Design and Visual Communication
Implementation & programme development
©The ideas faktory
a.wells
......
Design and Visual Communication Guidelines
Under the framework learning area of Technology Education
Te a c h i n g a n d L e a r n i n g
Pre - learning
Ye a r 1 - 1 0
Year 9 & 10
Constructed
learning intentions
Year 11
NCEA
Level 1
Year 12
NCEA
Level 2
Year 13
Career
choices
NCEA
Level 3
Qualification
s
©The ideas faktory
a.wells
......
Design
b r i e
f
Context
Graphics Practice
The Graphics Practice strand focuses on the
integration and creative application of visual
communication and design in response to a brief.
.
Design outcomes
Students gain a knowledge of design and designing.
Designing combines different considerations of design
elements and thought processes to initiate and develop ideas.
Visual Communication
Students develop a visual literacy enabling the
communication and presentation of design ideas
©The ideas faktory
a.wells
......
©The ideas faktory
a.wells
......
early learning pathway
building confidenceDn
G rcreativity
aphics Practice
visualisation skills
Visual Communication
Sketching 2 & 3D
Formal drawing systems 2D & 3D
Models
Illustration
Rendering
Digital imaging
Instrumental
Accuracy
Codes of practice
Specialist knowledge
Identification of a design situation
Collaboration
Interpretation
Integration of components
Intuition
Analysis
Synthesis
Creativity
Risk taking
Evaluating
Qualitative judgments
e
s
i
g
Principles - Function
- Aesthetics
Elements
Styles
Design history
Design era’s
Designers
Design practice
The place of design in the
creative industries
Year 9/10 learning programmes
Developing students confidence, skills and knowledge for improving their capacity for independent design.
A lot of positive direction, mentoring, modeling, structured learning, some explorative/experiential.
©The ideas faktory
a.wells
......
Potential learning
Introduction to
design situations
Preferably authentic community context
Ability to recognise and visualise:
 Cut outs from magazines
 Keeping a visual diary – grow visual meaning
 Interpret shapes in objects
 Creativity activities
 Identifying potential design situations
Shelter
Community issue
b r i e
f
Context
Year 9 programme
Motivating, inspiring, exploration,
discovery, skill development, build
confidence, acceptance of all ideas
relevance of the designed world.
Sketching in two and three dimensions:
 Gain confidence in sketching
 Lines/shapes/forms
 Tracing
 Crating objects
 How to sketch in 2D & 3D
Intro to formal drawing systems
 Orthographic drawing
 Isometric drawing
 Development/nets: 2D to 3D
Modelling
Simple foam/card/foam board models
Cutting/Joining systems
Media
 Water colour pencils
 Graphite pencils
 Sketching pens
 Possible intro to markers
 Possible intro to CAD
Design outcomes
Design
 Introduction to design principles and elements
 Discuss influence of design on our lives. E.g.
human needs, biomimicry, sustainability,
Transport
Camping
Storage
Social conditions
Fantasy narrative
etc
These ideas may relate to:
Spatial (for example, architecture,
interior, or landscape architecture etc)
Product (for example, transport,
furniture, fashion, jewellery, appliances,
personal media, packaging etc)
©The ideas faktory
a.wells
......
Design
 Application of design principles and elements
 Debate/analyse the influence of design on our
lives – ergonomics, fitness for purpose etc
 Design awareness – events leading to design
outcome/views on design process
Recognise and visualise:
 Encourage intuition in design thinking
 Keeping a visual diary, translate/discovery
 Evaluate shapes in objects/transform
 Creativity activities
 Identifying potential design situations &
attempt to write design briefs
 Encourage innovation
Identify design
situations
Preferably authentic context
Recreational
Food preparation
b r i e
f
Context
Year 10 programme
Motivating, inspiring, exploration,
discovery, improve knowledge and
skills to visually communicate design
ideas, build confidence, acceptance of
all ideas, relevance of design in the
world.
Sketching in two and three dimensions:
 Sketching for 2D & 3D visualisation of design
ideas
 Lines/shapes/forms
 Rendering/shading/illustration to identify form
Use of formal drawing systems
 Orthographic drawing – multi view
 Pictorial drawing systems (paraline) –
Isometric/oblique/planometric/perspective
 Development/nets: 2D to 3D
Geometric shapes and solids
Modelling
Simple foam/card/foam board models
Cutting/Joining systems
 CAD/3D modelling potential
Media
 Water colour pencils
 Graphite pencils
 Sketching pens
 Markers
 Possible use of CAD/digital media
Design outcomes
Potential learning
Sketching in two and three dimensions:
Orthographic
Isometric
Oblique
disasters
Transport
Orthographic drawing:
Three views by projection
Dimensioning standards
Simple sectional elevation
Accommodation
Isometric drawing
Non-isometric lines
Isometric circles
Ordinate method curves
Access
Oblique drawing:
Cabinet
Cavalier
Ordinate curves
etc
Surface development:
Parallel line
Radial line
These ideas
may relate
to:
Geometric
construction
Spatial Tangent
(for example,
architecture,
curves
interior,Bisect
or landscape
etc)
lines andarchitecture
angles
by concentric
circles
ProductEllipse
(for example,
transport,
Inscribe
polygon
furniture,
fashion,
jewellery, appliances,
Polygon
given line etc)
personal
media, on
packaging
©The ideas faktory
a.wells
......
Year 11
Level 1
Experiential Learning.
Students learn by designing and communicating design ideas
Visual Communication
Graphics Practice
Design
Approx Level 6
Gain knowledge and skills in
fundamental visual communication
techniques and graphic design
principles.
Initiate, explore and develop design
ideas applying visual
communication and design
techniques and knowledge,
supported by qualitative
judgements in leading to an
outcome in response to a brief.
Gain knowledge of design
principles and processes and
influential designers
New skills taught and re-taught as required by students.
Evidence for each internal that
could be assessed several times
during the year.
Evidence for external standards sent for
marking at the end of the year and drawn
from all briefs.
2- 4 Design Briefs.
Some briefs focused on particular skills, e.g. sketching, formal drawing, modes
and media suitable for meeting the requirements of the students project and
subsequently the chosen achievement standards
©The ideas faktory
a.wells
......
Level 1: Matrix
AS91063
Produce freehand
sketches that
communicate design
ideas
External: 3 credits
AS91064
AS91065
Produce instrumental,
multi-view orthographic
drawings that
communicate technical
features of design ideas
External: 3 credits
Sent off to
NZQA at the
end of the year
for marking
Produce instrumental
paraline drawings to
communicate design
ideas
External: 3 credits
AS91066
AS91067
AS91068
AS91069
Use rendering
techniques to
communicate the form
of design ideas
Use the work of an
influential designer to
inform design ideas
Undertake
development of design
ideas through graphics
practice
Promote an organised
body of design work to
an audience using
visual communication
techniques
Internal: 3 credits
Internal: 3 credits
Internal: 6 credits
Internal: 4 credits
©The ideas faktory
a.wells
......
Year 12
Level 2
advanced Learning.
Learning some new skills but objectives mainly driven by students
needs – teaching occurs as required to support students to solve
problems and visualise their more complex outcomes
Visual Communication
New drawing skills taught :
scaled isometric
1 and 2 point perspective
auxiliary views
Computer applications and
modelling
designer and design era
Graphics Practice
Design
Approx Level 7
Gain knowledge and skills in
advanced visual communication
techniques and graphic design
principles.
Evidence for each internal that
could be assessed several times
during the year.
Initiate and develop design ideas
applying specialist visual
communication and design
techniques and knowledge,
informed by qualitative
judgements in leading to an
outcome in response to a brief.
Gain knowledge related to the
specialist design fields, and an
understanding of design history.
Evidence for external standards
sent for marking at the end of the
year and drawn from all briefs.
2- 3 Design Briefs.
Detailed briefs that encourage students to be more analytical about identifying
useful information and demonstrate a depth of design thinking and visual
communication skills that clearly articulates their design ideas and outcomes
appropriate for the design situation. Could be student centred briefs.
©The ideas faktory
a.wells
......
Level 2: Matrix
AS90318
AS90319
AS90320
AS90321
Produce twodimensional and
three-dimensional
annotated freehand
sketches to show
design ideas.
Produce twodimensional
instrumental drawings
Produce threedimensional
instrumental
drawings.
Describe and explain
design and its
implications for
society
External: 3 credits
External: 3 credits
External: 3 credits
External: 3 credits
Sent off to
NZQA at the
end of the year
for marking
Structure for 2011 only
AS90322
AS90323
AS90324
AS90325
Produce a mock-up
and model to explore
design ideas.
Design and present a
solution for an
architectural or
environmental brief.
Design and present a
solution for an
engineering or
technological brief.
Design and present a
solution for a media or
technical illustration
brief.
Internal: 3 credits
Internal: 3 credits
Internal: 3 credits
Internal: 4 credits
©The ideas faktory
a.wells
......
Year 13
Level 3 & Scholarship: Self expression.
• Students have the opportunity to follow their own interests
• They use specialist knowledge and input to meet their needs in developing and presenting
design solutions
• Flexibility in due dates and access to a variety of resources when needed
• Students complete their DVC year with a portfolio of work demonstrating design and
presentation skills – always used for tertiary/job applications
• They are able to discuss their work at an interview
• Starting the year with a negotiated brief maximises the student’s ability to generate good
evidence for this standard
• Architectural or product briefs lend themselves to a good range of possibilities for AS90735
Visual Communication
Graphics Practice
Design
Approx Level 8
Gain knowledge and skills in
complex visual communication
techniques and graphic design
principles.
Evidence for each internal that could be
assessed several times during the year.
Initiate and refine design ideas by
applying and integrating qualitative
judgements with specialist visual
communication and design
techniques and knowledge, in
leading to a quality outcome in
response to a brief.
Gain knowledge of approaches to
design in practice, and an
understanding of the nature of
design thinking.
Evidence for external standards sent for
marking at the end of the year
©The ideas faktory
a.wells
......
Level 3: Matrix
AS90734
AS90735
Negotiate a brief and a solution
by applying a design process.
Plan and produce a presentation
to communicate design ideas
External: 5 credits
External: 4 credits
Sent off to
NZQA at the
end of the year
for marking
Structure for 2011 & 12 only
AS90736
AS90737
AS90738
Develop and communicate a
solution to an architectural or
environmental design brief
Develop and communicate a
solution to an engineering or
technological design brief.
Develop and communicate a
solution to a media or technical
illustration design brief.
Internal: 5 credits
Internal: 5 credits
Internal: 5 credits
Note: 14 credits required for University entrance
©The ideas faktory
a.wells
......