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Slide1
VCE Visual Communication Design
2018 - 2023
Online implementation sessionsTuesday 1 August 2017Monday 7 August 2017Slide2
© Victorian Curriculum and Assessment Authority 2016
The copyright in this PowerPoint presentation is owned by the Victorian Curriculum and Assessment Authority or in the case of some materials, by third parties. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968 or with permission from the Copyright Officer at the Victorian Curriculum and Assessment Authority. Slide3
VCE Visual Communication Design study design
Teachers should thoroughly familiarise themselves with the study design including:
Introduction (p. 5)Structure (p. 6)Assessment and reporting (p. 8)
Cross study specifications (p. 9–12)
Units 1–4 (p. 13–29)Slide4
Assessment weightings p.8
Unit 3 School-assessed Coursework
25 %Unit 3 and 4 School-assessed Task 40 % End-of-year examination 35 %Slide5
Understanding the study design
Key knowledge
Key skills
Provides the content
Provides the application
For example
explore
develop
generate
investigate
evaluate apply
Each outcome is described in terms of
key knowledge and key skillsSlide6
Understanding the study design
Key knowledge
Key skills
Key design features of existing visual communications associated with the communication, environmental and industrial design fields.
Analyse existing visual communications in terms of their key features in the three design fields.
Unit 3 AOS 1: Analysis and practice in context
On completion of this unit the student should be able to create visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing visual communications in the three design fields. Slide7
Cross study specificationsp. 9-12
Cross study specifications have been added in the front of the study design to clarify the key concepts that underpin all
four units of the study. Evidence of these are found in each Area of Study. The Cross study specifications will be assessed in the examination, School-assessed Task and School- assessed Coursework. Slide8
Cross-study specifications
Visual Communications Design
The design and creation of visual communications requires the selection and application of methods, media, materials, design elements and design principles and final presentations. Collectively these are the resources of visual language. Visual language is integral to the design process and refers to the communication of ideas through experiences, images and objects.
Students use visual language to communicate their ideas at all stages of the process including
research, generation of ideas and development of concepts, refinement and resolution. Slide9
Cross study specifications
Methods
Refer to the manual and digital processes used to make visual communications. For this study, drawing, painting, printing, photography, collage, three-dimensional processes and digital-based methods are appropriate. Drawing Observational drawings are freehand drawings from direct observation to represent the form, materials and textures of objects and structures.
Visualisation drawings
are in the form of quick ideation sketches for conceptualising and communicating ideas.
Both observation and visualisation drawing can be completed using manual and/or digital technologies
.
Presentation drawings
are refined and finished and can be drawn using manual and/or digital methods
. Slide10
Cross study specifications
Two-dimensional representation drawings
include orthogonal, plans and elevations, and packaging nets. Three-dimensional representation drawings include perspective (one and two point) and paraline (isometric and
planometric
).
Presentation drawings
can incorporate technical drawing conventions based on the Australian Standards.
Advice on these technical drawing specifications will be published on the VCAA website on the Visual Communication Design study design page. Slide11
Cross-study specifications
Media
Are the digital and non-digital applications used to make visual communications. Examples of digital applications are vector-based and raster-based programs. Examples of non-digital applications are pencils, ink, markers, pastels, acrylic paint, gouache, dye and film.Materials
Are the surfaces or substrates that visual communications are applied to or constructed from.
Examples are paper, screen, card, textile, metal and plastic. Slide12
Cross study specifications
Design elements
Are components of visual communications. For this study they are point, line, shape, form, tone, texture, colour and type.Design principles Are accepted conventions associated with arranging or organising design elements.
For this study they include figure-ground, balance, contrast, cropping, hierarchy, scale, proportion and pattern (repetition and alternation).
Final presentations
Are the formats in which visual communications are presented.
They can be print and screen-based presentation formats such as brochures, posters, book covers, signs, point of sale displays, three-dimensional models, packages, websites and screen-based advertising and information displays.Slide13
Cross study specifications
The design processSlide14
Cross study specifications
Design fields
Communication design Graphic design, information design, digital and web design, advertising, print publication/ book illustration and typographic design, package/surface design, logo design and brand identity. Distinguishing characteristics of this field may include: specific use of type conventions, layouts and use of grids and packaging (nets and surface graphics), print and digital applications and presentation formats. Environmental design
Architectural design, interior design, landscape design, set design and exhibition/display design. Distinguishing characteristics of this field may include: three-dimensional drawing methods (
planometric
and perspective) and two-dimensional drawing methods (floor plans and elevations).
Industrial design
Product design and furniture design. Distinguishing characteristics of this field may include: manual and digital three-dimensional drawing methods (isometric and perspective) and two-dimensional drawing methods (third-angle orthogonal drawing). Use of specific conventions including line styles and dimensioning. Slide15
Cross study specifications
Design thinking
Creative thinking Requires a curious, open-minded, flexible, divergent, explorative, investigative approach. Critical thinking Requires questioning, clarifying, planning, analysing, examining and testing information and ideas.
Reflective thinking
Requires a metacognitive approach, seeking and considering feedback, reflecting on progress and processes, making links and connections with broader issues and the work of others. Slide16
Cross study specifications
Intellectual property and copyright
Study of other visual communication designs to stimulate student ideas.Students need to have knowledge of their legal obligations regarding copyright and trademarks as well as conventions for acknowledging sources of inspiration. Intellectual property is the general term used for property generated through intellectual or creative activity.
Types of copyright:
One requires the registration of original ideas such as patents and trademarks;
One does not require official registration – they are unregistered rights and are referred to as copyright. Slide17
Cross study specifications
Acknowledging sources of inspiration and support resources
Students are required to acknowledge all sources of inspiration throughout the design process. This can be done by noting specific titles and publication dates of texts and/or magazines and/or URLs for websites where images have been sourced. For information acquired from a website, acknowledgment typically includes the title of the website and the date that the website was accessed.
This information should be located at the point where sourced material is used in the design processSlide18
Sequencing of units
Unit 1: Introduction to visual communication design
Unit 2: Applications of visual communication design within design fields.Unit 3: Visual communication design practices.Unit 4: Visual communication design development, evaluation and presentation.Slide19
Unit 1: Introduction to visual communication design
Area of Study 1
Drawing as a means of communicationArea of Study 2 Design elements and design principles
Area of Study 3
Visual communications in context.Slide20
Unit 1 AOS 1: Drawing as a means of communication
Underpins some of the stages in the design process – generating ideas, developing concepts and refinement of visual communications
Focuses on the development of visual language and design thinking Representation of form, proportion, surface textures and relationships between objects Methods for drawing three dimensional forms –
paraline
and perspective drawings
Methods for drawing two dimensional forms – third angle orthogonal drawing
Manual and/or digital methods
Range of media and materials to support drawing purposes and methods
Outcome 1
On completion of this unit the student should be able to create drawings for different purposes using a range of drawing methods, media and materials. Slide21
Unit 1 AOS 2 : Design elements and design principles
Experiment with design elements and design principles using manual and digital drawing methods.
Visualise ideas and concepts – generation of ideas and development of concepts.Investigation of the purposes of visual communication designsKnowledge of legal obligations regarding the ownership of images applied to their own ideas and concepts.
Techniques for generating and reflecting on ideas.
Features and functions of design elements and design principles.
Outcome 2
On completion of this unit the student should be able to select and apply design elements and design principles to create visual communications that satisfy stated purposes. Slide22
Unit 1 AOS 3 : Visual communications in context
Students explore how visual communications have been influenced by social and cultural factors, past and contemporary practices in the design fields of communication, industrial and environmental design.
Design styles of past and contemporary designers – connections between practices. Influences on the use of manual and digital methods, media, materials, design elements and design principles
Outcome 3
On completion of this unit the student should be able to describe how visual communications in a design field have been influenced by past and contemporary audiences, and by social and cultural factors. Slide23
Unit 1: Assessment p. 16
All assessment of Units 1 and 2 are school-based and the decision of levels of achievement are a matter for school decision.
Suitable tasks for assessment for all three outcomes are:Folio of observational, visualisation and presentation drawings created using manual and digital methods.
Final presentations created using digital and manual methods.
Written report of a case study
Annotated visual report of a case study
Oral report of a case study supported by written notes and/or visual materials
A presentation using digital technologiesSlide24
Unit 2: Applications of visual communication within design fields
Area of Study 1
Technical drawing in contextArea of Study 2 Type and imagery in context
Area of Study 3
Applying the design processSlide25
Unit 2 AOS 1: Technical drawing in context
Presentation drawing skills
Technical drawing conventions Presentation of information and ideas in:
Environmental design
OR
Industrial design
(Field examples listed in the Cross study specifications p. 12)
Focus on the design process
Two dimensional drawing methods
Plans and elevations – environmental
Third angle orthogonal projections – industrialThree dimensional drawing methods Perspective, isometric, planometric and three dimensional process Slide26
Unit 2 AOS 1: Technical drawing in context
Rendering techniques
Refinement of drawings using manual and digital methods Role of the Australian Standards in provide accepted conventions
Methods of drawing to scale using conventional ratios
Environmental – 1:50, 1:100 or 1:25
Industrial – 1:1, 2:1, 1:5, 1:10
Outcome 1
On completion of this unit the student should be able to create presentation drawings that incorporate relevant technical drawing conventions and effectively communicate information and ideas for a selected design field. Slide27
Unit 2 AOS 2: Type and imagery in context
Meaning and function of typography in visual language
Manipulating type and images to communicate ideas and conceptsHistorical and contemporary factors that influence the style and layout of print and screen based presentation formats
Manual and digital methods to manipulate type
Relationships between type and imagery
Legal obligations regarding the ownership of type
Image size and file formats suitable for print and screen
Design thinking for generating ideas and reflecting on options
Outcome 2
On completion of this unit the student should be able to manipulate type and images to create visual communications suitable for print and screen based presentations, taking into account copyright. Slide28
Unit 2 AOS 3: Applying the design process
The role of the brief
Research and analysis for inspiration and to generate ideasVisualisation drawings
Development of design concepts using manual and digital drawing.
Use of methods, media, materials, design elements and design principles
Techniques for refinement and presentation
Practices that fulfil legal obligations
Application of design thinking
Outcome 3
On completion of this unit the student should be able to apply stages of the design process to create a visual communication to a given brief. Slide29
Unit 2: Assessment–p. 20
All assessment of Units 1 and 2 are school-based and the decision of levels of achievement are a matter for school decision.
Suitable tasks for assessment for all three outcomes are:Folio of technical drawings created using manual and digital methods.Folio of typography and image ideas and concepts created using manual and digital methods.
Written and/or oral descriptions and analysis of historical and contemporary design examples.
Folio demonstrating the design process using manual and digital methods.
Final presentations of visual communications. Slide30
Unit 3: Visual communication design practices
Area of Study 1
Analysis and practice in context
Area of Study 2
Design industry practice
Area of Study 3
Developing a brief and generating ideasSlide31
Unit 3 AOS 1: Analysis and practice in contextSlide32
Unit 3 Area of Study 1: Analysis and practice in context
Two x three design fields = six tasks
Outcome 1
On completion of this unit the student should be able to create visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing visual communications in the three design fields. Slide33
Key knowledge
Design features of the three fieldsAnalysing visual communications
Characteristics of audiencesConnections between existing and created visual communications.Purposes of visual communicationsCharacteristics and functions of design elements and design principlesDrawing methods to
visualise
ideas and concepts
Methods for converting two dimensional representational to three dimensional representational drawings, and the reverse.
Techniques for creating visual communications using manual and digital methods.
Methods, materials and media used in different visual communications.
Appropriate terminology
Unit 3 AOS 1: Analysis and practice in contextSlide34
Drawings to represent formsSlide35
Unit 3 AOS 1: Analysis and practice in context
Make and document design decisions informed by the analysis of existing visual communications
Select and apply….purposes, audiences, contexts
Analyse
the features of the three design fields
Key skillsSlide36
Unit 3 AOS 2: Design industry practice
– Highlighted changes
The roles, responsibilities and relationships between designers, specialists and clients Processes and practices used for collaboration between designers, specialists and clients when presenting design directions, proposals and final presentations.
Evaluation techniques employed by designers through the design and production of visual communications.
Decisions made during the design and production of visual communications to fulfil a brief
Social cultural, legal, financial and environmental factors influencing designers’ decisions.
Trademark and copyright legal obligations of designers when using the work of others.
Outcome 2
On completion of this unit the student should be able to discuss the practices of a contemporary designer from each of the design fields and explain factors that influence these practices. Slide37
Unit 3: School-based assessmentSlide38
School-assessed TaskSlide39
Unit 3 AOS 3: Developing a brief and generating ideas –
Highlights
Outcome 3On completion of this unit the student should be able to apply design thinking in preparing a brief with two communication needs for a client undertaking research and generating a range of ideas relevant to the brief.
One brief: One client and two communication needs
Apply the design process twice
Design thinking techniques
Referencing research
Use of observational and
visualisation
drawings.
Trademark and copyright legal obligations. Slide40
Unit 4: Visual communication design, development, evaluation and presentation
Area of Study 1
Development, refinement and evaluationArea of Study 2 Final presentations
Use separate design processes to develop and refine concepts.
The ideas for each communication need must be distinctly different in intent and presentation format. Slide41
Unit 4 AOS 1: Development, refinement and evaluation
Outcome 1
On completion of this unit the student should be able to develop distinctly different concepts for each communication need and devise a pitch to present concepts to an audience, evaluating the extent to which these concepts
meet the requirements of the brief.
Key knowledge and Key skill - Highlights
Design thinking techniques that underpin the application of the design process
Methods for
visualising
and developing concepts
Techniques for recording decision making including annotation.
Trademark and copyright legal obligations of designers when using the work of others. Slide42
Unit 4 AOS 1: Development, refinement and evaluation
Key knowledge
Key skills
Purposes
and relevant components of a pitch.
Methods of delivering a pitch to present and explain resolutions to a brief.
Use of the design process as a framework for creating visual communications.
Devise and deliver a pitch that supports the presentation of refined concepts.
Evaluate
the design process as a framework for refined concepts
Evaluate the quality of the refined concepts
Refine concepts in the light of evaluation and reflectionThe following table outlines the key knowledge and skills relevant to the pitch that now has been included in Unit 4, Outcome 1. These will be assessed as part of the School-assessed Task. Slide43
Unit 4 AOS 2: Final presentations
Outcome 1
On completion of this unit the student should be able to develop distinctly different design concepts for each need that satisfies the requirements of the brief.
Specific presentation formats to communicate design intentions for two different communication needs
Ways of presenting distinctive final communications that meet the requirements of a brief
Techniques for gaining attention and maintaining engagement of target audiences using visual language
Methods, materials, media, design elements, design principles and relevant drawing conventions Slide44
Examination
Advice about the examination will be published in Term 1, 2018.
Sample questions only will be published that represent changes to Units 3 and 4. Pge 29 VCD Study DesignAll key knowledge and skills that underpin the outcomes of Unit 3 and 4 are examinable. Slide45
Assessment of coursework and tasks
School-assessed Coursework (SAC) tasks and School-assessed Tasks (SATs) have changed
To ensure authentication of student workCommercially purchased SATs and SACs must be always modified.SAT and SAC information used from previous years must always be modified.
It is the responsibility of the teacher to ensure that all SAC and SAT student work is authenticated. Slide46
Authentication advice
Please refer to the Authentication information in the VCE and VCAL Administration Handbook, the Advice for Teachers and the information issued with the School Assessment Administration published by the VCAA each year.
The Authentication record form is a record of student’s undertaking of each SAT.
VCAA requires to view and confirm this documentation for Top Arts, Top Designs and Top Screen submissions and for school-based audits.
The Authentication record forms are for the teacher verification that the student work is their own, and that they have sought copyright release.
Students are asked to sign after discussion with teacher. Remind them that they are signing that their work is their ownSlide47
http://www.vcaa.vic.edu.au/Pages/excellenceawards/seasonofexcellence/index.aspx
Copyright
Teachers should read through the information regarding seeking copyright approval for application to the Season of Excellence.
Students should apply for copyright clearance
early.
Further information regarding copyright is on the Season of Excellence webpage. Slide48
VCAA Bulletin online
The VCAA Bulletin VCE, VCAL and VET is now online
A free subscription is available at www.vcaa.vic.edu.au See ‘Subscriptions’ at the bottom of the pageFollow the prompts to enter your details
Ensure your email address is entered correctlySlide49
Contact details
Kathryn Hendy-EkersCurriculum Manager, Visual Arts and Media
PH: 9032-1697EmailHendy-Ekers.Kathryn.L@edumail.vic.gov.au