rhetoric // april 15 class / by tyler galloway

at this point in your process, you should have a focused message you want to communicate to your audience. we are assuming they know about the topic and are willing to listen to what you have to say. how does your visual/verbal statement and supporting fact give them critical new information that might help them start to have an opinion on the topic?

beyond a single message and a sense of who your audience is, you should have 2–3 visual directions you are pursuing. you should be looking at both compositional variations and media you are utilizing [digital, analog, photography, illustration, collage, model-building, etc].

in class
review poster iterations as a group. have 11 x 17 prints ready, color preferred if you have that in process. discuss revisions as needed. 

discuss context of poster – where will your poster live? where can something this large live that will allow it to do its job properly? what kinds of areas does your audience frequent where this communication can intervene in their lives at the right place and time?

new work for next class
read: the first three sections of “propaganda” – introduction, common techniques, and logical fallacies

read:cultural catalysts, cultural agency” by max bruinsma

blog: write your specific goal for your audience and context in this project. consider the questions from class today [written above in the context area] and give additional details about the type of person you are trying to communicate to. what is their relationship to the issue? why do they already care or not care about your topic? are they closely associated to your topic or is it more distant for them?

make: black and white print or tile of your poster at actual size – 24” x 36”, along with color versions scaled to fit on 8.5 x 11 paper. have mounted to the wall for next class.