Spatial Design Portfolio

Transcription

1 1 Spatial Design Portfolio Learning Intentions You will be able to: use specialist product and spatial design knowledge to inform your design practice. effectively present visual information using presentation techniques, and the application of compositional principles, modes and media. use exploration, on-going evaluation, review and refinement as key stages in a design process. produce perspective instrumental projection drawings (parallel and/or angular) that communicate design features and details produce a set of instrumental or computer related 2d working drawings showing technical details that indicate shape and form. use a wide range of research (including site visits and analysis, materials, structure and ergonomics) to inform design thinking and decisions use mock ups/sketch models to explore design ideas and inform design thinking and decisions. use ongoing evaluation to inform design thinking and decision making. demonstrate understanding of the two principles of design (aesthetics and function) and of their derived elements. Requirements: Produce a portfolio of design work using graphics practice. This portfolio will show the development of ideas for a Canteen/covered eating area for the School Quad. Creating your portfolio involves three phases: Initial research Initial ideas Ideas development. Your portfolio must show the progression of your design ideas and could include visual sketches, drawings, mock ups, models, photographs, digital media, or display boards. Brief Develop a design for a new Canteen and covered eating area for the School Quad. The Canteen and eating area will be an open air space for students to use during break times and will provide shade, shelter and built in tables and seats for eating and socialising. Specifications The Canteen and eating area will: have a contemporary style that enables it to act as a visual focal point in the Quad area; be suitably placed and oriented in terms of sun and other site characteristics; Be capable of seating 150 students with table space for 100 students have a layout that fulfils the needs of the users (canteen staff and students), with a roof area no larger than 110 m 2 You need to present a series of ideas expressed through the extensive use of visual modes (sketches, mock-ups, instrumental drawing, and photographs), supported by annotations as required.

2 2 Tasks Initial research Develop a concept or theme that can act as the starting point for your research and initial ideas. This may have a link to the school community, the wider community, Maori culture, or native New Zealand flora and fauna. Initial ideas Generate initial ideas for the exterior form and layout of the Canteen and eating area, exploring spatial ideas and themes. Explore forms, structure, volumes, uses of light/space, interesting details, materials, textures, colours, and the use of line and proportions inspired by your chosen theme/concept. Experiment with sketch models that can be manipulated easily as starting points for possible development. Make brief notes to support your initial ideas/explain your design thinking. Ideas development Show progression in your thinking by refining and reviewing your initial ideas and identifying which of these you prefer. Your preference may be for a particular idea or parts or combinations of several ideas. Explain your choices. You should show evidence of integrating specialist spatial knowledge with design ideas derived from your concept or theme. Explore, refine and review your selected idea (or combination of ideas), using visual communication techniques and approaches that explain your design thinking. In developing your ideas, you should: explore alternatives look at the distinct features related to function and aesthetics work towards a well-resolved or creative response to the brief. Carry out further research (for example, site analysis and user needs, existing designs, construction methods, architectural materials, etc.) as needed, to inform the development of your ideas. Throughout the process, make design judgements (both positive and negative) on the functional and aesthetic features of your design ideas in relation to the requirements of the brief. Such judgements should be supported by qualitative and/or quantitative data gathered via continuing research. Design judgements may also reflect your own values, tastes, views, or perspective. Critique will be aided by peer and group sessions and teacher feedback. At the conclusion of the development process, the features of your final outcome must be clearly established and clearly identifiable. Complete the organisation and annotation of your portfolio and present it to your teacher for assessment.

3 3 Promote your Space This activity requires you to use visual communication techniques to produce 2 related A3 presentation posters that could be used to promote your Spatial design for the MRGS Canteen and Eating Area to Staff, Students, the Board of Trustees and our wider MRGS community. The presentation must be taken from your own design work up to and including final designs. The presentation could include design sketches, instrumental drawings, models, photographs and/or digital media. You will be assessed on the cohesiveness of your presentation, which integrates presentation techniques and the application and understanding of compositional principles, modes and media. The presentation should capture the essence of your design and be convincing. Research Look at a range of graphic design presentations and evaluate the design features in terms of their visual communication techniques and principles of composition. You could use presentations from any source, for example, reference books, advertising, and the Internet. Use these focus questions to help you organise and record your research: What visual communication media are being used (digital and/or traditional)? What drawing techniques are being used? How are the features promoted and communicated? What principles of composition are being used? How are these principles being used? What is their effect? How have they integrated presentation techniques? How have they achieved a cohesive presentation? How have they composed a presentation that captures and promotes the essence of the design in a convincing manner? See resources for further explanations and definitions of terms. Recording initial ideas Decide what drawings you want to present. Record some different layout ideas for presenting your drawings as thumbnail sketches. The inspiration for your initial ideas can be from any source (for example, your research material, other ideas you have seen, and your own creative ideas). Consider the following to help you plan your layout: the main layout features of your presentation ideas. whether your presentation ideas have the visual impact you want. Developing your design idea Choose your best idea considering the following: why you have chosen the idea how you think the idea can be developed further.

4 4 Develop and refine your idea in a convincing and effective way, using visual communication techniques. As you develop an idea, think about the decisions you make and record your thoughts. Consider: how your changes improved the idea what other changes you could make to further improve the idea How you have used visual communication techniques for visual impact. Carry out more research if it will help you to develop your idea further. Complete the presentation sheets using your best presentation idea. Ensure your images (for example sketches, instrumental drawings, photographs) are presented accurately, clearly, and precisely. Make sure your presentation sheets show cohesiveness by integrating presentation techniques and application of compositional principles, modes and media in the composition of your presentation. Ensure that the presentation is composed in a way that captures and promotes the essence of the design in a convincing manner. Hand in your completed presentation and any accompanying material used in its development. Resources Definitions - these have been drawn directly from the explanatory notes. Visual communication techniques require the understanding and use of compositional principles, graphic modes and media, for the purpose of the presentation. Compositional principles may include but are not limited to: proximity, alignment, hierarchy and the use of positive/negative space. Modes may include but are not limited to: digital applications, photography, image manipulation, animation, models and the range of conventional drawing and sketching methods. Media may include but are not limited to: pastels, airbrush, colour pencils, collage, marker pens, paint, gouache, card, and digital media.

5 5 Assessment schedule: Design & Visual Communication AS Develop a spatial design through graphics practice: HCC Canteen and Eating Area Evidence/Judgements for achievement Evidence/Judgements for achievement with merit Evidence/Judgements for achievement with excellence In their portfolio, the student: explores and refines design ideas through graphics practice that incorporate specialist product design knowledge makes design judgements on the positive and negative functional and aesthetic aspects of the design supported by qualitative and quantitative data gathered through research. For example, student evidence could contain ideas that: A series of ideas that have explored and refined the pavilion s form and style (aesthetics) and its ergonomics and construction (function), in terms of the positive and negative aspects of the design and showing some understanding the use of these elements, as related to spatial design, in their idea development. The student will make design decisions and judgements on these positive and negative functional and aesthetic aspects of the spatial design. In their portfolio, the student: reviews and refines design ideas through graphics practice that incorporate specialist product design knowledge make design judgements on the relevant positive and negative functional and aesthetic aspects of the design that inform the progression of those design ideas towards an outcome. For example, student evidence could contain ideas that: A series of ideas that have explored, refined and reviewed the pavilion s form and style (aesthetics) and its ergonomics and construction (function), in terms of the positive and negative aspects of the design and showing understanding the use of these elements, as related to spatial design, in their idea development. The student will make design decisions and judgements on the relevant positive and negative functional and aesthetic aspects of the spatial design. In their portfolio, the student: reviews and refines well considered design ideas through graphics practice that incorporate specialist product design knowledge progressing towards an outcome. For example, student evidence could contain ideas that: A series of ideas that have explored, refined and reviewed the pavilion s form and style (aesthetics) and its ergonomics and construction (function), in terms of the positive and negative aspects of the design and showing understanding the use of these elements, as related spatial design, in their idea development that leads to well considered design ideas. The student will make design decisions and judgements on the relevant positive and negative functional and aesthetic aspects of the spatial design.

6 6 Assessment schedule: Design and Visual Communication AS Use visual communication techniques to compose a presentation of a design: Evidence/Judgements for Achievement The student has used visual communication techniques to compose a presentation of a design They have used presentation techniques and the application of compositional principles, modes and media to promote the design The student submits a presentation of a design that shows evidence and understanding of the application of principles, modes and media. (Some design and planning work may be necessary to show this understanding.) A final presentation for the intended audience is produced. Evidence/Judgements for Achievement with Merit The student has used visual communication techniques to compose a skilful presentation of a design They have integrated presentation techniques and the application of compositional principles modes and media in the composition of a cohesive presentation The student submits a presentation of a design that shows evidence and understanding of the integration of principles, modes and media. (Some design and planning work may be necessary to show this understanding.) A final cohesive presentation for the intended audience is produced. The presentation is balanced. For example the student used hierarchy of text so that the most prominent image on the page was evident, and became a focal point of the presentation. Colours and their intensities were used in a manner to bring together chosen aspects and enhance the design. Fonts used were appropriate to the subject of the presentation e.g. a presentation for a children s play space would use child like fonts where as a presentation for a law firm may have a more formal and professional font. The student has skilfully used layering to integrate a variety of modes and media within the final presentation. Promotional Fundraising Poster Evidence/Judgements for Achievement with Excellence The student has used visual communication techniques to compose an effective presentation of a design. They have integrated presentation techniques and the application of compositional principles modes and media in the composition of a cohesive presentation. The student submits a presentation of a design a visual diary that shows evidence and understanding of the integration of principles, modes and media. (Some design and planning work may be necessary to show this understanding.) A final convincing presentation for the intended audience is produced. For example the student used hierarchy of text so that the most prominent image on the page was evident, and became a focal point of the presentation. Colours and their intensities were used in a manner to bring together chosen aspects and enhance the design. Fonts used were appropriate to the subject of the presentation e.g. a presentation for a children s play space would use child like fonts where as a presentation for a law firm may have a more formal and professional font. The student has skilfully used layering to integrate a variety of modes and media within the final presentation. They have composed a presentation that captures and promotes the essence of the design in a convincing manner. The student submits a presentation of a design, which shows evidence and understanding of the design principles. The design in the presentation is convincing as the students project and final presentation show consistent understanding of visual communication techniques and composition principles for a particular end use (e.g.

7 7 children s play area for a child care organization). A final presentation for the intended audience is produced. The presentation targets the audience and is persuasive. For example for a presentation that promotes a child s play area to the members of a childcare organization the student would have recognized that the target audience (- the owner/manager, plus teachers and the management committee), may have little understanding of architectural drawings and drawing conventions and addressed this in their choice of modes for drawing by incorporating a range of drawings, such as floor plans, elevations and pictorial views. The presentation would acknowledge the complete range of people who could be using the spaces, such as children of differing genders, staff and parents. The design would address its intended use and what the group wished to promote (e.g. a fun play area for children 0-5 ) by using child like colour, font, textures, chalk boards, magnetic letters, children within the setting, giving the audience a real sense of what the space was about.

8 Critique feedback and identification of next steps for product design development 8 Feedback: Next Step: Feedback: Next step: Feedback: Next step: