"Boulimie Oculaire", Mémoire de fin d'étude © Guillaume Raoult, 2011.



The Graphic Design and Interactivity Department aims to train young designers who will work in the fields of graphic design, multimedia and contemporary art, and who will be able to integrate into the public space. It is as much a question of shaping a professional future as of participating in the construction of their personality.

The second cycle of this department consists of three Teaching and Research Units (U.E.R) which are all specific courses within the DNSEP Graphic Design.

U.E.R « Design and Editions »

U.E.R « Digital design »

U.E.R « Art Media Environment » - English bilingual education


The department of graphic design and interactivity aims to train young designers to work in the fields of graphic design, multimedia and contemporary art and enable them to function in a business environment. The teaching gives importance both to the training of future professionals as well as contributing to their personal development.


The graphic designer directs and accompanies the changes that affect the different sectors of communication since he intervenes during the creation process, integrating the specifications.The training for the career of graphic designer encompasses four main categories of competence, whether the support for the creation is paper or digital:


  • Publishing: the sectors of books, the press (daily, weekly and other), and non-media (brochures, flyers, reports…)

  • Graphic design: the sectors of visual identity, signage, posters, book and press illustration

  • Advertising: the sector of visual design in advertisements

  • The field of pure creation which can be presented beside other forms of contemporary creation in creative venues (galleries, art centres…)


Graphic design today is a key element in the field of design and is found in a vast range of practices which also open onto different types of work: identity design, edition design, press design, information design (graphs, maps, diagrams, symbols…), institutional design (administrative documents, postage stamps, banknotes…), signage (applied to museums for example), creation of characters, web design and multimedia… Whether fixed or in movement, it is the relation between text and image which underpins all the concerns of graphic design and the teaching offered in this department.




The recognition of studies and diplomas is a prerequisite for a creation of a European space that is more open regarding education and training and designed to offer optimal mobility for students and teachers. The ECTS (European Credit Transfer System) is primarily a methodology to create transparency in the content of teaching and its assessment, to establish the conditions necessary for reconciliation between institutions and to widen the range of choices available to students.
The ECTS is based on three core elements: the information on study programmes and the students’ academic results, the mutual agreement (between the partner institutions and the students) and the use of ECTS credits (values that represent the students’ workload).

The ECTS is mainly centred on the students’ study programme. It allows the allocation of credits to the students on the acquisition of knowledge or skills defined beforehand and per subject (courses or workshops, mandatory or optional). The full-time work of a student during an academic year corresponds to 60 credits (thus 30 credits per semester). These credits may be allocated individually or collectively by the teachers according to the subjects taught.



Courses, workshops or disciplines are grouped into Educational Clusters. These Clusters are intended to structure the teaching by grouping similar or complimentary disciplines. Some of these Clusters are sub-divided into Teaching Units (U.E.).
The allocation of credits is carried out at the end of the semester per Cluster or Teaching Unit. To obtain the credits of a Cluster or a Teaching Unit, students must have at least a general average of 10 in this Cluster or Teaching Unit. During meetings within each Cluster (or each Teaching Unit when the Cluster is sub-divided into Teaching Units), all the teachers of the Cluster or the U.E. examine the possibility (or impossibility) and the conditions of remedial of the credits. The remedial conditions of the missing credits of the Clusters «Analysis and synthesis of research» and «Personal Research» are defined by the year coordinator.

The assessment criteria for the attribution of the grades (which can fluctuate depending on the nature of the courses or workshops) are: relevance of the answers to the proposed topics, quality of the work delivered, class attendance, quality of the personal approach, relevance of the references, quality of the oral and visual presentation of the work.

 The grading scale is as follows:
18 to 20 – Excellent
16 to 17.9 – Very good
14 to 15.9 – Good
12 to 13.9 – Satisfactory
10 to 11.9 – Passable
9 to 9.9 – Insufficient work, passing is possible at the limit, but in danger
5 to 8.9 – Very insufficient work
0 to 4.9 – Failed or very bad

When students do not come to classes at all and they have no justification (such as a medical certificate, etc.), the teacher can put the word « ABSENT » instead of the grade. The absent student is considered non-enrolled in the course, and therefore is not allowed to takethis course again and cannot be evaluated as part of this course during this semester.

Thirty credits must be obtained per semester. Surplus credits through participation in additional optional workshops above the originally planned number, will not be counted.