Visual Communication and Design. Victorian Certificate of Education Study Design

Transcription

1 Visual Communication and Design Victorian Certificate of Education Study Design Victorian Curriculum and Assessment Authority 2003

2 COVER ARTWORK WAS SELECTED FROM THE 2001 TOP ARTS EXHIBITION. COPYRIGHT REMAINS THE PROPERTY OF THE ARTIST. Latoya BARTON The sunset (detail) from a series of twenty-four 9.0 x 9.0 cm each, oil on board Tarkan ERTURK Visage (detail) x cm synthetic polymer paint, on cotton duck Liana RASCHILLA Teapot from the Crazy Alice set 19.0 x 22.0 x 22.0 cm earthenware, clear glaze. lustres Kate WOOLLEY Sarah (detail) 76.0 x cm, oil on canvas Nigel BROWN Untitled physics (detail) 90.0 x x 70.0 cm composition board, steel, loudspeakers, CD player, amplifier, glass Chris ELLIS Tranquility (detail) 35.0 x 22.5 cm gelatin silver photograph Christian HART Within without (detail) digital film, 6 minutes Kristian LUCAS Me, myself, I and you (detail) 56.0 x cm oil on canvas Merryn ALLEN Japanese illusions (detail) centre back: 74.0 cm, waist (flat): 42.0 cm polyester cotton Ping (Irene VINCENT) Boxes (detail) colour photograph James ATKINS Light cascades (detail) three works, 32.0 x 32.0 x 5.0 cm each glass, flourescent light, metal Tim JOINER 14 seconds (detail) digital film, 1.30 minutes Lucy McNAMARA Precariously (detail) x 61.0 x 61.0 cm painted wood, oil paint, egg shells, glue, stainless steel wire Accredited by the Victorian Qualifications Authority 41a St Andrews Place, East Melbourne, Victoria 3002 Developed and published by the Victorian Curriculum and Assessment Authority 41 St Andrews Place, East Melbourne, Victoria 3002 This completely revised and reaccredited edition published Victorian Curriculum and Assessment Authority 2003 This publication is copyright. Apart from any use permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from the Victorian Curriculum and Assessment Authority. Edited by Ruth Learner Cover designed by Chris Waldron of BrandHouse Desktop published by Julie Coleman Visual Communication and Design ISBN

3 Contents 5 Important information 7 Introduction Rationale Aims 8 Structure Entry Duration Changes to the study design Monitoring for quality Safety 9 Use of information and communications technology Key competencies Legislative compliance 10 Assessment and reporting Satisfactory completion Authentication Levels of achievement 12 Unit 1: Visual communication Areas of study Outcomes 16 Assessment 17 Unit 2: Communication in context Areas of study Outcomes 21 Assessment 22 Unit 3: Visual communication practices Areas of study Outcomes 26 Assessment 28 Unit 4: Designing to a brief Areas of study Outcomes 31 Assessment

4 34 Advice for teachers Developing a course 42 Use of information and communications technology Key competencies/employability skills Learning activities 58 School-assessed coursework 59 School-assessed task 60 Suitable resources

5 IMPORTANT INFORMATION Accreditation period Units 1 4: The accreditation period commences on 1 January Other sources of information The VCE Bulletin is the only official source of changes to regulations and accredited studies. The VCE Bulletin, including supplements, also regularly includes advice on VCE studies. It is the responsibility of each VCE teacher to refer to each issue of the VCE Bulletin. The VCE Bulletin is sent in hard copy to all VCE providers. It is available on the Victorian Curriculum and Assessment Authority s website at To assist teachers in assessing Units 3 and 4, the Victorian Curriculum and Assessment Authority will publish an assessment handbook which will include advice on the assessment tasks and performance descriptors for assessment. The VCE Administrative Handbook for the current year contains essential information on assessment and other procedures. VCE providers Throughout this study design the term school is intended to include both schools and other VCE providers. Photocopying VCE schools only may photocopy parts of this study design for use by teachers. 5

6 Introduction RATIONALE Visual Communication is a bridge between an idea and its intended audience. In the fields of architecture, engineering, graphic, industrial and multimedia design, advertising and marketing, cartography and fashion, for example, visual communicators use text and/or image to communicate information. The visual form that the communication takes may be imaginative and original or it may conform to conventions or accepted rules. The production of visual communications involves the application of a design process in which final presentations are developed in response to needs identified in an initial brief. The design process provides a defined, yet flexible approach, to the development, evaluation and refinement of visual communication solutions. The vocabulary and grammar of visual communication is based on understanding and applying drawing and drawing conventions, design elements and design principles. This knowledge assists students in the generation of a range of visual communications. In this study, information and communications technology as well as other forms of image generation are used to create examples of visual communication. The study also provides the opportunity for students to develop an informed, critical and discriminating approach to visual communications encountered in everyday life. AIMS This study is designed to enable students to: extend their understanding of how ideas and information can be conveyed through visual means; develop the capacity to create communication solutions through the application of the design process; acquire skills in the analysis, interpretation and understanding of visual communication in its social context; develop skills in freehand and instrumental drawing and rendering; increase their knowledge of drawing standards and conventions; acquire skills in using design elements and design principles; develop a critical perspective of visual communications; develop skills in the appropriate selection and application of information and communications technology, media, materials and production methods in the production of visual communications. 7

7 Introduction VISUAL COMMUNICATION AND DESIGN STRUCTURE The study is made up of four units: Unit 1: Visual communication Unit 2: Communication in context Unit 3: Visual communication practices Unit 4: Designing to a brief Each unit deals with specific content and is designed to enable students to achieve a set of outcomes. Each outcome is described in terms of related key knowledge and skills. ENTRY There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education. All VCE studies are benchmarked against comparable national and international curriculum. DURATION Each unit involves at least 50 hours of scheduled classroom instruction. CHANGES TO THE STUDY DESIGN During its period of accreditation minor changes to the study will be notified in the VCE Bulletin. The VCE Bulletin is the only source of changes to regulations and accredited studies and it is the responsibility of each VCE teacher to monitor changes or advice about VCE studies published in the VCE Bulletin. MONITORING FOR QUALITY As part of ongoing monitoring and quality assurance, the Victorian Curriculum and Assessment Authority will periodically undertake an audit of Visual Communication and Design to ensure the study is being taught and assessed as accredited. The details of the audit procedures and requirements are published annually in the VCE Administrative Handbook. Schools will be notified during the teaching year of schools and studies to be audited and the required material for submission. SAFETY This study may involve the handling of potentially hazardous substances and/or the use of potentially hazardous equipment. It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students undertaking the study. 8 VCE STUDY DESIGN

8 VISUAL COMMUNICATION AND DESIGN Introduction USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY In designing courses for this study teachers should incorporate information and communications technology where appropriate and applicable to the teaching and learning activities. The Advice for Teachers section provides specific examples of how information and communications technology can be used in this study. KEY COMPETENCIES This study offers a number of opportunities for students to develop generic skills and key competencies. The Advice for Teachers section provides specific examples of how students can demonstrate key competencies during learning activities and assessment tasks. LEGISLATIVE COMPLIANCE When acquiring and using information, the provisions of privacy and copyright legislation, such as the Information Privacy Act 2000, the Privacy Amendment (Private Sector) Act 2000, and the Copyright Act 1968 must be met. VCE STUDY DESIGN 9

9 Assessment and reporting SATISFACTORY COMPLETION The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher s assessment of the student s performance on assessment tasks designated for the unit. Designated assessment tasks are provided in the details for each unit. The Victorian Curriculum and Assessment Authority will publish an assessment handbook which will include advice on the assessment tasks and performance descriptors for assessment for Units 3 and 4. Teachers must develop courses that provide opportunities for students to demonstrate achievement of outcomes. Examples of learning activities are provided in the Advice for Teachers section. Schools will report a result for each unit to the Victorian Curriculum and Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Completion of a unit will be reported on the Statement of Results issued by the Victorian Curriculum and Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Schools may report additional information on levels of achievement. AUTHENTICATION Work related to the outcomes will be accepted only if the teacher can attest that, to the best of their knowledge, all unacknowledged work is the student s own. Teachers need to refer to the current year s VCE Administrative Handbook for authentication procedures. LEVELS OF ACHIEVEMENT Units 1 and 2 Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Assessment of levels of achievement for these units will not be reported to the Victorian Curriculum and Assessment Authority. Schools may choose to report levels of achievement using grades, descriptive statements or other indicators. 10

10 VISUAL COMMUNICATION AND DESIGN Assessment and reporting Units 3 and 4 The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4. In Visual Communication and Design the student s level of achievement will be determined by schoolassessed coursework, a school-assessed task and an end-of-year examination. The Victorian Curriculum and Assessment Authority will report the student s level of performance on each assessment component as a grade from A+ to E or UG (ungraded). To receive a study score, students must achieve two or more graded assessments and receive S for both Units 3 and 4. The study score is reported on a scale of It is a measure of how well the student performed in relation to all others who took the study. Teachers should refer to the VCE Administrative Handbook for the current year for details on graded assessment and calculation of the study score. Percentage contributions to the study score in Visual Communication and Design are as follows: Unit 3 school-assessed coursework: 33 per cent Unit 4 school-assessed task: 33 per cent End-of-year examination: 34 per cent Details of the assessment program are described in the sections on Units 3 and 4 in this study design. VCE STUDY DESIGN 11

11 Unit 1: Visual communication The main purpose of this unit is to enable students to develop an understanding of instrumental drawing methods and freehand drawing including drawing from direct observation. The unit involves the study of a range of drawing methods, including relevant Australian Standards conventions. Students develop practical skills in the application of appropriate drawing methods, design elements and principles, and information and communications technology. The unit also introduces students to the diversity of visual communication and the role of the design process in visual communication production. AREA OF STUDY 1 Instrumental drawing This area of study focuses on instrumental drawing to show objects and their relationship to each other in space two dimensionally and three dimensionally. Manual and/or electronic drawing methods are used to draw objects using paraline projections, including isometric, oblique, planometric and third-angle orthogonal projections. Australian Standards conventions are used appropriately in the communication of visual information and in the completion of finished designs. The application of conventions to establish a consistent approach includes correct labelling techniques and the inclusion of appropriate symbols. Outcome 1 On completion of this unit the student should be able to complete instrumental drawings using a range of paraline drawing systems. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1. Key knowledge This knowledge includes paraline drawing systems, including isometric, oblique, planometric and third-angle orthogonal projections; manual and/or electronic equipment used in drawing objects in the paraline drawing systems, including isometric, oblique, planometric and third-angle orthogonal projections; 12

12 VISUAL COMMUNICATION AND DESIGN Unit 1 Australian Standards conventions used in orthogonal drawing, including dimensioning and letterform conventions for labelling; drawing methods, including manual and/or electronic drawing. Key skills These skills include the ability to use manual and/or electronic instruments to draw objects using paraline projections, including isometric, oblique, planometric and third-angle orthogonal projections; develop two-dimensional orthogonal views into three-dimensional views and vice versa; use Australian Standards conventions for dimensioning; use correct labelling techniques and symbols in orthogonal drawings. AREA OF STUDY 2 Freehand drawing and rendering This area of study focuses on freehand drawing from direct observation, including one-point and two-point perspective and rendering. A range of media is used in drawing to represent objects, depicting surface features and to describe form, space, light, shade, shadow and texture. A variety of rendering techniques may be applied to enhance the form of represented objects and to communicate realistic scale and proportion of objects in relation to one another. Outcome 2 On completion of this unit the student should be able to draw from direct observation, in proportion, and render the drawings. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 2. Key knowledge This knowledge includes freehand methods for drawing both one-point and two-point perspectives; a range of media for use in drawing and rendering; rendering techniques to enhance form, space, light, shade, shadow, texture and the surface of materials; freehand drawing to develop judgment of proportion and scale, and to show the relationship of objects to each other. Key skills These skills include the ability to create, in proportion, one-point and two-point perspective freehand drawings from direct observation; visually represent form and the relationships of objects; use a range of media to render texture of materials and to show light and shade; render form to show surface of materials and texture. VCE STUDY DESIGN 13

13 Unit 1 VISUAL COMMUNICATION AND DESIGN AREA OF STUDY 3 Design elements and design principles This area of study focuses on the experimentation, exploration and application of design elements and principles through manual freehand drawing, the use of information and communications technology and, where appropriate, other methods of electronic image generation such as photography and photocopying. Design elements, including colour, shape, line, tone, texture, form, letterform and point, and principles, including balance, contrast, cropping, hierarchy, figure ground, scale, proportion and pattern, are used to produce visual communications that satisfy a stated purpose. Experimentation and exploration occur throughout the development of ideas in the testing and reviewing of the relationship between applied elements and principles and the requirements specified in the stated purpose. In this area of study, the term purpose can be understood as one or more purposes. Outcome 3 On completion of this unit the student should be able to explore and apply design elements and principles to satisfy a stated purpose. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 3. Key knowledge This knowledge includes a range of design elements, including colour, shape, line, tone, texture, form, letterform and point, and principles, including balance, contrast, cropping, hierarchy, figure ground, scale, proportion and pattern, applied in the development of freehand drawings; design elements and principles used to produce visual communications that satisfy a stated purpose; manual freehand drawings, information and communications technology applications and, where appropriate, other methods of electronic image generation such as photography and photocopying in the exploration and application of design elements and principles. Key skills These skills include the ability to use a range of design elements and principles in the development of manual freehand drawings; use information and communications technology to explore design elements and principles and, where appropriate, other methods of electronic image generation such as photography and photocopying; use design elements and principles to produce visual communications that satisfy a stated purpose; generate and develop design alternatives using a range of design elements and principles; select and refine a design solution to suit a stated purpose. 14 VCE STUDY DESIGN

14 VISUAL COMMUNICATION AND DESIGN Unit 1 AREA OF STUDY 4 Design process This area of study focuses on components of the design process and how it is applied in the production of visual communications. The design process initially involves identification of a visual communication need establishing the purpose of the visual communication. Information is then researched and ideas generated in order to establish how the visual communication need could be best satisfied through the production of visual communications. Materials, methods, media, design elements and principles are trialled and tested throughout the design process prior to the completion of final presentations. Ongoing review and evaluation of proposed design solutions relative to the initial visual communication need is a feature of the design process. Outcome 4 On completion of this unit the student should be able to describe the nature of the design process in the production of visual communications. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 4. Key knowledge This knowledge includes methods for gathering and organising information about the communication need; methods for generating ideas, such as discussion, group interaction and using existing examples of visual communication; the purpose of the production of visual communication, such as the need of the client/s and the audience/s; materials, methods, media and final presentations used to make visual communications; design elements and principles used to make visual communications that satisfy the stated purpose; procedures and techniques for evaluating and testing ideas for possible visual communication solutions; the cyclical nature of the design process. Key skills These skills include the ability to describe the research methods required to gather information for a communication need; describe methods for generating ideas prior to developing visual solution/s for a communication need; describe factors such as audience and client needs in determining the purpose of the production of specific visual communication/s; identify the materials, methods, media and final presentations that satisfy the stated purpose; identify the design elements and principles that satisfy the stated purpose; describe strategies for evaluating and testing ideas that satisfy the stated purpose. VCE STUDY DESIGN 15

15 Unit 1 VISUAL COMMUNICATION AND DESIGN ASSESSMENT The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher s assessment of the student s overall performance on assessment tasks designated for the unit. The key knowledge and skills listed for each outcome should be used as a guide to course design and the development of learning activities. The key knowledge and skills do not constitute a checklist and such an approach is not necessary or desirable for determining the achievement of outcomes. The elements of key knowledge and skills should not be assessed separately. Assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe. Teachers should select a variety of assessment tasks for their assessment program to reflect the key knowledge and skills being assessed and to provide for different learning styles. For this unit students are required to demonstrate achievement of four outcomes. As a set these outcomes encompass all areas of study. Demonstration of achievement of Outcome 1 must be based on the student s performance on the following assessment task: a folio of instrumental drawings of objects. Demonstration of achievement of Outcome 2 must be based on the student s performance on the following assessment task: a folio of drawings of objects that show one-point and two-point perspective drawing, rendering techniques, proportion, scale, and relationship of objects. Demonstration of achievement of Outcome 3 must be based on the student s performance on the following assessment task: a folio of visual communications that use design elements and principles to satisfy stated purpose/s. Demonstration of achievement of Outcome 4 must be based on the student s performance on the following assessment task: a written response and/or oral report supported by visual material describing the design process in the production of visual communications. 16 VCE STUDY DESIGN

16 Unit 2: Communication in context The main purpose of this unit is to enable students to develop and refine practical skills by generating images and developing them through freehand drawing, instrumental drawing and the use of information and communications technology. In the development of visual communications, this unit enables students to develop an awareness of how the design process facilitates exploration and experimentation and how information and ideas are communicated. AREA OF STUDY 1 Representing and communicating form This area of study focuses on developing skills in communicating visual information and in developing images through freehand and instrumental drawing. The representation of form, scale and relationships should be achieved through the appropriate selection of drawing methods including two-dimensional and three-dimensional representations. Australian Standards conventions should be applied to indicate correct dimensioning, cross-sectioning and for the representation of circles in two-dimensional drawing. In drawing three-dimensional objects, the appropriate representation of circular features should be shown. The conversion of two-dimensional drawings to three-dimensional representations and vice versa should be clearly depicted. Outcome 1 On completion of this unit the student should be able to use freehand and instrumental drawings to develop images that represent and communicate form. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1. Key knowledge This knowledge includes drawing methods to communicate form; instrumental two-dimensional drawing, labelling and cross-sectioning to Australian Standards conventions; scale in two-dimensional and three-dimensional grouped objects to indicate relationships; representations of circles in orthogonal drawing, dimensioning and cross-sectioning to Australian Standards conventions; 17

17 Unit 2 VISUAL COMMUNICATION AND DESIGN representations of circles and ellipses in paraline drawing; conversion from two-dimensional orthogonal views into three-dimensional drawing systems and vice versa. Key skills These skills include the ability to select appropriate drawing methods to draw and understand form; complete orthogonal drawing to Australian Standards conventions; develop paraline projection of objects into orthogonal drawings and vice versa; use Australian Standards conventions for dimension and cross-section, and show circular representations in two-dimensional drawing; show circular representation in three-dimensional drawing; apply scale to both a two-dimensional and three-dimensional drawing; represent grouped objects using instrumental drawing; use correct labelling techniques and symbols in orthogonal drawings. AREA OF STUDY 2 Developing imagery This area of study focuses on the application of freehand drawing and rendering and the methods of application that effectively represent form. Both one-point and two-point perspective drawing is used in the development of imagery, which depicts the surface details of an object, including materials and texture. Similarly, the effect of light and shadow on the features of an object are illustrated and a range of media, design elements and principles are applied. In the depiction of selected images, design principles such as scale and hierarchy are applied to illustrate the relationships that exist between objects on a picture plane. Outcome 2 On completion of this unit the student should be able to use freehand drawings in the development of rendered three-dimensional images. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 2. Key knowledge This knowledge includes drawing methods to communicate form; freehand drawing including one-point and two-point perspective; rendering of forms using direction of light, shade and shadow; rendering of forms by applying a range of media to represent surfaces, materials and texture; media, design elements, design principles, and rendering techniques in the development of images; scale in three-dimensional grouped objects to indicate hierarchy, relationship and position in a picture plane. 18 VCE STUDY DESIGN

18 VISUAL COMMUNICATION AND DESIGN Unit 2 Key skills These skills include the ability to use freehand drawing to assist in the communicating of form; complete one-point and two-point perspective drawings; render form to show the play of light, shade and shadow; render form to show surfaces, materials and texture; use a range of media, design elements, design principles, and rendering techniques to develop images; use scale in three-dimensional grouped objects to indicate hierarchy, relationship and position in a picture plane. AREA OF STUDY 3 Developing visual communication solutions This area of study focuses on applying the design process in the development of visual communication solutions to set tasks. The tasks may vary in their purpose, context, target audience, materials to be trialled, media and design elements and principles to be explored. Freehand and instrumental drawing together with information and communications technology and, where appropriate, other methods of electronic image generation such as photography and photocopying are used to express varied concepts and to develop solutions. Following the analysis of material and research related to the set task, the proposal of solutions and refinement of ideas occur during the application of the design process. In this area of study, the terms solution and task can be understood either as one or more solutions or tasks. Outcome 3 On completion of this unit the student should be able to apply a design process to develop a visual communication solution to a set task. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 3. Key knowledge This knowledge includes purposes of a visual communication solution in relation to a specified audience and context; manual freehand drawing and information and communications technology applications, and, where appropriate, other methods of electronic image generation such as photography and photocopying to develop a visual communication solution; materials, methods, media, design elements and design principles to explore a possible visual communication solution; refinement of possible visual communication solutions to suit the set task. VCE STUDY DESIGN 19

19 Unit 2 VISUAL COMMUNICATION AND DESIGN Key skills These skills include the ability to research and analyse information relevant to the set task; apply a design process using manual freehand drawing and information and communications technology and, where appropriate, other methods of electronic image generation such as photography and photocopying to develop possible visual communication solutions; refine ideas for the visual communication solutions through the application of a design process; develop visual communication solutions appropriate to the set task. AREA OF STUDY 4 Visual communication in context This area of study focuses on how cultural and historical factors influence the communication of information and ideas in both contemporary and historical visual communications. The influence of materials, methods, media, design elements, design principles and final presentations on the visual communication within these contexts is also considered. The influence of historical styles and movements on contemporary visual communications are also analysed. In the discussion of examples of both contemporary and historical visual communications, the influence of social factors such as changes in fashion, social values and current issues would be analysed. Visual communication terminology is used throughout the analysis of examples of visual communications. In this area of study, the terms style and movement can be understood either as one or more styles or movements. Outcome 4 On completion of this unit the student should be able to describe and analyse contemporary and historical examples of visual communications and explain how they communicate ideas, present information and reflect influences. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 4. Key knowledge This knowledge includes the ways in which information and ideas are communicated visually; the influence of a historical style and movement on contemporary visual communications; the influence of cultural and historical factors, such as fashion, social issues and values, on contemporary and historical examples of visual communications. Key skills These skills include the ability to describe how the use of materials, methods, media, design elements, design principles and final presentations communicate information and ideas; discuss how a historical style and movement influences the production of contemporary visual communications; use visual communication terminology to describe and analyse contemporary and historical examples of visual communications. 20 VCE STUDY DESIGN

20 VISUAL COMMUNICATION AND DESIGN Unit 2 ASSESSMENT The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher s assessment of the student s overall performance on assessment tasks designated for the unit. The key knowledge and skills listed for each outcome should be used as a guide to course design and the development of learning activities. The key knowledge and skills do not constitute a checklist and such an approach is not necessary or desirable for determining the achievement of outcomes. The elements of key knowledge and skills should not be assessed separately. Assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe. Teachers should select a variety of assessment tasks for their assessment program to reflect the key knowledge and skills being assessed and to provide for different learning styles. For this unit students are required to demonstrate achievement of four outcomes. As a set these outcomes encompass all areas of study. Demonstration of achievement of Outcome 1 must be based on the student s performance on the following assessment task: a folio of instrumental drawings of objects that includes paraline drawing, scale, Australian Standards conventions in dimensioning, cross-sectioning and circular representations, conversion of two-dimensional orthogonal views into three-dimensional drawing systems and vice versa. Demonstration of achievement of Outcome 2 must be based on the student s performance on the following assessment task: a folio of freehand drawings of objects that shows development of rendered three-dimensional images. Demonstration of achievement of Outcome 3 must be based on the student s performance on the following assessment task: a folio of visual communication solution/s to set task/s. Demonstration of achievement of Outcome 4 must be based on the student s performance on the following assessment task: a written response, supported by visual material, that describes and analyses contemporary and historical examples of visual communications; or a PowerPoint presentation supported by visual material and speaker s notes. VCE STUDY DESIGN 21

21 Unit 3: Visual communication practices The main purpose of this unit is to enable students to develop an understanding of visual communication production through the application of the design process to satisfy specific communication needs. Within the unit, students consider existing visual communication and analyse and evaluate examples. Students will also investigate the production of visual communications in a professional setting and examine the nature of professional practice in the design and production of visual communications. AREA OF STUDY 1 Visual communication design This area of study focuses on the application of the design process to satisfy a stated visual communication need. In response to this defined need, research provides material for analysis and manual drawing is used to generate concepts and ideas relevant to the original visual communication need. Design elements, principles, media and materials are applied in the development of design alternatives. Freehand and instrumental drawing, featuring Australian Standards conventions where required, are also applied in the generation and development of ideas related to the original need. Instrumental drawing, using manual or electronic methods, including third-angle orthogonal, paraline and perspective drawing, are used to demonstrate form and, where appropriate, function relevant to the communication need. Throughout the application of the design process, ongoing evaluation occurs, demonstrating the selection and refinement of concepts appropriate to the visual communication need. The development and refinement of ideas using a range of image generation methods including information and communications technology, culminates in a final presentation. In this area of study, the terms need and presentation can be understood either as one or more needs or presentations. Outcome 1 On completion of this unit the student should be able to apply the design process to produce a final visual communication presentation that satisfies a specified communication need. 22

22 VISUAL COMMUNICATION AND DESIGN Unit 3 To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1. Key knowledge This knowledge includes a communication need that defines the focus of a final presentation; the cyclical nature of the design process, including ongoing evaluation and the development of design alternatives; information, media and material relevant to the communication need during the developmental work and the final presentation; for example, digital information, freehand drawing, and paper, card, pencil and dye; design elements, including colour, line, tone, texture, form, shape, point and letterform in developmental work and the final presentation; design principles, including figure ground, balance, contrast, cropping, hierarchy, scale, proportion and pattern in developmental work and the final presentation; manual freehand drawing techniques, including drawings from observation, to generate concepts and ideas relevant to the communication need in developmental work; two-dimensional and three-dimensional manual drawing, including third-angle orthogonal, paraline (isometric and planometric) and perspective drawings in developmental work and, where appropriate, in a final presentation; information and communications technology applications in developmental work and, where appropriate, in a final presentation, and in other methods of electronic image generation such as photography and photocopying; a final presentation that satisfies a specified need. Key skills These skills include the ability to describe the communication need; research and analyse information relevant to the communication need; apply manual drawing, including freehand drawing and drawing from direct observation, to generate concepts and ideas relevant to the communication need; apply a range of materials, media, design elements and principles to develop design alternatives appropriate to the communication need; produce orthogonal drawings observing Australian Standards conventions, including correct dimensioning and labelling techniques appropriate to the communication need; use drawing methods appropriate to the communication need to demonstrate form and, where appropriate, function, including third-angle orthogonal, paraline (isometric and planometric) and perspective drawing; apply information and communications technology and, where appropriate, other methods of electronic image generation such as photography and photocopying appropriate to the communication need; select and develop design alternatives to suit the communication need; evaluate alternative designs to satisfy a defined communication need; refine a selected design to produce a final presentation to suit the communication need; produce a final presentation to satisfy the stated communication need. VCE STUDY DESIGN 23

23 Unit 3 VISUAL COMMUNICATION AND DESIGN AREA OF STUDY 2 Visual communication analysis This area of study focuses on the analysis and evaluation of examples of visual communication. It includes the audiences and purposes of visual communication and the ways in which information is communicated to a desired audience. The use of the materials, methods, media, design elements, design principles and final presentations in visual communication is described and the application of design elements and principles evaluated. Outcome 2 On completion of this unit the student should be able to analyse and evaluate the effectiveness of a range of visual communications. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 2. Key knowledge This knowledge includes the factors that influence ways in which information is expressed in relation to the intended purpose/s of visual communications; the audience to whom the visual communication is directed; the intended purpose/s of visual communications; for example, to advertise, promote, depict, teach, inform, and/or guide; the ways used to attract attention and maintain interest in visual communications; for example, location, context, humour, and/or emotive imagery; the ways in which standards and/or conventions, where appropriate, contribute to the communication of information and/or ideas in visual communications; design elements, including point, line, shape, form, tone, texture, colour and letterform used in visual communications; design principles, including figure ground, balance, contrast, cropping, hierarchy, scale, proportion and pattern used in visual communications; the material/s, methods, media and final presentation/s used in visual communications. Key skills These skills include the ability to discuss ways in which visual communications are used to communicate information for specific audiences; describe the purpose/s of visual communications; describe material/s, methods, media and final presentation/s used in the production of visual communications; describe the use of standards and/or conventions where appropriate; discuss how design elements and principles are evident and are applied in collaboration in visual communications to convey information and/or ideas; evaluate the application of design elements and principles used in visual communications to convey information and/or ideas. 24 VCE STUDY DESIGN

24 VISUAL COMMUNICATION AND DESIGN Unit 3 AREA OF STUDY 3 Professional practice in visual communication This area of study focuses on the relationship between the clients, professional designers and, where appropriate, specialist professional personnel in a professional setting. In the design and production stages of the design process, client initiated design briefs are used by professional designers and, where appropriate, specialist professional personnel to prepare solutions to fulfil the requirements of the brief. In preparing these solutions decisions are made about materials, methods, media, design elements and principles that are the most appropriate and related to the requirements of the design brief. In this area of study, the term brief can be understood as one or more briefs. Outcome 3 On completion of this unit the student should be able to discuss the roles and relationships involved in the design and production of visual communications in the context of professional practice. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 3. Key knowledge This knowledge includes the role of a client/s and a design brief in establishing and/or defining a communication need/s at stages throughout the design and production of visual communications; ways in which professional designers respond to and/or evaluate a design brief at stages throughout the design process; for example, researching information, exploring alternative approaches, refining design options or interpreting ideas and data related to the intended market, time constraints or specific needs of the client; the skills applied by professional designers and, where appropriate, their working relationship with specialist/s, in the design and production of visual communications; decisions made during the design and production of visual communications about choice of materials, methods, media, design elements and design principles to fulfil a design brief; ways in which information and communications technology are used at stages throughout the design and production of visual communications. Key skills These skills include the ability to discuss the significance of a design brief at stages throughout the production of visual communications; discuss the relationship between the client and designers and, where appropriate, other specialist personnel, at stages throughout the production of visual communications; describe ways in which professional designers respond to and/or evaluate a design brief at stages throughout the design process; identify and describe the skills applied by professional designers at stages throughout the design and production of visual communications; discuss reasons for decisions made by designers to satisfy the requirements of a brief at stages throughout the design and production of visual communications; for example, ethical, financial and philosophical; discuss the use of information and communications technology in the design and production of visual communications. VCE STUDY DESIGN 25

25 Unit 3 VISUAL COMMUNICATION AND DESIGN ASSESSMENT The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher s assessment of the student s overall performance on assessment tasks designated for the unit. The Victorian Curriculum and Assessment Authority will publish an assessment handbook which will include advice on the assessment tasks and performance descriptors for assessment. The key knowledge and skills listed for each outcome should be used as a guide to course design and the development of learning activities. The key knowledge and skills do not constitute a checklist and such an approach is not necessary or desirable for determining the achievement of outcomes. The elements of key knowledge and skills should not be assessed separately. Assessment of levels of achievement The student s level of achievement in Unit 3 will be determined by school-assessed coursework and an end-of-year examination. Contribution to final assessment School-assessed coursework for Unit 3 will contribute 33 per cent to the study score. The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 34 per cent to the study score. School-assessed coursework Teachers will provide to the Victorian Curriculum and Assessment Authority a score representing an assessment of the student s level of achievement. The score must be based on the teacher s rating of performance of each student on the tasks set out in the following table and in accordance with an assessment handbook published by the Victorian Curriculum and Assessment Authority. The assessment handbook will also include advice on the assessment tasks and performance descriptors for assessment. Assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe. Where optional assessment tasks are used, teachers must ensure that the tasks are comparable in scope and demand. Teachers should select a variety of assessment tasks for their program to reflect the key knowledge and skills being assessed and to provide for different learning styles. 26 VCE STUDY DESIGN

26 VISUAL COMMUNICATION AND DESIGN Unit 3 Outcomes Marks allocated* Assessment tasks Outcome 1 Apply the design process to produce a final visual communication presentation that satisfies a specified communication need. Outcome 2 Analyse and evaluate the effectiveness of a range of visual communications A folio. The analysis and evaluation should take one of the following forms: an essay, a written report, a test structured questions, an annotated visual report, or another appropriate format. Outcome 3 Discuss the roles and relationships involved in the design and production of visual communications in the context of professional practice. 20 The task should take one of the following forms: an essay, a written report, a test structured questions, an annotated visual report, or another appropriate format. Total marks 100 *School-assessed coursework for Unit 3 contributes 33 per cent to the study score. VCE STUDY DESIGN 27

27 Unit 4: Designing to a brief The main purpose of this unit is to enable students to apply their knowledge of the components of the design process in the preparation of one design brief. Students apply their practical skills to the development and production of two distinct final visual communication presentations through application of the design process and based on the requirements of the brief. AREA OF STUDY 1 The brief This area of study focuses on the preparation of a brief that proposes and defines the communication need of a client. The brief identifies the need of the client (including two possible distinct final presentations on two presentation formats), identifies the audience/s, purposes and contexts, and specifies any related constraints and expectations. In this area of study, the terms need and purpose can be understood either as one or more needs or purposes. Outcome 1 On completion of this unit the student should be able to prepare one brief that describes a client s communication need and specifies possible resolutions, and proposes two distinct final visual communication presentations suitable for a stated audience/s. To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1. Key knowledge This knowledge includes the communication need of a client, including constraints and expectations; the purpose, including the audience characteristics, of each visual communication; the context and presentation format of each visual communication; for example, a billboard located on a freeway, an interactive website, an A4 full colour magazine page, an architectural model for public display. 28