campaign that already has an established, strong visual identity." The Absolut campaign naturally tended itself to the assignment.

How did your students respond to the brief The students reacted with focus and enthusiasm. In this instance, choosing a pet was a smart, strategic decision-- based on the fact that people easily respond to one.

What is your teaching method?

At Columbus, the projects are usually developed in groups of 3 or 4. The students are encouraged to think conceptually. One of the strengths and traditions of the school is to encourage trans-disciplinary projects. "An Illustrator major has to take an ad class," explains Jim Wiese.

Questions to instructor Vinny Tulley at SVA, (Karate ad, pg. 133)

What was the brief?

What makes Tiger Shulman different from other karate schools? What's the angle? One thing Tiger Shulman offers are beginner classes. They teach little kids. Is there a market for people who are intimidated by karate schools... where you don't have to be in top shape or Bruce Lee to attend?

Is the choice of the brief based on the type of product or on an actual brand?

The product.

What is your teaching method?

Keep pushing. Don't settle for good. Do something fresh. Think visually all the time. Do a visual that you will remember. The idea has to come first. I teach a lot of students one on one, because I don't want everyone to have the same ads in their portfolio when they graduate. Most students who have me their senior year also had me in their second year. I'm pretty tough. I'd rather have them learn that while they're still in school.

What were the other solutions brought by other students?

In my second year class, not a portfolio class, one student presented a scientific drawing of the human head and all the different pressure points and arteries. The copy read, "One finger can start a fight, one finger can end a fight. Tiger Shulman Karate." In another student's ad, there were two boards side by side, one chopped in half. The unbroken board had a stain on it and underneath was the copy, "Mace." Below the other board, broken in half, was "Tiger Shulman Karate."

Questions to instructor Sal DeVito at SVA; (Hummer ad, pg.134)

What was the brief

I don't usually give a brief. What I do in every class is tell the students to look for an advantage in a product. For example, in the Hummer they should instinctively recognize that it is rugged and strong, with a lot less luxury-a real man's kind of vehicle.

Is the choice of the brief based on the type of product or on an actual brand?

The actual brand.

What is your teaching method?

Fear. I try to show the students that you have to sell a product and communicate an advantage. It's less about being funny. It is about communicating, persuading and thinking intelligently with impact.

What were the other solutions brought by other students?

In another ad, one student illustrated a Jeep crossing a river-on top of a Hummer. The Hummer was very low, but if it had been a little higher and more visible, it might have worked, but as such it looked like a Jeep ad.

Questions to instructor Jeffrey Metzner at School of Visual Arts; (Leatherman ad, pg. 135)

What was the brief?

To give products that have a difference a unique difference to them. To discover the inherent strategy within the product and convey that in an entertaining way.

Is the choice of the brief based on the type of product or on an actual brand?

It's based on selling an actual product. We're always looking for a visual device to sell the product. It's about branding.

What is your teaching method?

With most of my students, there are elements of fear that go along with every assignment. My method is to get them past that so they can do something unique, exploratory, experimental-to push them to go further. There is always an uncertainty.

What were the other solutions brought by other students?

One student used the actual tool, bought Ken clothes and dressed the opened tool into a little "Leather Man," using the character in an ad. In another campaign, one student invented a sock character. She put the character in various silent movie scenarios: in jail or tied to railroad tracks with a train approaching and copy that said something like, "Too bad he didn't have his leatherman," while showing the tool that would have allowed the character to escape.