Technology MAGS · Web view*Please note this booklet is a working document which may be subject to change at your teacher’s discretion

MOUNT ALBERT GRAMMAR SCHOOL

2019 Visual Communication

LEVEL TWO

YR 12 VC Teacher:……………………………

Student Name: …………………………………

*Please note this booklet is a working document which may be subject to change at your teacher’s discretion.

Level 2 Timetable 2019

WEEK

TOPIC

DUE DATES & WHAT I PLAN TO DO…

(You can write your own notes here)

Week 1, Term 1

30 Jan-1 Feb

Introduction to DVC and NCEA

Re-cap on prior knowledge

Week 2

4-8 Feb

Assignment One: Spatial Design

Introduction to tasks

Assignment brief, deconstruction with teacher

Week 3

11-15 Feb

Spatial design assignment – Design era research

Week 4

18-22 Feb


Formative Assessment for internal AS91340

Design Era

Week 5

25 Feb-1 Mar


Week 6

4-8 Mar


Week 7

11-15 Mar

Spatial design assignment – Initial ideas/concepts

Week 8

18-22 Mar


Summative Assessment for internal AS91340

Design Era

Week 9

25-29 Mar


Week 10

1-5 Apr

Spatial design assignment – Exploration

Week 11

8-11 Apr


TERM BREAK

Week 1, Term 2

29 April-3 May


Formative Assessment for internal AS91341

Graphics Practice (Spatial)

Week 2

6-10 May


Week 3

13-17 May

Spatial design assignment – Refinement

Week 4

20-24 May


Week 5

27-31 May


Week 6

4-7 Jun

Spatial design assignment – Refinement/final presentation

Week 7

10-14 Jun

Spatial design assignment – Final presentation

Week 8

17-21 Jun

Spatial design assignment – Final presentation

Summative Assessment for internal AS91341 Graphics Practice (Spatial)

Week 9

24 - 28 Jun

Assignment Two: Product Design

Introduction to tasks

Assignment brief, deconstruction with teacher

Week 10

1 - 5 Jul

Product design assignment – Designer research/ideation

TERM BREAK

Week 1, Term 3

22-26 Jul

Product design assignment – Designer research/ideation

Week 2

29 Jul – 2 Aug

Product design assignment - Exploration

Week 3

5-9 Aug

Product design assignment – Exploration

Formative Assessment for internal AS91342 Graphics Practice (Product)

Week 4

12-16 Aug

Product design assignment – Exploration

Week 5

19–23 Aug

Product design assignment – Refinement

Week 6

26 - 30Aug


Week 7

2- 6 Sep


Week 8

9-13 Sep


Week 9

16-20 Sep

Product design assignment – Final presentation

Week 10

23 - 27 Sep

Product design assignment – Final presentation

Summative Assessment for internal AS91342 Graphics Practice (Product)

TERM BREAK

Week 1, Term 4

14-18 Oct

Preparation for externals

Submission date for external AS91337 (Design Ideas)

Week 2

21-25 Oct


Week 3

29 Oct-1 Nov


Week 4

4 -8 Nov

NCEA starts 7th November

COURSE INFORMATION

Pre - requisite

The pre-requisite for choosing VC at Level 2 is an attainment of 15 Level 1 VC credits.

Entry into Level 2 without the pre-requisite will be considered at the sole discretion of the Head of Department: VC.

For students to progress to Level 3, a minimum of 15 VC credits needs to be achieved.

Credits

A total of 15 L2 Internal VC credits and 3 External VC credits will be attempted.

Two assignments will be undertaken this year in order to gather enough evidence towards these Achievement Standards.

This is in alignment with the new curriculum. It is advisable to familiarize yourself with the content of the Achievement Standards so as to be clear of the expectations that will be placed on you this year.

Workload

It is expected that you commit to your choice to do VC by allocating time on a daily basis to work on assignments and on developing your skills. Regular independent sketching sessions and exploration of a variety of rendering and presentation techniques is a must.

A dedicated and focused attitude will be expected at school.

Stationary

It is of the utmost importance that students are equipped with the right stationery when attending class.

Students without the necessary equipment slow down their own progress by falling behind and this may have an effect on their achievement.

ALL EQUIPMENT & WORK STORED IN CLASSROOM CUPBOARDS IS THE RESPONSIBILITY OF THE STUDENTS.

ANY EQUIPMENT LOST WILL NOT BE REPLACED BY THE SCHOOL.

Visual Communication

AIMS AND OBJECTIVES

‘Students will initiate, explore and develop design ideas applying visual communication and design techniques in response to a brief.’ TKI Website

Learning in VC

· VC connects strongly to the technology learning area and supports technological practice through visual communication knowledge and techniques to develop conceptual designs or technological outcomes of a graphical nature.

· VC engages students in purposeful study of drawing and design and challenges them to develop and communicate design ideas.

Learning in VC focuses on the three inter-related strands of:

· graphics practice

· knowledge of design practice

· visual communication where visual literacy and creative thinking is developed, using visual communication techniques.

Students:

· develop their creativity

· learn about the practice of designing (initiation and developing ideas)

· make qualitative judgments (informed decisions on aesthetic and functional aspects of design)

· develop a range of drawing (visual communication) skills through an activity-based project-driven approach.

This takes place within a design practice where they create, develop and present their own ideas.

This design practice is broadly described and illustrated as:

· developing design ideas which involve initiating, exploring and refining design ideas, informed by research, leading to the communication of an outcome in response to a brief.

· Learning in VC develops appreciation of the historical and cultural influences on design and the interrelationships of design, technology, society and the environment.

Students will inquire into the diverse cultures that have contributed to New Zealand’s unique design and visual heritage, through exploration of Māori, European, Pasifika, and Asian contexts. They will also consider global phenomena that are shaping our visual landscapes and personal identities.

Design situations and techniques

To design is to establish a form, structure, or pattern for a product, system, or environment. Proposing potential ideas to design situations therefore demands enthusiasm in considering new ideas and in exercising analytical skill, judgment, and imagination.

Programmes at all levels will include design briefs based on realistic and thought-provoking situations. Students will explore design situations and communicate ideas using a range of techniques including drawing, model making and use of digital tools and processes. They will apply creativity, logic, and knowledge in response to design situations.

Internal Achievement Resource

Through completing the following assignment, you will provide the evidence for the following Achievement Standard:

Achievement Standard Design & Visual Communication 91340:

Use the characteristics of a design movement or era to inform own design ideas

Credits: 3

Achievement

Achievement with Merit

Achievement with Excellence

Use the characteristics of a design movement or era to inform own design ideas.

Use the characteristics of a design movement or era to clearly inform own design ideas.

Use the characteristics of a design movement or era to effectively inform own design ideas.

_____________________________________________________

Achievement Standard Design & Visual Communication 91341: Develop a spatial design through graphics practice

Credits: 6

Achievement



Develop a spatial design through graphics practice.

Clearly develop a spatial design through graphics practice.

Effectively develop a spatial design through graphics practice.

‘Studio Design’

Spatial Design Assignment

Student Instructions

The activity requires you to produce a portfolio of design work using graphics practice. This portfolio will show:

· The development of ideas for a studio to house one person or a couple.

· Reviewed, refined and well-considered design ideas, which interpret and embed the identified characteristics of a selected design movement or era.

· Integrate specialist spatial design knowledge, throughout the development of the ideas.

In your portfolio, you will explain how elements of design are used within the design movement or era and describe social factors that influenced the movement or era. As well as relevant design principles, you will take account of environmental and social considerations.

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 diaries, sketches, drawings, models, photographs, digital media, display boards, or installations.

Situation

There is a high demand for housing in Auckland as our population grows. This is giving many homeowners the opportunity to add income to their property by building small designs that accommodate one or small groups of people.

Design Brief

Develop a design for studio / one bedroom housing appropriate for one person or a couple.

The design will draw on features of a 20th century design movement to create an innovative example of contemporary architecture.

The studio will:

· Have a contemporary style that relates to the Mt Eden, Auckland City, site and regional location

· Design for the locations environmental and social considerations and other site characteristics

· Have a layout that fulfils the needs of the user, with a floor area no larger than the area given. See Site Plan.

You should 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.

Task

Initial research

Select one of the following movements or eras to research. Explore the characteristics of the movement/era, as well as the historical/cultural context and the designers and architects who influenced it.

· Design movements include but not limited to; Modernism, De Stijl, Bauhaus and Deconstructivism.

· Design eras include but not limited to; Pre-European Māori, Art Deco and Street Art.

· Collect images (photographs and/or drawings) of significant buildings, furniture, or product designs that display characteristics typical of your selected design movement/era. Analyse the work, making evaluative notes to explain design principles (aesthetics and function) and elements of design derived from these principles (for example, shape, form, line, rhythm, balance, colour, harmony and contrast, user friendliness, durability).

Explain the elements of design that that characterise the design movement.

Describe the social factors (cultural, historical, societal, and technological) that influenced the design movement or era. This could include relating the key design features and ideas to what was happening in society at the time.

Initial ideas

Generate initial ideas for the exterior form of the studio and layout of the interior, exploring spatial ideas and themes that interpret and embed characteristics of your selected design movement. Note: Ensure that there is an appropriate relationship between the studio’s purpose and the selected design style.

Explore forms, structure, volumes, uses of light/space, interesting details, materials, textures, colours, and the use of line and proportions inspired by the design movement you have selected.

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 well-considered 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 selected movement/era.

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 relevant 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 may be aided by peer or group sessions, teacher feedback, and/or visits from practising designers.

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.

Through completing the following assignment, you will provide the evidence for the following Achievement Standard:

Achievement Standard Design & Visual Communication 91342: Develop a product design through graphics practice

Credits: 6

Achievement



Develop a product design through graphics practice.

Clearly develop a product design through graphics practice.

Effectively develop a product design through graphics practice.

‘Sustainable Product’

Product Design Assignment

Student Instructions

Introduction

This activity requires you to produce a portfolio of design work that shows the development of ideas for sustainable products.

You will select and apply drawing and design knowledge and techniques to visually communicate the exploration, refinement and review of your design ideas throughout a development process.

You should focus on the environmental, social, and technical considerations associated with sustainable product design, together with relevant design principles.

Compiling your portfolio involves these four phases:

· Initial research

· Brief development

· Initial ideas

· Ideas development

Throughout the process, you will critique the positive and/or negative aspects features of your design ideas in relation to the requirements of the brief.

To show the progression of your design ideas, you could include visual diaries, sketches, drawings, models, photographs, display boards.

Task

Take a sustainable design approach when you develop your own brief to design a product or household item of your choice, from the following:

Perfume or Cologne Bottle; Filtered Drink Bottle; Salt ‘n’ Pepper Grinder; Torch

Your design work should include a series of ideas expressed through the use of visual modes (freehand sketches, collage, overlays, sketch models (mock-ups), digital media, instrumental drawings, and photographs), supported by annotations as required.

Initial research

Investigate examples of sustainable design, looking for the characteristics of good design and inspiration for new ideas. Consider issues such as the environmental and social impacts of manufacturing and (eventually) disposing of a product. Consider the use of low-impact materials, energy efficiency and production processes, reuse, and recycling opportunities.

Collect images (photographs and drawings) of existing sustainable products. These may be sourced from magazines, the Internet, books, or actual existing designs. Research may go into such areas as market research, anthropometrics, ergonomes, models, mock-ups, technical knowledge of materials, product design drawings, prototypes, etc.

Identify the design features (good and bad) of these products in terms of the broad principles of design including aesthetics (factors related to appearance) and function (factors related to use).

Design brief

Write a brief for the design of a selected product, making full use of your initial research.

Initial ideas

Generate a range of initial ideas for your sustainable product, using sketches and/or mock-ups. The inspiration for your ideas can come from any source; for example, your initial research material, other designs you have seen, the specific context you are designing for, or your own creative ideas.

When considering possible sustainable product outcomes, consider environmental and ergonomic factors, materials and detailing, design and aesthetics.

Regard the sketches/models you produce as starting points for possible development. At this stage, all ideas are exploratory.

Ideas development

Identify your best idea(s) for further development. Your preference may be for a particular idea or parts or combinations of several ideas. Explain your choices.

Explore, review, and refine your selected idea or combination of ideas using visual communication techniques and approaches that explain your design thinking.

Integrate specialist product design knowledge into your design ideas throughout the development as you progress them towards an outcome. This knowledge includes (but is not limited to) design tools and technical knowledge of materials, construction and structures, mechanisms, ergonomics, and operation.

Explore alternatives so that your ideas in response to the brief are well considered. Carry out further research as necessary to inform the development of ideas (for example, into historical influences, designers, user considerations, or to resolve functional aspects such as selection of materials or manufacturing and production requirements).

Throughout the process, make design judgements (both positive and negative) on the relevant functional and aesthetic features of your design ideas in relation to the requirements of the brief. Support these judgements with qualitative and/or quantitative data gathered via continuing research. Judgements may also reflect your own values, tastes, views, or perspective.

At the conclusion of the development process, the features of your final outcome must be clearly established and clearly identifiable in your portfolio.

3

Mod. SWL, SWT | 2019

Principles of design: definitionsThe two main design principles:

Aesthetics - The set of principles concerned with the qualities of appearance, visual appeal, good taste, and beauty and the rules that determine how beautiful or pleasing to the eye something is. Design elements within this principle include shape, form, colour, texture, finish, environment, point, line, plane, proportion, contrast, pattern, movement, balance, harmony, style, and rhythm.

Function - How a product, system, or environment works or performs for its intended use or user; how something carries out its purpose. Key elements include strength, durability, efficiency, safety, stability, reliability, ergonomic fit, construction (and its cost), optimisation, user-friendliness, and fitness for purpose.

Principles of design: definitions

The two main design principles:

Aesthetics-The set of principles concerned with the qualities of appearance, visual appeal, good taste,

and beauty and the rules that determine how beautiful or pleasing to the eye something is. Design elements

within this principle include shape, form, colour, texture, finish, environment, point, line, plane,

proportion, contrast, pattern, movement, balance, harmony, style, and rhythm.

Function-How a product, system, or environment works or performs for its intended use or user; how

something carries out its purpose. Key elements include strength, durability, efficiency, safety, stability,

reliability, ergonomic fit, construction (and its cost), optimisation, user-friendliness, and fitness

for purpose.

Documents

Technology MAGS · Web view*Please note this booklet is a working document which may be subject to change at your teacher’s discretion