danieltomada.weebly.comdanieltomada.weebly.com/.../3/80036830/daniel_tomada…  · Web viewThis development of concepts then leads into practical and experimental approaches within

Daniel Tomada

S00160985

EDAR 417

Visual Communication and Design Unit 3 and 4

Rationale

The study of Visual Communication and Design units 3 and 4 is based upon employing thinking and design strategies that communicate the client’s needs. The unit begins with “insight into how the selection of methods, media, materials and the application of design elements and principles can create effective visual communications for specific audiences and purposes” which is explored through practical and theoretical investigation (VCAA 2015). Key terminology and research leads students to create their own design brief, which expands and explores concepts based on their own interests and development of their work (VCAA 2015). Using the design process and critical thinking strategies, a “variety of historical and contemporary design fields provide direction, themes or starting points for investigation and inspiration” (VCAA 2015). This development of concepts then leads into practical and experimental approaches within the students’ folio; as observational drawings, research material, and a range of materials, media and methods must be explored and justified (VCAA 2015).

The investigation and work that stems from the brief continues into unit 4, as “students continue to the design process by developing and refining concepts for each need stated in the brief” (VCAA2015). Through utilising and investigating a variety of methods, media and materials within their work, students reflect and justify the cause and effect of their concepts (VCAA 2015). Students must continually use reasoning throughout their work and “investigate how the application of design elements and principles create communication messages with target audience” (VCAA 2015). Once the students work is complete, they must revisit and “reflect on the design process and the design decisions they took in the realisation of their ideas” (VCAA 2015). This is devised through a pitch, which is presented to “evaluate their visual communications” and “communicate their design thinking and decision making to the client” (VCAA 2015). Student assessed coursework and tasks will demonstrate their knowledge and skills within the unit, offering a variety of exploration, explanation, elaboration and engaging content.

1

Visual Communication Design

Unit 3: SAC 1 – Part A: Analysis and practice in contextStructured questions to be completed under test conditions – 100 minutes duration

Student name: __________________________________________________________________________

1. Write a brief definition for each of the following design fields. (3 marks)

Communication Design

____________________________________________________________________________________________________________________Environmental Design

____________________________________________________________________________________________________________________Industrial Design

____________________________________________________________________________________________________________________

2. Identify the target audience and context for each of the three samples provided. (3 marks)

Sample 1 – Communication Design

______________________________________________________________________________________________________________________________________________________________________________Sample 2 – Environmental Design

______________________________________________________________________________________________________________________________________________________________________________Sample 3 – Industrial Design

2

__________________________________________________________________________________________________________________________________________

3. Identify the purpose for each of the three samples provided. (3 marks)

Sample 1 – Communication Design

____________________________________________________________________________________________________________________Sample 2 – Environmental Design

____________________________________________________________________________________________________________________Sample 3 – Industrial Design

____________________________________________________________________________________________________________________

4. Complete the table below by identifying the design elements and at least three design principles in each of the samples. (3 marks)

Sample Design Elements Design Principles(identify 3 for each sample)

1

2

3

3

4

5. List the hierarchy of the features in each sample. (3 marks)

Sample 1 Sample 2 Sample 3

6. For each sample, select one design element and one design principle (that you have listed in question 4) and explain how they have been used to convey information. (3 marks)

Sample 1

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Sample 2

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Sample 3

____________________________________________________________________________________________________________

5

____________________________________________________________________________________________________________________________7. Complete the table below by identifying the methods, media and materials in each of the

samples. (3 marks)

Sample Methods(identify 3 for each

sample)

Media Materials

1

2

3

8. Your practical tasks for Unit 3 have focused on your chosen simple object. Your Communication Design response requires you to prepare a poster to advertise and explain features of the object, using a recognised 2D or 3D drawing system/s.

6

What is your chosen simple object?

__________________________________________________________

In the box on the following page, you are to create a coloured visualisation of what your final visual communication may look like. (6 marks)

The opposite page can be used for thumbnail sketches; these will not be assessed.

Prior to doing the visualisation, consider the following questions. (3 marks)

1. Who is your target audience?

________________________________________________________________________________________________________________

2. What information are you trying to convey, i.e. purpose?

________________________________________________________________________________________________________________

3. What is the context for your visual communication?

________________________________________________________________________________________________________________

Your visualisation must include: A drawn image of your chosen simple object Type

– consider the placement of your Handcrafted Type design you have completed as part of your Holiday Homework– small type can be indicated using ruled lines

Considered application of the design elements and principles

You can choose landscape or portrait orientation

7

Complete your answer to Question 8 in this space.

END OF SAC DOCUMENT

8

9

Visual Communication and Design: Unit 3Outcome 1 Part A: Analysis in content (SAC- Responding)

On completion of this unit students should be able to create visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing visual communications

Key knowledge:

- Key design features associated with the communication, environmental and industrial design fields

- Techniques for analysing visual communications- Characteristics of audiences that influence visual communication, including age, gender,

interests, socioeconomic status, cultural background and location- Purposes of visual communications, including to advertise, promote, depict, teach, inform,

identify and guide- Techniques for gaining attention and maintain engagement of audience- Characteristics and functions of design elements and principles- Drawing methods to visualise ideas and concepts- Two dimensional and three dimensional representation of forms- Methods of converting visualisation and representation of two dimensional forms into three

dimensional - Technical drawing conventions appropriate specified purposes, including layout, dimensions,

labels, line and symbols- Manual and digital methods techniques for creating visual communications- Key characteristics and functions of typography- Appropriate terminology

Key Skills:

- Analyse key features of visual communications- Make and document design decisions that are influenced by the analysis of existing visual

communications- Select and apply drawing methods and conventions appropriate to various purposes,

audiences and contexts- Select and apply a range of design elements and principles, manual and digital methods,

materials, conventions and media appropriate to various purposes, audiences and contexts- Use appropriate terminology

Lesson Focus Resources Student Activity

Develop an understanding of key terminology based on the 3 visual communicative fields

- Key design features associated with the communication, environmental and industrial

- Principles and Design sheet (VCE study guide p 37-41)

- The Design Process VCD Top Design p 31

- The 3 fields of design powerpoint

- Further research on http://www.thecoolhunter.co

- Identify (answer class discussion questions) design elements and principles of examples on the powerpoint

- Take down notes from powerpoint

- Investigate the 3 fields of

10

design fields- Characteristics of audiences

that influence visual communication, including age, gender, interests, socioeconomic status, cultural background and location

- Purposes of visual communications, including to advertise, promote, depict, teach, inform, identify and guide

- Characteristics and functions of design elements and principles

- Key characteristics and functions of typography

- Appropriate terminology

Explore and justify these 3 fields of communication with examples relevant to the students. Using correct terminology

- Analyse key features of visual communications

- Make and document design decisions that are influenced by the analysis of existing visual communications

- Select and apply a range of design elements and principles, manual and digital methods, materials, conventions and media appropriate to various purposes, audiences and contexts

m.au/ http://libeskind.com/ http://regmombassa.com/ http://www.vcv.asn.au/images/FUSE/HR_type_resoure_FUSE.pdf

designs on resources given (How they are applied/achieved/used-take notes) via resources on computers- complete in folios

Revisit key terminology and the 3 fields of visual communication. Class discussion on the significance. Play word scramble game. Complete analysis worksheet to prepare students for SAC

- Three fields of Design revision sheet with analysis of marks

- Past student examples- The 3 fields of design

powerpoint

- Go thru and highlight key terms within the student example.

- Discuss why these are key/significant

- Word scramble (link terms with their meanings in small

11

- Key design features associated with the communication, environmental and industrial design fields

- Techniques for analysing visual communications

- Purposes of visual communications, including to advertise, promote, depict, teach, inform, identify and guide

- Characteristics and functions of design elements and principles

Use previous examples of students work to explore avenues. Competitive class games to revisit/relearn key terminology for preparation of SAC. Analysing the rubric, and allowing students to understand the requirements of the set task

- Analyse key features of visual communications

- Make and document design decisions that are influenced by the analysis of existing visual communications

- Select and apply a range of design elements and principles, manual and digital methods, materials, conventions and media appropriate to various purposes, audiences and contexts

groups- competitive game)

- Buzz game with key terminology (competitive game)

- Glue terms and meanings into visual diaries

- Answer questions related to key terms (purpose, audience, materials, media, context etc- discussion with class/teacher)

- Ask further questions related to SAC

These lessons will build upon students’ knowledge and understanding through a “collection of reference material, including examples a wide range of visual communications” (VCAA 2015). These resources allow for students to “describe under the circumstances” (VCAA 2015) the impacts of design elements, principles and design processes in reference to the three fields of design (Communication, environmental, industrial). These lessons also allow students to “compare visual effectiveness”, basing their responses on target audience, purpose, context, methods, media and material of their own work, as well as professionals (VCAA 2015). The resources, activities and discussions formed in these lessons provide a sequential building platform that stems from the key knowledge and skills associated with the outcome. In accordance with the VCE Visual Communication and Design Assessment Handbook 2013-2017

12

UNIT 3-4 VISUAL COMMUNICATION DESIGN SCHOOL ASSESSED TASKS

UNIT 3 – OUTCOME 3 – BRIEF

UNIT 4 – OUTCOME 1 – DEVELOPMENT OF DESIGN CONCEPTS

USE THE DESIGN PROCESS TO PREPARE TWO VISUAL COMMUNICATION FINAL PRESENTATIONS THAT MEET THE REQUIREMENTS OUTLINED IN A BRIEF.

Due dates: Unit 3 – Outcome 3 – Friday, 15th May

Unit 4 – Outcome 1 – Friday, 4th September

The two outcomes listed above are linked into a single design task. To start, give consideration to the materials, methods, media and subject matter that you feel are your strengths and that you most enjoyed working with at the start of Unit 3. After some initial brainstorming and research, prepare a single brief that describes a client’s communication need/s, specifies possible resolutions and proposes two distinct visual communication presentations suitable for a stated audience/s. Your brief should be professionally presented and set out with sub-headings like (adapted from pages 67-68 of VCE Visual Communication Design Handbook 2013-2017:

Client Client need Audience

Presentation 1: __________________ Purposes Audience Context Expectations and constraints Considerations Proposed presentation format

Presentation 2: __________________ Purposes Audience Context Expectations and constraints Considerations Proposed presentation format

Timeline (clearly outlining staggered due dates for each part of the design process which will be given to you)

The two final presentations, whilst obviously related, must be distinct from each other and presented on two different presentation boards. They should each have their own purpose and context and be from two different Design Fields (Communication, Industrial or Environmental Design). Generally (although not essential), one final presentation could be two-dimensional and the other three-dimensional.

13

THE DESIGN BRIEF

This needs to be written before commencement of the design process and signed off by both you, your client and your teacher and placed in the front of the development folio.

Choose an interesting topic… something that gives you room to move. You need to be interested in what you’re doing, keen and passionate about the topic. Don’t choose something that will become boring quickly with no scope for imagination or creativity.

Use Visual Communication Terminology in your design brief – such as the design elements and principles etc.

Be thorough and clear. Describe with some depth but don’t repeat information or ramble on unnecessarily.

CLIENT

Describe the scale of the business, employees, location, history, aspirations, style, existing products, etc. Give some depth so the reader can clearly understand who your client is and what they are about.

COMMUNICATION NEED

State exactly what the client requires you to design. State it simply.

PURPOSE

Use correct terminology for your purpose…

Inform, educate, advertise, promote, guide, depict

CONTEXT

Try to explain clearly where your design will be seen/used by the target audience. Give depth, extensions, not just the obvious.

CONSTRAINTS

Make sure to include a budget and time constraints. Budget can be made up. Keep constraints such as colour, materials etc. achievable and not too constricting… leave room to move to allow yourself to be flexible in your creativity. Anything too exact looks like it has been written after the final design.

TARGET AUDIENCE

Paint a picture with words of who the target audience is. Describe who they are, be expansive, not just the obvious average response.

PRESENTATION TO THE CLIENT

What the final designs are likely to be, for example packaging to scale, poster printed in A2-A3 format, a carrybag, 3D model, technical drawings, brochure, postcards etc.

METHOD OF APPROACH

For this section you should outline how you plan to approach your work... such as the things you may research, media, methods or materials you might explore and design elements and principles that could be particularly important.

SIGNATURES AND DATE

For teacher and student. This must all be done BEFORE the design process begins. YOU CANNOT go back and change the design brief once it has been signed off. The brief is referred to through the design process to ensure you are meeting all the requirements you have stated. Authentication sheets will be filled out on regular occasions between the student and teacher throughout the design process to ensure you are meeting the criteria and staying on task.

14

BEGINNING THE DESIGN PROCESS

MOODBOARD AND AUDIENCE PROFILE

You are to create a mood board that includes things such as a colour palette, fonts, similar images that reflect the direction of your intended design. All these things should incorporate the ‘look & feel’ of your design.

The audience profile can include images of people that fit the description of your audience, including things such as the clothes they wear, houses, cars, food, interests etc. etc. Everything on your audience profile should encapsulate your target audience in a visual form.

RESEARCH

Research must be varied interesting, connecting, not necessarily obvious. Photos, collage, drawings… particularly drawings from observation of objects to indicate form, light, shade, shadows, texture of surfaces etc.

Each design piece should have approximately 4-6 pages of QUALITY research. Weaker folios are usually filled with dozens of pages of repetitive, obvious research as this is easy to do – and it usually doesn’t incorporate observational drawing.

QUALITY OVER QUANTITY!

ALL RESEARCH MUST BE REFERENCED by attaching the URL or book title/author etc.

ANNOTATIONS

Don’t be repetitive with your annotations. You should annotate (almost) all of your work to clearly explain your ideas and thought processes. Don’t need to annotate every drawing if they are showing the same thing or process

Avoid terms such as ‘I like…’ OR ‘I don’t like…’

Must use design terminology. Refer to and describe the design elements and principles that are evident and what their effects / messages are.

Avoid big blocks of text. Annotations should be clear and concise

15

16

Outcome 3: Developing a brief and generating ideas (SAT- Making)

On completion of this unit students should be able to apply design thinking skills in preparing a brief, undertaking research and generating a range of ideas relevant to the brief.

Key Knowledge:

- Design thinking techniques that underpin the application of the design process - The role of the design process in the creation of visual communications- Contents of a brief and its role in guiding the development of visual communications - The constraints on visual communication- The purposes of visual communications - The characteristics of audiences that influence visual communications- The role of research and investigation to clarify client’s needs and to seek inspiration for

ideas- Techniques for accessing and referencing research sources- Methods for recording research and investigation findings, including observational

drawings, sketches and annotations- Methods to support the recording of ideas, including visualisation drawings (two- and three-

dimensional), sketches and annotations- Rendering techniques to show form, surface texture, light, shade and shadow- Key features and functions of design elements and design principle- Trademark and copyright legal obligations of designers when using the work of others- Terminology appropriate to the study.

Key skills:

- Apply design thinking skills to create, analyse, evaluate, reflection, and critique information and ideas

- Document a brief that states two distinct client needs- Access and reference research material from a range of sources- Synthesise research and investigation finding- Apply manual freehand drawing and rendering techniques to represent observations of the

form, structure and function of existing objects and/or spaces relevant to the brief- Apply visualisation drawing methods to explore and generate ideas - Annotate drawings to explain connections to the brief and research- Use appropriate terminology.

Lesson Focus Resources Student Activity

Revisit Design process, discuss significance and allow students to illustrate a visual within their own understanding. Build upon knowledge of outcome through previous students work- expectations/requirements/standards. Examples used as inspiration. Go thru and discuss each subheading (of brief)

Refer to Sheets- Design Process

VCD Top Design 2015 p 31

- Steps to writing your brief

- The Design Brief

- Show previous student examples of

- Draw circle in visual dairies- Draw up design process

with terminology, illustrating examples and definitions next to each term

- Highlight key information/terms/phrases from “Steps to writing design brief”

- Discuss and identify these

17

with reference to student’s examples. Use worksheets as a guideline

- Design thinking techniques that underpin the application of the design process

- The role of the design process in the creation of visual communications

- Contents of a brief and its role in guiding the development of visual communications

- The constraints on visual communication

- The purposes of visual communications

- The characteristics of audiences that influence visual communications

- The role of research and investigation to clarify client’s needs and to seek inspiration for ideas

- The role of research and investigation to clarify client’s needs and to seek inspiration for ideas

- Methods for recording research and investigation findings, including observational drawings, sketches and annotations

- Methods to support the recording of ideas, including visualisation drawings (two- and three-dimensional), sketches and annotations

- Trademark and copyright legal obligations of designers when using the work of others

- Terminology appropriate to the study.

Allow students to make links between the expectations and requirements of the task, and previous students work. Use Resources to further expand/explore the knowledge and understanding of students for this task

briefs- VCD Top

Designs presentation (p 14-50)

key terms/phrases and why they are significant (class discussion)

- Take down notes from presentation

18

- Apply design thinking skills to create, analyse, evaluate, reflection, and critique information and ideas

- Document a brief that states two distinct client needs

- Access and reference research material from a range of sources

- Synthesise research and investigation finding

- Annotate drawings to explain connections to the brief and research

Students will explore their concept and produce a mock-up. Demonstrates their understanding and knowledge of the task through visuals (mindmap, flowchart etc) and provides a foundation to build upon.

- The role of the design process in the creation of visual communications

- Contents of a brief and its role in guiding the development of visual communications

- The constraints on visual communication

- The purposes of visual communications

- The characteristics of audiences that influence visual communications

- The role of research and investigation to clarify client’s needs and to seek inspiration for ideas

- Techniques for accessing and referencing research sources

- Methods for recording research and investigation findings, including observational drawings, sketches and annotations

Use worksheets as a guide, as

- Top Student design brief- Show examples

- Steps to writing a design brief

- VCD Top Design Presentation (p 48, 54-119)

- Design Research

- Idea Generation

- 2015 Folio Checklist for units 3 and 4 Visual Communication Design SAT

- Previous students briefs

- Take notes of presentation- Use “Steps to writing design

brief” as a guide- Identify concepts and

illustrate visually (Mindmap, flowchart, pyramid etc)

- Begin expanding off subheadings and exploring own concepts (based of subheadings- target audience, purpose, constraints etc)

19

students will apply their own design thinking strategies to form the basics of their brief. Understand that requirements (target audience, purpose, constraints etc) must be met, and can expand and explore avenues from this. Analysing the rubric, and allowing students to understand the requirements of the set task

- Apply design thinking skills to create, analyse, evaluate, reflection, and critique information and ideas

- Document a brief that states two distinct client need

- Synthesise research and investigation finding

- Annotate drawings to explain connections to the brief and research

- Use appropriate terminology.

These lessons will build upon students’ knowledge and understanding of the outcome through “descriptions, context and structure” (VCAA 2015). Using previous students’ examples, students will have the task of constructing their own visual communicative brief. This brief must include all of the required subheadings, and demonstrate key terminology and design process and thinking skills within the visual field (VCAA 2015). Therefore using previous examples of briefs, these lessons scaffold students’ needs and offer a “possible presentation format” for their brief, as well as providing a “structure” and “descriptions” of the content required (VCAA 2015). Through activities, discussion and worksheets, these lessons identify the key knowledge and skills of the task and enable students to work step by step to complete their brief. In accordance to the VCAA Administration Advice for School Based Assessment 2015

20

UNIT 3-4 VISUAL COMMUNICATION DESIGN SCHOOL ASSESSED TASKS

UNIT 3 – OUTCOME 3 – BRIEF

UNIT 4 – OUTCOME 1 – DEVELOPMENT OF DESIGN CONCEPTS

USE THE DESIGN PROCESS TO PREPARE TWO VISUAL COMMUNICATION FINAL PRESENTATIONS THAT MEET THE REQUIREMENTS OUTLINED IN A BRIEF.

Due dates: Unit 3 – Outcome 3 – Friday, 15th May

Unit 4 – Outcome 1 – Friday, 4th September

The two outcomes listed above are linked into a single design task. To start, give consideration to the materials, methods, media and subject matter that you feel are your strengths and that you most enjoyed working with at the start of Unit 3. After some initial brainstorming and research, prepare a single brief that describes a client’s communication need/s, specifies possible resolutions and proposes two distinct visual communication presentations suitable for a stated audience/s. Your brief should be professionally presented and set out with sub-headings like (adapted from pages 67-68 of VCE Visual Communication Design Handbook 2013-2017:

Client Client need Audience

Presentation 1: __________________ Purposes Audience Context Expectations and constraints Considerations Proposed presentation format

Presentation 2: __________________ Purposes Audience Context Expectations and constraints Considerations Proposed presentation format

Timeline (clearly outlining staggered due dates for each part of the design process which will be given to you)

The two final presentations, whilst obviously related, must be distinct from each other and presented on two different presentation boards. They should each have their own purpose and context and be from two different Design Fields (Communication, Industrial or Environmental Design). Generally (although not essential), one final presentation could be two-dimensional and the other three-dimensional.

21

The following checklist explains the various components that you will need to complete in order satisfy the requirements of the two outcomes:

Your developmental folio should contain the following components in a logical sequence:

A professionally presented brief that covers the dot points above, signed by yourself, your client and your teacher.

A mind map listing possible design ideas and areas for research.

Relevant research material that covers the two final presentations (state your sources).

Visualisation drawings (thumbnails) to show how you might apply the research to your own design work.

The use of manual freehand drawing to document related objects (observational drawing) and generate ideas relevant to the brief.

The use of a range of materials, methods and media to develop and refine design solutions.

The obvious development/progression of a range of ideas (at least 3 for each) with annotations (the annotations must be handwritten in ‘real’ time, highlight your thought process and identify preferred design features/options).

A mock-up for each of your final presentations.

A short written evaluation of your final presentations (done after completion).

Your folio should also contain:

Evidence that you have considered each of the 8 design elements and 8 design principles (use a checklist to tick them off).

Evidence of at least 3 different ‘design thinking’ strategies applied to each design process (i.e. 6 in total for whole folio)

Evidence of thoughtful and imaginative decision making.

Use of appropriate headings and subject specific terminology.

Separated development work for each final presentation (i.e. two folios in one) that clearly highlights; generation of ideas, development of concepts and refinement.

22

23

2015 Folio Checklist for Units 3&4 Visual Communication Design SAT

Student: ____________________________________

The following items should be presented in sequence:

(NOTE: The two final visual communication presentations, items 13 and 14, are presented separately to the folio.)

1. A professionally presented brief (signed by yourself and your teacher) that defines the communication need/s of a client.

2. A mind map listing possible design ideas and areas for research.

3. Separated development work for each final visual communication presentation (i.e. two folios in one).

4. Relevant research material for each final presentation (how you could use your research material should also be evident as a series of thumbnail sketches). All research material must be acknowledged.

5. Use of observational and visualisation drawings with annotations (including rendering to show form) to generate ideas relevant to the brief.

6. Use of the design process and design thinking to generate, develop and refine a range of annotated design concepts (minimum of 3) relevant to the brief.

7. Use of ICT e.g. computer, photocopier, digital camera etc.

8. Use of a variety of methods, media and materials (and application techniques) e.g. gouache (poster paint), collage, coloured pencil, markers, conte, grey lead, charcoal, dry brush, coloured paper etc.

9. Use of a range of design elements and design principles to develop and refine design concepts (this terminology must also be used in your annotations).

10. Written statements explaining your choice of preferred options.

11. A mock-up for each of your final visual communication presentations.

12. Appropriate headings and annotations (annotations to be handwritten in real time – a minimum of four per page). Pages should look ‘full’.

24

Your folio must show technical competence throughout and demonstrate thoughtful decisions and imaginative responses

DESIGN ELEMENTS DESIGN PRINCIPLES

Line Figure-ground

Shape Balance

Tone Contrast

Texture Cropping

Colour Hierarchy

Point Scale

Form Proportion

Type

(x-height, kerning)

Pattern

(repetition, alternation)

Due dates for this SAT are: Design Brief – Friday 15th May

Design Development – Friday 4th September

25

26

Visual Communication and Design: Unit 4Outcome 1: Development of Design Concepts (SAT- Making)

On completion of this unit the student should be able to develop distinctly different design concepts for each need, and select and refine for each need a concept that satisfies each of the requirements of the brief

Key knowledge:

- Design thinking techniques that underpin application of the design process- The role of the brief in the development and evaluation of visual communication- Methods for visualising concepts- Different manual and digital methods, media, materials and conventions for developing a

range of concepts- The features and functions of design elements and principles- Techniques for gaining attention and maintaining engagement of target audience- Functional and aesthetic factors that influence preferred concepts- Presentation formats in communicating different design intentions- Mock-ups as a method of testing suitability of concepts- Methods for refining conceptual designs- Annotations and other techniques to record decision making- Trademark, copyright and legal obligations of designers when using others work- Terminology appropriate to the study

Key skills

- Apply design thinking skills to support the application of relevant stages of the design process

- Select ideas for development that address the requirements of the brief- Select and apply a range of manual and digital methods, materials, media, design elements

and principles, presentation formats and conventions of developed concepts- Test and evaluate suitability of concepts- Refine concepts in the light of evaluation and reflection- Apply techniques to progressively record decision making and development of design

concepts- Use appropriate terminology

Lesson Focus Resources Student Activity

Develop an understanding and expectation of the task/outcome thru previous bodies of work. Explore subcategories to enhance students understanding.

- Design

- The Design Process- VCD Top Design 2015 Presentations (p 19-

44)- Previous Students body of work- Previous students body of brief and

evaluation- Further website include

http://www.vcv.asn.au/images/FUSE/HR_type_resoure_FUSE.pdf , - http://www.davidcarsondesign.com/ , http://www.sprocket.com.au/digitalsolutions/ , http://libeskind.com/

- Answer questions related to the Design process/thinking skills

- Take notes from presentation in notebook

- Highlight/take notes

27

thinking techniques that underpin application of the design process

- The role of the brief in the development and evaluation of visual communication

- Methods for visualising concepts

- Different manual and digital methods, media, materials and conventions for developing a range of concepts

- The features and functions of design elements and principles

- Techniques for gaining attention and maintaining engagement of target audience

- Presentatio

http://www.abduzeedo.com/- https://emmascreations.wordpress.com/

2011/06/29/year-12-unit-4-visual-communication-design-folio/

of key words/terms/phrases of previous students briefs/evaluations

- View previous students body of work (discuss in table groups the interests you have, what you don’t like, what is done well, what isn’t, what you would take away from this

- Visit websites/resources related to your interests and begin with the developmental process

28

n formats in communicating different design intentions

- Methods for refining conceptual designs

- Annotations and other techniques to record decision making

- Trademark, copyright and legal obligations of designers when using others work

- Terminology appropriate to the study

Explore a selection of art folios that demonstrate the key requirements of the task. Use this as inspiration/expectation for students. Provide other resources to explore, discover and expand the developmental process

- Apply design thinking

29

skills to support the application of relevant stages of the design process

- Select ideas for development that address the requirements of the brief

- Apply techniques to progressively record decision making and development of design concepts

Further enhance understanding and development by using TOP design and expanding off their tips/expectation/guidelines. Discussing, listing and providing resources that students could pursue.

- Design thinking techniques that underpin application of the design process

- The role of the brief in

- VCD Top Design 2015 presentation (44- onwards)

- Previous students body of work- Further website include

http://www.vcv.asn.au/images/FUSE/HR_type_resoure_FUSE.pdf , - http://www.davidcarsondesign.com/ , http://www.sprocket.com.au/digitalsolutions/ , http://libeskind.com/ http://www.abduzeedo.com/

- Rubric for assessment- 2015 Folio Checklist for units 3 and 4 Visual

Communication Design SAT

- Take down important notes in notebook from presentation

- Ask questions

- Visit sites that will inspire your work

- Ask questions related to rubric

- Begin Task

30

the development and evaluation of visual communication

- Methods for visualising concepts

- Different manual and digital methods, media, materials and conventions for developing a range of concepts

- The features and functions of design elements and principles

- Techniques for gaining attention and maintaining engagement of target audience

- Functional and aesthetic factors that influence preferred concepts

- Presentation formats in communica

31

ting different design intentions

- Mock-ups as a method of testing suitability of concepts

- Methods for refining conceptual designs

- Annotations and other techniques to record decision making

- Trademark, copyright and legal obligations of designers when using others work

Analysing the rubric and stating the expectations that are based on the set task. Encourage to students to explore, experiment and expand off ideas/concepts/designs using mixed media (digital, manual, various material etc). Refinements and justifications of these ideas (why/how/what etc)

32

- Apply design thinking skills to support the application of relevant stages of the design process

- Select ideas for development that address the requirements of the brief

- Select and apply a range of manual and digital methods, materials, media, design elements and principles, presentation formats and conventions of developed concepts

- Test and evaluate suitability of concepts

- Refine concepts in the light of evaluation and reflection

- Apply techniques to

33

progressively record decision making and development of design concepts

- Use appropriate terminology

These lessons will build upon students’ knowledge and understanding through experimental and exploration stages of development. Based upon the brief, students will now undergo a series of development and refinement strategies that require the design and thinking processes (VCAA 2015). Through the “application of specific media” students are advised to research and explore a variety of methods and materials (VCAA 2015). Through drawing, computer or other hand crafted skills, “functional and aesthetic factors” and resources allow students to experiment these (VCAA 2015). These lessons provide the resources and encourage students to investigate further and develop these design and thinking skills. Using previous students work, it enables kids to exceed expectations and inspire upon others to gain ideas, techniques, and skills in order to refine and develop their own work. In accordance to the VCAA Administration Advice for School Based Assessment 2015

34

Visual Communication Design Unit 4, Outcome 3

SAC date:Week beginning Monday 5th October, 2015.

Topic: Evaluation and explanation

Devise a pitch to present and explain their visual communications to an audience and evaluate the visual communications against the brief.

Format: Structured questions (75%) and oral presentation (25%).

Student: _________________________________________________________________

Teacher: _________________________________________________________________

Instructions to students:

This task is to be completed with handwritten responses based on the annotations in the conceptual development folio/s and reflections on the effectiveness of the design solutions in relation to the requirements of the brief. You will also give a brief oral presentation that expands on key words and phrases in these written responses.

Read the entire document before attempting to answer individual questions. Answer all questions in the spaces provided (if you require further space, use the back of the page and clearly

identify the number of the question. This document must be submitted to the teacher at the time of your oral presentation.

Please complete this table.

Final presentation 1 Final presentation 2Title: Title:

Presentation format: Presentation format:

35

1. What design thinking processes did you use to come up with your initial ideas for your final presentations e.g. mind map/scatter diagram, brainstorm, research material, site analysis etc.?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(3 marks)

2. In general terms, how well does each of your final presentations meet the overall requirements of the brief? Are you happy with the finished results?

Final presentation 1

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________

___________________________________________________________

(4 marks)

Final presentation 2

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________

___________________________________________________________

(4 marks)

3a. How is each final presentation suitable for its intended audience?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

36

(4 marks)

3b. How did you arrive at these conclusions?

(For example; you may have given consideration to specific aspects of the audience demographic, completed a survey, sought the opinion of a specialist or completed research into similar visual communication presentations etc.)

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(2 marks)

4a. In the table below, list three significant decisions that you made during the design process for each final presentation. This could include decisions about: specific materials, media, methods, typography, design elements and principles etc.

Final presentation 1 Final presentation 2Decision 1: Decision 1:

Decision 2: Decision 2:

Decision 3: Decision 3:

(3 marks)

4b. Select one decision that you made for each final presentation and explain it in detail using appropriate design terminology.

Final presentation 1

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________

___________________________________________________________

(3 marks)

Final presentation 2

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________

37

___________________________________________________________

(3 marks)

5. How effective are your final presentations against the constraints and considerations outlined in the design brief?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(4 marks)

6. Highlight key words and phrases in the preceding written responses (questions 1 – 5).

For your oral presentation, you are required to speak briefly about your two final presentations and the thinking behind decisions made during the design processes. You will expand on the key words and phrases selected using appropriate terminology.

38

39

Outcome 3: Evaluation and explanation (SAC- Responding)

On completion of this unit students should be able to devise a pitch to present and explain their visual communications to an audience and evaluate the visual communications against the brief

Key knowledge:

- Purposes and relevant components of a pitch- Methods of delivering a pitch to present and explain resolutions to a brief- Criteria for evaluating the extent to which final presentations met the requirements of the

brief- Criteria for evaluating how the design process was used as a framework for creating visual

communications- Critical and reflective thinking strategies- Terminology appropriate to the study

Key skills:

- Devise and deliver a pitch that supports the presentation of final visual communication- Present final visual communications that satisfy the brief- Explain the design thinking behind each of the visual communication presentations- Apply criteria for evaluating the quality of the final presentations- Evaluate the design process as a framework for creating visual communications- Use appropriate terminology

Lesson Focus Resources Student Activity

Use resources to outline the requirements of the task. Key terminology must be revisited. Use work sheets to provide guidelines and outline the expectations of the task. Use Audience analysis sheet to expand students’ responses (particularly related to the visual communication terminology)

- Purposes and relevant components of a pitch- Methods of delivering a pitch to present and explain resolutions to a brief

- Critical and reflective thinking strategies

- Terminology

- Audience analysis sheet- Youtube clip https://www.youtube.com/watch?v=farsGed6yTY- Pitch guide Sheet- Refer back to your Design Process Sheets

- Complete Audience analysis sheet- take notes of clips and pitch guide sheet

40

appropriate to the study

Use of audience analysis sheet is to stem exploration, understanding and evaluation of students work. Scaffolds the task

- Present final visual communications that satisfy the brief

- Evaluate the design process as a framework for creating visual communications

Develop and practice your task. Learn from experience and gain valuable information in order to improve. Provides an evaluation of the students work, indicating knowledge and understanding in the visual communicative unit.

- Purposes and relevant components of a pitch

- Methods of delivering a pitch to present and explain resolutions to a brief

- Criteria for evaluating the extent to which final presentations met the

- Tips for the pitch- Youtube clip

https://www.youtube.com/watch?v=EkVhUrwfgxo

- Sample questions for the pitch sheet- Rubric of Assessment- 2015 Folio Checklist for units 3 and 4

Visual Communication Design

- Get in pairs and practice your pitch to your “client”

- Have partner critique your pitch in notebook (what was done well, needed work, tips for improvement- look at rubric)

- Repeat again, with different partner, working on feedback from

41

requirements of the brief

- Criteria for evaluating how the design process was used as a framework for creating visual communications

- Critical and reflective thinking strategies

- Terminology appropriate to the study

Enable students to demonstrate their knowledge and understanding in the field and expand/explore/inform and discuss their reasoning and justification of their work

- Devise and deliver a pitch that supports the presentation of final visual communication

- Present final visual communications that satisfy the brief

- Explain the design thinking behind each of the visual communication presentations

- Apply criteria for evaluating the quality of the final presentations

previous pitch

- Highlight key terms (as a class) of rubric and expectations

42

- Evaluate the design process as a framework for creating visual communications

These lessons will build upon students’ knowledge and understanding of how to present a pitch through the application of the key knowledge and skills (VCAA 2015). These lessons stem from the study guide, and provide essential resources that will help students understand the requirements of the task. Through the worksheets and clips provided, they show “how designers present a pitch to a client” and “presentation techniques such as body language, how the concept is explained and how interest is held” (VCAA 2015). Activities such as pairing up and practicing your pitch allows for students to “identify the criteria” and how “critical decisions” can be presented, it offers the students clarity of the task and tips and improvements for their final presentation (VCAA 2015). The lessons activities, discussions and worksheets also identify ideas and how there developed and the reasons for this. It is great practice for students to present to one another, and very important to use key terminology to express their findings. In accordance with the VCE Visual Communication and Design Assessment Handbook 2013-2017

Unit 3 outcome 1 Resources/worksheets-

43

GOOD EXAMPLE OF

INDUSTRIAL DESIGN ANALYSIS – MS USBee (Previous students work)

Design Field

The MS USBee is a piece of stylish industrial design that serves a purpose to transport and store digital information but also to be functional and create a simplistic yet good experience between the tangible product and the target audience. This innovative piece of simplistic and minimalistic design benefits the target audience by creating a seamless experience between the product and the user.

Target Audience

The target audience of this innovative USB design can be defined as predominantly women between the age of 15-45 whom study as a student or are of working class in an office type profession. However, males may also be seen using this product, making it somewhat gender neutral. This can be identified by the purpose of the design to transport and save digital data, which the target audience would regularly do on a day-to-day basis. The sleek, snazzy and stylish design would appeal to a high-class socio economic status as the design creates a sense of uniqueness and individuality whilst the use of quality materials such as silicon and aluminium accentuates the appeal to a more exclusive market. As this piece of clever design would come with a more expensive price tag to most USB’s on the market, allows us to further assume that this product would be better suited to those from a higher socio economic location. The location of the target audience would be found within the inner city region where both those working in office jobs and university students are predominantly located. The target audience would be technology savvy and have an interest in stylish and exclusive design, which is unique and efficient within their working or studying life.

Purpose

The main purpose of this ergonomic design is to transport and save digital data efficiently. Its secondary purpose is to protect computers from physical damage through the use of flexible materials such as silicon, yet to protect the data through the use of an aluminium casing. The design aims to create a more comfortable and stylish way to transport data in a safer manner through the introduction of ‘breathing holes’ to prevent overheating, a ‘belt hole’ to allow the USB to be easily stored around the next or from a mobile phone and an organic shape so it can be easily found within the users handbag, backpack or pocket.

Context

44

This innovative design can be seen in boutique fashion stores, stores within the city region where computer accessories are sold and perhaps private online stores which the target audience is likely to view. The USB can also be seen in the experience of hanging off a lanyard or mobile phone, in the backpack, handbag or laptop case of the user, comfortably within the palm of the users hand or pocket and also connecting with the computer or laptop.

Elements & Principles

The use of an organic shape creates a comfortable and easy to find USB with the target audiences handbag, and pocket, that mimics the body shape of a bee, which helps to emphasise the comparison of passing and transferring honey from a flower to a hive. The bright, bold yellow colour further emphasizes the perception of a bee, as well as the use of type, which is a play-on-words to create the name of the product ‘USBee’. The use of bright yellow creates a sense of cheer and invites the target audience to interact with the product while allowing it to also standout from other items that can be found in a backpack or handbag. The use of curved, free-flowing line that converges to a point, replicating the tail of a bee, creates and organic shape which emphasizes the unique and sleek looking design that appeals to the target audience. Thick, dark black lines repeat vertically along the body of the USB creating a contrast against the bold yellow stripes and serve the function of ‘breathing holes’ to prevent overheating. The use of these repetitive, bold lines, along with its rounded cylindrical form and rubbery silicon texture contribute to an easy and comfortable experience when being held in the hand. The branding for the product has been created using a small yet bold, white sans serif font, which contrasts against the bold vibrant yellow. This use of figure/ground creates a hierarchy within the product by allowing the brand name to stand out and grab the attention of the consumer. The large-scale organic oval shape, which serves to replicate a bee, also contributes to a comfortable holding experience for the user whilst creating an asymmetrical balance

Media, Methods, Materials

The use of high quality aluminium casing creates a high quality and sleek design that serves the function of protecting the data but also appeal to a higher class audience, whilst the use of silicon casing creates a smooth yet rubbery surface making it easy to hold and interact with. The use of metal is seen with in the casing of the USB port itself and plastic to in case the cords. The industrial designer would have used paper and pen or pencil to create visualization drawings and further used markers to experiment with colour. Computer programs such as Adobe Illustrator and 3D programs such as AutoCAD would have been used to further develop their ideas in order to produce presentation drawings for manufacturing purposes to create the end product.

Proposed Visual Communication

Industrial Design - In order to change this design I would aim the target audience more too mature women aged between 24-45 and of a high socio economic status. I also intend to create a new purpose for the design by exploring ways that the target audience can interact with the function of transferring digital data through incorporating the USB with in a piece of jewellery. I will explore a range of high quality materials that are associated with a high socio economic target audience such as gold, silver and bronze and incorporate other expensive features such as diamonds. I intend to experiment with a combination of different organic shapes that are elegant and slim line as well as the use of line (both curved and shape) along with a minimal colour palette.

Communication Design – For the communication design piece I would like to present it as a small DL size flyer or as an A4 size advertisement to appear in a women’s magazine that would be read by an all-female target audience. The flyer could appear on desks with in fashion or jewellery shops where the target audience would be seen shopping. I would like to create it using a program such as Photoshop to experiment with the use of elegant typography and photography that would appeal to the target audience.

45

The three fields of design Revision sheet- Communication Design fieldThe design and presentation of visual information to convey ideas and concepts.

Environmental Design fieldThe design and presentation of visual information for built/constructed environments.

Industrial Design fieldThe design and presentation of visual information for manufactured products.The following are areas you are required to cover in your analysis of visual communication. You can choose to either write a series of shorter responses under each heading or, if you prefer, write a single longer response that incorporates them all.

Design field Identify the design field this example belongs to. Describe the characteristics or features of this design field that are present in the example.

Targeted audience With reference to the visual communication, identify and explain characteristics of the likely targeted audience. This could include age, gender, economic status, lifestyle or location. Explain how the characteristics of this audience might have influenced the visual communication.

Purpose With reference to the visual communication, identify and explain the main purpose, and how it has been communicated to the targeted audience.

Context What is the context for which this visual communication was intended? In what way has the context contributed to the way in which the purpose has been communicated with the targeted audience?

Design elements and design principlesDescribe the characteristics and functions of design elements and design principles. Explain how they have been used to communicate with the targeted audience.

Material, media and methods Identify and describe the materials, media and methods the designer has used in the production of the visual communication.

Proposed visual communicationIdentify and describe the features, purpose, target audience or context of the existing communication that you intend to alter to create a new visual communication.

Discuss how you intend to use design elements and design principles, methods, materials and media in the production of a new visual communication.

46

47

Unit 3 outcome 3 worksheets/resources-

(perfect score in folio/brief)

STEPS TO WRITING YOUR DESIGN BRIEF

1. Start by brainstorming and creating a mind map. Although you might think you have decided on your final idea it is always good to let your imagination run wild and begin thinking of as many ideas as possible.

2. Share your ideas with other students or family members. Often sharing your idea will allow others to think of other possibilities that you may not have thought of. Even being able to verbalise your idea to someone else is often a helpful way for you to get a better understanding of what it is you intend on designing.

3. Use the Design Brief template I gave you and begin filling in the headings. Dot points are fine to begin with as this will give you as starting point and allow you to generate a good framework from which to write your brief. The more detail you can jot down the better.

4. Once you have filled out every section of your template you can start to write it in paragraph form. It is often easier to write your brief using subheadings – client / communication need / target audience etc. This way it reads a lot clearer and you know you are including all the necessary information.

48

RESOURCES TO HELP YOU!!

1. Use all the suggested activities in the booklet ‘Chapter 9 – Developing a brief and generating ideas’. All the information in this book will assist you in analysing other briefs, creating your own brief, ways to begin effective research and how to start generating ideas for your folio.

2. Look at the Unit 4 folios from past Year 12’s. They are in the cupboards under the bench and will give you a good idea of how what is contained in a folio. Their design briefs will be featured at the front for you to read.

3. Look on Edmodo – ask questions, share ideas with each other and use what is available to you. If you lose a worksheet, print it off from here. All your resources are available to you right here.

THINGS TO REMEMBER…

1. Design something that you are interested in! Design something that is unique and maybe hasn’t been done before. How can you change something, make something different, make something more user friendly etc. Try not to design something that everyone has designed before. Be original!

2. Allow yourself enough room to develop different ideas. Don’t include too many constraints in your brief as it won’t allow you enough flexibility to develop a RANGE of ideas and possibilities.

3. 25 weird, wonderful, different, interesting ideas are better than only 1 good idea. Allow yourself to be creative and let the ideas flow. Quick sketches and rough drawings are always a good place to start.

4. Your design brief is what underpins everything throughout the design brief. You MUST get it right. If you don’t write a good brief with clear directions, you will struggle through the design process. Have a clear goal and direction!

THE DESIGN BRIEF

This needs to be written before commencement of the design process and signed off by both you, your client and your teacher and placed in the front of the development folio.

Choose an interesting topic… something that gives you room to move. You need to be interested in what you’re doing, keen and passionate about the topic. Don’t choose something that will become boring quickly with no scope for imagination or creativity.

Use Visual Communication Terminology in your design brief – such as the design elements and principles etc.

Be thorough and clear. Describe with some depth but don’t repeat information or ramble on unnecessarily.

CLIENT

49

Describe the scale of the business, employees, location, history, aspirations, style, existing products, etc. Give some depth so the reader can clearly understand who your client is and what they are about.

COMMUNICATION NEED

State exactly what the client requires you to design. State it simply.

PURPOSE

Use correct terminology for your purpose…

Inform, educate, advertise, promote, guide, depict

CONTEXT

Try to explain clearly where your design will be seen/used by the target audience. Give depth, extensions, not just the obvious.

CONSTRAINTS

Make sure to include a budget and time constraints. Budget can be made up. Keep constraints such as colour, materials etc. achievable and not too constricting… leave room to move to allow yourself to be flexible in your creativity. Anything too exact looks like it has been written after the final design.

TARGET AUDIENCE

Paint a picture with words of who the target audience is. Describe who they are, be expansive, not just the obvious average response.

PRESENTATION TO THE CLIENT

What the final designs are likely to be, for example packaging to scale, poster printed in A2-A3 format, a carrybag, 3D model, technical drawings, brochure, postcards etc.

METHOD OF APPROACH

For this section you should outline how you plan to approach your work... such as the things you may research, media, methods or materials you might explore and design elements and principles that could be particularly important.

SIGNATURES AND DATE

For teacher and student. This must all be done BEFORE the design process begins. YOU CANNOT go back and change the design brief once it has been signed off. The brief is referred to through the design process to ensure you are meeting all the requirements you have stated. Authentication sheets will be filled out on regular occasions between the student and teacher throughout the design process to ensure you are meeting the criteria and staying on task.

BEGINNING THE DESIGN PROCESS

MOODBOARD AND AUDIENCE PROFILE

You are to create a mood board that includes things such as a colour palette, fonts, similar images that reflect the direction of your intended design. All these things should incorporate the ‘look & feel’ of your design.

The audience profile can include images of people that fit the description of your audience, including things such as the clothes they wear, houses, cars, food, interests etc. etc. Everything on your audience profile should encapsulate your target audience in a visual form.

RESEARCH

Research must be varied interesting, connecting, not necessarily obvious. Photos, collage, drawings… particularly drawings from observation of objects to indicate form, light, shade, shadows, texture of surfaces etc.

50

Each design piece should have approximately 4-6 pages of QUALITY research. Weaker folios are usually filled with dozens of pages of repetitive, obvious research as this is easy to do – and it usually doesn’t incorporate observational drawing.

QUALITY OVER QUANTITY!

ALL RESEARCH MUST BE REFERENCED by attaching the URL or book title/author etc.

ANNOTATIONS

Don’t be repetitive with your annotations. You should annotate (almost) all of your work to clearly explain your ideas and thought processes. Don’t need to annotate every drawing if they are showing the same thing or process

Avoid terms such as ‘I like…’ OR ‘I don’t like…’

Must use design terminology. Refer to and describe the design elements and principles that are evident and what their effects / messages are.

Avoid big blocks of text. Annotations should be clear and concise, but not waffle.

Annotations should be done in real time (as you are doing your research/ drawings etc. NOT AT THE END OF THE DESIGN PROCESS)

Write in pen or fine liner rather than pencil where possible. And keep annotations neat and legible (readable).

Unit 4 outcome 1 worksheets/resources-

51

Unit 4 outcome 3 resources/worksheets-

EVALUATION AND EXPLANATION

- Sample questions to assist you with preparing your pitch.

• In what role did you present yourself to your client?

• Explain who your client was and what needs he/she required to be undertaken by you?

• Explain what research you undertook and how this informed your design concepts.

• Explain how and why you arrived at your final concepts; what material choices were made, what media selected, what methods best suited and how did particular design elements and design principles support and enhance your concepts?

• How did your 2 final presentations fulfil the client needs as outlined in the brief including; your response to the target audience specifications, the purpose of each presentation, the context within which it will ‘sit’

52

and how you respected and responded to the stated constraints and expectations?

THE PITCH

TIPS FOR PREPARING YOURSELF FOR THE PITCH

Be confident in your own work and what you have achieved. Review your folio from start to finish so that you clearly understand the design process you have followed.

Know where you started - the design brief. You need to clearly explain who your client is, target audience, two communication needs and any constraints/limitations that were stated in your brief.

It is important that you clearly communicate and explain the design thinking and decision making that occurred at critical stages of the design process and explain the reasons for these choices.

Research criteria for an effective pitch; watch videos sourced from the web of designers presenting a pitch to a client; take notes on the use of visual support, presentation techniques such as voice, body language, how the concept is explained and how interest is held; note the connections made with the client and the brief.

Evaluate your final presentations to ensure they have met the required communication needs stated in your brief and that they satisfy the purpose/s and are effective formats for the target audience and context.

Explain how ideas were conceived and developed throughout the design process, referring to research and/or other support material.

53

Explain the reasons for decisions you made at critical points of the design process, including the production of your final pieces.

Evaluate how the design process was used as a framework for generating your ideas, developing them and then ultimately used to create your two final visual communications.

Must use terminology appropriate to this subject (elements & principles, media, method, materials, design thinking strategies)Avoid using jargon and waffle talk (“I used this thingo to make this stuff”)

EVALUATION AND EXPLANATION

Sample questions to assist you with preparing your pitch.

• In what role did you present yourself to your client?

• Explain who your client was and what needs he/she required to be undertaken by you?

• Explain what research you undertook and how this informed your design concepts.

• Explain how and why you arrived at your final concepts; what material choices were made, what media selected, what methods best suited and how did particular design elements and design principles support and enhance your concepts?

• How did your 2 final presentations fulfil the client needs as outlined in the brief including; your response to the target audience specifications, the purpose of each presentation, the context within which it will ‘sit’ and how you respected and responded to the stated constraints and expectations?

MARKING CRITERIA

• Quality of pitch and presentation of the final visual communications

• Explanation of how final presentations fulfil the brief

• Explanation of design thinking used to make decisions regarding methods, materials, media, design elements and principles used in final presentations

• Use of appropriate techniques to evaluate the final presentations and design process

Your pitch will only need to go for approximately 5-7 minutes in total.

54

ReferencesAbduzeedo (2015). Visual Inspiration and useful tutorials. Design Blog. [ONLINE] Retrieved at: http://www.abduzeedo.com/

David Carson Design (2015). Graphic Design, Branding, Advertising, Consulting, Web, Print + Digital. [ONLINE] Retrieved at: http://www.davidcarsondesign.com/

Emma’s Creation (2011). Year 12 Unit 4 Visual Communication and Design Folio. Blog. [ONLINE] Retrieved at: https://emmascreations.wordpress.com/2011/06/29/year-12-unit-4-visual-communication-design-folio/

Reg Mombassa (2015). Artist, Musician and Illustrator. [ONLINE] Retrieved at: http://regmombassa.com/

Sprocket (2015). Digital Directory Solutions. [ONLINE] Retrieved at: http://www.sprocket.com.au/digitalsolutions/

Studio Libeskind (2015). Innovative Design Concepts and Media Inspiration. [ONLINE] Retrieved at: http://libeskind.com/

The Cool Hunter (2004-2015). Innovative Design Concepts. A Transformational Creative Ideas Agency. [ONLINE] Retrieved at: http://www.thecoolhunter.com.au/

Victorian Curriculum and Assessment Authority (2015). Visual Communication Design. Victorian Certificate of Education Administrative information for school-based assessment unit 3 and 4. [ONLINE] Retrieved at: http://www.vcaa.vic.edu.au/Documents/vce/visualcomm/SBA_viscomm.pdf

Victorian Curriculum and Assessment Authority (2015). Visual Communication Design. Victorian Certificate of Education Study Design. [ONLINE] Retrieved at: http://www.vcaa.vic.edu.au/Documents/vce/visualcomm/VisualCommunicationDesignSD-2013.pdf

55

Victorian Curriculum and Assessment Authority (2015). Visual Communication Design. Victorian Certificate of Education Assessment Handbook. [ONLINE] Retrieved at: http://www.vcaa.vic.edu.au/documents/vce/visualcomm/visualcommunicationdesignsd-2013.pdf

Visual Communication Victoria (2013). Type Workshop: Lesson ideas for the year 9-12 design class. [ONLINE] Retrieved at: http://www.vcv.asn.au/images/FUSE/HR_type_resoure_FUSE.pdf

Visual Communication Victoria (2015). Resources. [ONLINE] Retrieved at: http://www.vcv.asn.au/index.php/resources/web-links.html

Victorian Curriculum and Assessment Authority (2012-2013). Top Designs: Visual Communication and Design. [ONLINE] Retrieved at: http://www.timboonp12.vic.edu.au/app/webroot/uploaded_files/media/vcaa_study_design_presentation_visual_communication__design.pdf

Youtube (2013). Viscom Pitch. People and Blogs. [ONLINE] Retrieved at: https://www.youtube.com/watch?v=farsGed6yTY

56