Diseño gráfico
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Recursos didácticos digitales asociados a la colección 'Diseño gráfico' del área 'Arquitectura y Diseño'.
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- ÍtemDivina proporción del rostro(Universidad Autónoma de Baja California, Facultad de Arquitectura y Diseño, 2025-11) Negrete Carrillo, Karen PamelaThe student applies the Fibonacci sequence and understands how it works. This activity complements the subjects of Creativity and Innovation and Design Project Development. It is part of Unit 2: Basic Principles of Composition (Scale and Proportions). The document was created in Word.
- ÍtemPortafolio profesional(Universidad Autónoma de Baja California, Facultad de Arquitectura y Diseño, 2025-11) Díaz Fernández, Néstor AlonsoDigital presentation designed to introduce the concept of the Professional Portfolio within the field of graphic design. Its purpose is to serve as a visual aid during in-person class sessions, helping students understand the types, functions, and key features of a portfolio in professional design practice. The primary objective is for students to recognize the portfolio as a vital tool for professional presentation and identity development. Created using Keynote, the presentation integrates principles of visual design, typographic hierarchy, composition, animation, and graphic resources. Its added value lies in the use of a cohesive visual language that aligns with design principles, fostering a clear, engaging, and professionally relevant learning experience.
- ÍtemCódigos visuales en el diseño gráfico(Universidad Autónoma de Baja California, Facultad de Arquitectura y Diseño, 2025-11) Torres Román, Beatriz Adriana; Roa Ledesma, José Rubén; Arredondo Montoya, Karla; Gracia Cabrera, Alicia ConcepciónThis audiovisual learning material offers benefits by facilitating the understanding and analysis of visual codes present in graphic design. The objective is to provide students with the necessary theoretical and practical tools to identify, analyze, and apply the various visual codes used in graphic design, with an emphasis on color symbolism, gestural and body language, the physical types of models, cultural stereotypes, the distribution of objects in space, and the creation of visual environments. It was created using Keynote and the video was recorded in Google Slides. The material provides examples to strengthen students' critical and creative abilities in constructing effective and culturally relevant visual messages, promoting practical and multisensory learning and encouraging the conscious and effective application of these concepts.
- ÍtemMensaje icónico no codificado. Mensaje icónico codificado. El análisis pragmático(Universidad Autónoma de Baja California, Facultad de Arquitectura y Diseño, 2025-11) Torres Román, Beatriz Adriana; Roa Ledesma, José Rubén; Arredondo Montoya, Karla; Gracia Cabrera, Alicia ConcepciónThis audiovisual learning material allows students to understand in depth how meanings are constructed and communicated in advertising visual messages. By differentiating between denotation and connotation, and applying pragmatic discourse analysis, students strengthen their critical thinking skills regarding media, develop a more conscious reading of advertising, and acquire the ability to create more strategic, coherent, and persuasive visual messages. The objective is to develop students' ability to recognize, interpret, and analyze the different levels of the visual message in advertising, distinguishing between the uncoded iconic message (denotation) and the coded iconic message (connotation). It was created using Keynote, and the video was recorded in Google Slides. The material provides examples for applying tools of pragmatic discourse analysis to advertising, in order to understand how meanings and persuasive strategies are constructed in visual messages.