+ main_index_community programming_panel

+ COMMUNICATIONS DEVELOPER AND MULTIMEDIA ILLUSTRATOR [ + SEE PAGE_2 ]

CORPORATE. NONPROFIT. HISTORY - AND ARTS EDUCATION IN GRAPHIC DESIGN:

[ + COMMUNITY_PROGRAMMING: USING GRAPHIC DESIGN AND MULTIMEDIA COMMUNICATION/ ]

Community Programming presents information design planning; a source of communications formaluted by people, there needs and design. An overview of progress through the endurance of vision and a campaign of longevity and public connection. Taking the interest of the public and transforming concepts, opinions, culture, events, research, and history into a useful directive of communications of art that motions. Making a pathway of outspoken# influences in art, technology, and public expansion. Community_Programming creates an existance in your cohesive expresssion whether it be conservative to diplomacy or a newvpop-trend culture to serve a younger crowd. The plan is designed and infrastructured for new communities, programming,
and exploration. Making vision and outreach. A communications that pilots the pathway
to develop foundations and create new innovation.

+ main_menu_information/

...

+ main_menu_information/

[ + MAIN FEATURES ]

This is the main menu guiding you throughout the entire web portal and pages.

[ + HOME -- ]
[ + PAGE_2 -- ]
[ + PAGE_3: MEDIA -- ]
[ + WRITING_SAMPLE -- ]
[ + DSI_ILLUSTRATION -- ]
[ + UPDATED_RESUME 2019 -- ]
[ + EMAIL -- ]

This menu can be found on all my portals./
A sourced mapping system that discovers story and exploration.
[ + journalistic ]

[ + duanesmith1@gmail.com — 518.698.8060 ]

[ + field-drafting ]

saturday_itinerary/

NonProfit History in Arts Education and Graphic Design:
Summer of: 2001 | Pratt Institute: New York
Pratt Institute Institute: New York
+ Design Instructor: by Contract/ Seasonal
Taught children, ages 8-12 the elements
of design in a four-week program at the
Beginning With Children School in Queens, New York

Saturdays:
2005-2001 Rush Philanthropic | Phat Farm, New York
+ 3D Designer Instructor: by contract/ seasonal
Teaching children, ages 8-12, in a five week Saturday
morning Visual Arts Mentorship program introducing
3D design through a series of projects investigating
various concepts.
2004-2009 Groundswell Community Mural Project: Brooklyn, New York:
2006-2010 Weeksville Heritage Center: { Museum } Brooklyn, New York:

*See more below - (wwi and wwii perspective below to download).

+ dsmith_thesis-wwii-sec_writing-sample_menu/

terraine_writing

[ + _THE JX CIVILIAN: engr./_INITIATIVE FORM TERRIAN FUNCTION:// ] ABOVE.

+ AQUATIC SURFACING./

+ adaptive - form and terrian - function:
[ AFTF ]: adaptive - form - terrian - function:
The rules as follows in AFTF: in landscaping endurance and motion;
architecture is a habit in this structured form of exploration and connection.
The design and research of building a terrian can impact perfomance,
surrounding us to pathways with confidence further curiosity in momentum./
Structure -- is what developments bending polar degrees and tidal plunges.
Its people and their culture, industry, society and innovative transformations. Encouraging more engineering, more study, work, invest and time...

_/2007/

+ writing_synposis_weeksville heritage center_panel_a-1

[ + CURRICULUM SAMPLE AND INSTRUCTION ETHICS: BIG READ: ]

TO KILL A MOCKING BIRD”: PROJECT SYNOPSIS: + ABOVE/

The following posters are based on the book “To Kill a Mocking Bird”. For Weeksville Heritage Center the
posters are for a nationwide grant that uses the book “To Kill a Mocking Bird” to encourage young people to read. Weeksville Heritage Center approach me to work with a few selected youth from the community and surrounding communities. I was asked to lead the a project of designing posters that was based on various aspects of the book. The following are two sets of posters. The first set were designed in 2007 and the second set was designed in 2008. The posters were designed to engage more people to read the book “To Kill A Mockingbird”.

POSTER ONE was designed based on the concepts of the young people. This particular poster was based on the environment of the book Maycomb County. Poster one is design based on the use of typography. We introduced the idea of using typography as a way to communicate the evironment of the community. By using color the posters also give us a sense the mood of the community. Designed based on the concepts of the young people. This particular poster was based on the environment of the book Maycomb County. Poster one is design based on the use of typography. We introduced the idea of using typography as a way to communicate the evironment of the community. By using color the posters also give us a sense the mood of the community.

POSTER TWO was designed based on the concept of justice being used within the book. Once again we focused on the use of typography to describe the use of how justice plays Storytelling guides your user or audience through the pages of information and virtual spaces usually to feed to its users editorial, literature, culture, medicine, and even sports. Adjusting the fundamentals of graphic design nurture the reader and users to coax the reader with interesting writing, strong photography and critical thinking using illustration and art. The element of storytelling is an expansion of virtual experience piloting culture and adaption.

POSTER THREE was designed based on the concept of racial in justice being communicated in the book.
This particular poster I worked with a graffiti artist who I really liked. The way he wrote (or tagged).
By combining the typographic treatment, texture and color were able to give the effect of a designed statement that communicates a 1930’s whites only directed statement. Set 2: 2008 This second set of posters was based on the same book “To Kill a Mockingbird”. I was once again approach by Weeksville Heritage Center to work with the students of Boys and Girls High School. In this 2008 project I worked with four students from the school. All juniors in the school. We worked on the project for a span of six to eight weeks which included a summary of the book, very basic design history and exercise. In 2008 I also worked along with there social studies teacher. We decided to focus on the occupations with the book; a student, a lawyer, a teacher and a farmer. Through a series of steps I was able to develop a cirruculum to guide the students to think the concept of the posters and how we wanted to communicate each chosen occupation within the book. 1 posters of 2008 where approached by the same standard within each occupation. By guiding the students we were able to produce posters that communicates the book “To Kill a Mockingbird” through our chosen occupation. The object was to have each poster stands on its own within a series to get viewers a new perspective on how to view the book. In conclusion, all three programs were very successful. I was able to guide and introduce high school students to graphic design that taught to them to use design to communicate and achieve functionality and purpose within typography and graphic images.

_roosevelt's_address/

NORMAN ROCKWELL ADDRESSES FRANKLIN D. ROOSEVELT’S SPEECH OF 1941 BASED ON THE FOUR FREEDOMS OF OUR COUNTRY.:
This speech was the substance of the State of the Union address to promote the United States to join the Allied nations in World War II. Roosevelt’s address supported the basic freedoms of our country where as every person is entitled. The Freedom of Speech, Freedom of Worship, Freedom from Want and Freedom from Fear. This is my Thesis and Captone Project from: 2005-2007: Graduate Studies Program at Fashion Institute of Technology:
*See more below

+ graduate_studies/

[ + MA PROGRAM IN ILLUSTRATION 2005-07: THESIS: AT FASHION INSTITUTE OF TECHNOLOGY: ]

+ DESIGN AND DEVELOPMENT:// - THESIS & CAPSTONE./

Norman Rockwell Addresses Franklin D. Roosevelt’s

Speech Of 1941 to Charles Dana Christy:
*See the The Four Freedoms Of Our Country:

This speech was the substance of the State of the
Union address to promote the United States to join
the Allied nations in World War II. Roosevelt’s address
supported the basic freedoms of our country where
as every person is entitled.

The Freedom of Speech, Freedom of Worship,
Freedom from Want and Freedom from Fear.
click on any image to see more.

_/2007/

WHC: Big Read Fall 2009: Cirriculum Sample

Weeksville Cirriculum: Big Read Poster Design: Fall 2009

Write curriculum/syllabus for each of your areas for 26 weeks.
(November - January). Include in the draft, you list of suggested
supplies, field trips and speakers.

**See notes based on the meeting from August 22nd 2009
_______________________________________________

*Meeting: August 26, 2008: *Due: Tuesday: August 26th: Develop 8 week cirriculum based on design for Graphic novel.
*Due: Tuesday: Sept 5h: 26 week cirriculum based on design for Graphic novel.
*(design aleast 3 graphic novel page templates).

Cirriculum outline as follows:

A. Elements of Design
B. Workshop Programs: Using Quark, Indesign, Photoshop & Illustrator.

*May have to design predesigned graphic novel pages.

C. Graphic Novel Assembly: using the research, writing and photography research that we have obtained.

1. Applying all our information into a graphic novel.
2. Analyzing the written word and the photography.
3. Layout design for a graphic novel ( Research).

*Students will be trained to designed through the concept of the material not the look.

Weeksville Cirriculum: Big Read Fall 2009: Cirriculum

Week 1: Presentation of Graphic Design in the project:

Wednesday: November 18: Reading Remix (first day of graphic design with Duane Smith)

A historical overview of poster design and how graphic designers
worked in the past. Perhaps using: PDF slide show presentation: (need a projector):
and examples. (old newspapers). Movie posters and WPA posters.

Week 2: Design Lessons

Wednesday: November 25: Reading Remix (Graphic design with Duane Smith)

Design exercises and lessons.

1) How were comics formed?
2) Study the history of how comic books were produced
3) Study the history of graphic novels.

Week 3: Historical Overview 2:

A historical overview of graphic novels. Begin a presentation with questions.

*PDF slide show presentation:

1) How were comics formed?
2) Study the history of how comic books were produced.
3) Study the history of graphic novels.
*(Try to get a comic book artist speaker for later in the program).

Week 3:

Begin exploring the elements of design: *Line, Shape, Balance, Layout, Type and Value. etc.

*Explore: through a series of exercises we will explore the elements
of design while designing elements for the graphic novel.

The elements of design will be taught through the graphic novel instruction.
Within the elements of design we will also learn the needed design programs
to assemble the graphic novel. (Quark and/or Indesign and Photoshop).

Week 4:

Continued exploration with the elements of design: Line, Shape, Balance, Layout, Type and Value. etc.
*Indepth: Research of how a graphic novel is prepared. How will we do this using our computer tools.

Begin design graphic novel pages: tracing paper, sketch template and computer design.

*Supplies: Tracing paper, pencils, computer and scanner. (Illustrator Workshop)

Week 5:

Work in Photoshop: preparing images and image manipulation.
Supplies: Photoshop

*We will need photography from Scott and his students.

Week 6:

Work in Quark/Indesign: preparing copy for page templates:
Working from sketches and page templates.

Supplies: Computers with Quark and/ or Indesign:

Week 7:

Analyzing the copy for imagery. Choosing the right copy to create your imagery/ photo.
*Techniques in conceptual thinking: What words describe the energy of the text/paragraph.
*Conceptual thinking: Using thumbnails sketch the choosen words that are being described.
(This will be done by analyzing what you’ve written.)

*Need copy and need photography

Week 8:

Analyzing copy for imagery. Choosing the right copy to create your choose imagery.>
Begin thumbnall sketches of your pages. How are they going to look?
Supplies: prepares template pages for graphic novel/ comic

How will we relate the copy from David’s class to the photography with Scott’s Class
What’s the connection?
How will we make the connection?

Important: Making the copy and photography work.

The imagery for the graphic novel will be done through a photography and collage.
*Using the students photography along with paste up collaged work.

Week 9: Page Layout

*Make the connection between the copy and the photography.

*Page layout Design: Customizing your page:
Sketch-out page layouts using the template we designed.
(Reviewing and improving our designed pages with copy and imagery).

*Work each element of design into each week with design and program assembly.

Week 10: Copy, Image and Expression

*Make the connection between the copy and the photography.

Using the photograph’s that have been chosen we will conduct
exercise on how to create our image into the stories written.
Transforming the writing into imagery.

*Work each element of design into each week with design and program assembly.

Week 11: Typography and Expression

Black and white: Using the copy from the stories, design your type into expression.
Transforming the writing to a typographic treatment.

Week 12:Layout and Layers: using

At this point we should have three items:
*Graphic pages: boxes
*Copy and typographic treatment
*Photography and imagery

*Using Illustrator

*The next step is bringing all three together for each page.
Discuss how the entire book will be assembled.

Week 13: Color
Up to know we’ve been working in black and white so know it time to begin in color.
Colorizing the pages we have assembled in Illustrator. (Photoshop and Illustrator)

Week 14: Assembly
Finalizing page and making sure the pages work.