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Delivery Schedule 2015

SUBJECT VCE Visual Communication Design TEACHER Belinda Janetzki SUBJECT OVERVIEW: Design thinking and practice In this unit students gain an understanding of the process designers employ to structure their thinking and communicate ideas with clients, target audiences, other designers and specialists. Through practical investigation and analysis of existing visual communications, students gain insight into how the selection of methods, media, materials and the application of design elements and design principles can create effective visual communications for specific audiences and purposes. They investigate and experiment with the use of manual and digital methods, media and materials to make informed decisions when selecting suitable approaches for the development of their own design ideas and concepts. Students use their research and analysis of visual communication designers to support the development of their own work. They establish a brief and apply design thinking skills through the design process detailed on pages 12 and 13. They identify and describe a client, two distinctly different needs of that client, and the purpose, target audience, context and constraints relevant to each need. Design from a variety of historical and contemporary design fields is considered by students to provide directions, themes or starting points for investigation and inspiration for their own work. Students use observational and visualisation drawings to generate a wide range of design ideas and apply design thinking strategies to organise and evaluate their ideas. UNIT: 3

AREA OF STUDY 1: Analysis and practice in context OUTCOME 1: On completion of this unit the student should be able to create visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing visual communications.

AREA OF STUDY 2: Design industry practice OUTCOME 2: On completion of this unit the student should be able to describe how visual communications are designed and produced in the design industry and explain factors that influence these practices.

AREA OF STUDY 3: Developing a brief and generating ideas OUTCOME 3: On completion of this unit the student should be able to apply design thinking skills in preparing a brief, undertaking research and generating a range of ideas relevant to the brief.

DATE

TOPIC/FOCUS LEARNING INTENTION(S)

WORK TO BE COMPLETED WORKBOOK / RESOURCE & LOCATION

ASSESSMENT/ Authentication

WEEK 1 2/2

Intro to Unit 3 Outcome 1 Design Analysis 1: Graphic Design (1 session) SAC 1 – Intro to task: Outline orally and in written format with clear assessment criteria

To understand techniques for analysing existing communication designs in terms of their key design features using study specific terminology

Recap Design Fields: Environmental / Communication / Industrial; Design Elements & Principles; Components of VCD; Timeline–design history Analyse existing event posters in hallways - Worksheet Introduction to Pinterest – Analyse existing posters Analyse the layout and typography used in posters located in the hallways of NCAT – Students describe the hierarchy and the differences in the use of typeface style and size. Learners identify the reasons for these choices in terms of context, purpose and audience.

Analysis Worksheet 1 Pinterest Handout – Unit 3 Sac 1 Part A: Brief 1 Assessment Rubric Handouts: 3 Design Fields / Components of VCD / Design process / Elements & Principles / Timeline

Formative Assessment: Oral feedback in response to worksheet 1

2

H/W: Graphic Design Analysis – Posters of Design History H/W Poster W/sheet

WEEK 1 3/2

Outcome 1: Design – communication design Design Brief 1 (5 sessions)

To make and document design decisions that are informed by the analysis of existing visual communications and understand techniques for gaining attention and maintaining engagement of audiences using visual language

H/W Due: Graphic Design Analysis – Posters Introduction to Communication Design Brief – Event Poster Design: • Intro to Creative thinking techniques to visualise ideas (visualisation drawings / mindmap) - Students compare initial poster ideas to existing poster example/s, explaining connections, with a focus on techniques used to gain attention and maintain engagement. Based on this analysis, students further refine their concepts using visualisation drawings / iPad Phoster app before assembling in Adobe Illustrator. • Intro to iPad Phoster app – templates for posters H/W: Read Chapter 6 (p. 150–163)

Handout – Creative thinking techniques BRAINSTORMING / MINDMAPS Worksheet –Brainstorming iPads (Phoster) Textbook p.150-163

Summative assessment – Written feedback in response to Graphic Design: Analysis 1 Formative assessment – Oral feedback re. design progress

WEEK 2 9/2

Outcome 1: Design – communication design

To understand key characteristics and functions of typography conventions

Communication Design Brief – Event Poster Design • Introduction to Illustrator •Introduction to typography Worksheet – Typography (Refer to p.150-160)

Intro to Illustrator Handout – Typography Worksheet – Typography

Formative assessment – Oral feedback re. design progress

WEEK 2 10/2 and WEEK 3 16/2


To select and apply a range of design elements, design principles, manual and digital methods, materials, conventions and media appropriate to different purposes, audiences and contexts

Communication Design Brief – Event Poster Design Students consider the application of design elements and principles, exploring alternative layouts and changed hierarchy - refining poster designs to suit the purpose, characteristics of audiences that influence the visual communication (inc. age, gender, interests, location, socioeconomic status, cultural background) as well as the context (NCAT hallway).

Handouts – Design elements & principles (Refer to handout from week 1) – Components of VCD (Audience, purpose, context)


WEEK3 17/2


To understand how to create effective visual communications using digital methods (manual methods optional)

Students finalise an A3 Event poster using their own photographs or illustrations. They use a combination of digital design programs. Oral Presentation: SAC 1 – Identify, describe and reference connections between existing posters and own work, using appropriate terminology

Brief 1 Assessment Sheet

Formative assessment – oral feedback re. design Outcome (Brief 1)

WEEK 4 23/2

Outcome 2: Design Industry 1 – Graphic Design (1 session) Introduction to task: Outlined orally and

To distinguish key characteristics & practices, understanding the stages of the design process Inc. materials, methods, used by visual communication

POSTER DESIGN DUE. Terminology discussed. Communication design Industry Practice – (videos: Australian and International communication designers) Students identify key characteristics of the communication design industry in response to videos. Careers in communication design industry discussed.

Handout – Unit 3 Sac 2 Info and Assessment Criteria Video: Freelance Web Designer 2mins http://youtu.be/UNiq-‐

Formative Assessment: Written feedback in response to Brief 1 – Poster Design

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in written format with clear assessment criteria

designers as well as the roles, responsibilities, legal & ethical obligations of designers, specialists and clients

Students examine how design / production decisions are influenced by a range of factors. Examples of visual communication solutions to various briefs are examined, identifying specialist skills applied – eg. a catalogue using the skills of a graphic designer (concept, typography & layout), photographer (images), stylist (detailing), and copywriter (captions, text, info) – consider the role of the designer in collaborating with these specialists. Students discuss reasons for the choices made regarding materials, methods, media and design elements & principles. Students investigate the legal requirements of designers such as copyright and IP responsibilities.

AfreSE “Day in the life” videos by ConnectEd - YouTube (Pinterest board “Design Industry Practice”) p.215-220 Textbook p.252-253 Textbook Glossary of terms

Formative Assessment: Oral Feedback in response to industry practice task

WEEK4 24/2

Outcome 1: Analysis – Industrial Design Design Analysis 2 (1 session)

To understand techniques for analysing existing industrial designs in terms of their key design features using study specific terminology

Analyse existing industrial design - Worksheet Pinterest – Analyse existing industrial design Students refer to specific examples to identify and describe a range of methods used to create visual communications, including manual and digital techniques; in response to the worksheet, students question why each method has been used, including which characteristics of the target audience may have an impact on this decision, and devices that gain attention and maintain engagement

Worksheet Pinterest

Formative Assessment: Oral feedback in response to worksheet

WEEK 5 2/3

Outcome 1: Design – Industrial Design Design Brief 2 (4 sessions – Due after hols)

To understand and apply drawing methods and conventions appropriate to different purposes, audiences and contexts to visualise ideas / concepts as well as make and document design decisions informed by the analysis of existing industrial designs

Introduction to Industrial Design Brief – Promotional Product: Based on research, students choose an existing promotional product. Students make quick observational and visualisation sketches of initial design ideas to create a new promotional product (related to their event poster) using the SCAMPER thinking strategy as a creative thinking technique. H/W: Finish Industrial design idea generation

Handout – SCAMPER Visualisation Drawing examples

Summative assessment – Written feedback in response to Industrial Design: Analysis 2 Formative assessment – Oral feedback re. design progress

WEEK 5 3/3

Outcome 1: Design – Industrial Design

To understand methods of converting 2D visualisation drawings to 3D drawings through the application of 3D drawing methods (one / two point perspective) to represent forms

Industrial Design Brief – Promo Product • Introduction to one and two-point perspective

drawing techniques: Convert visualisation drawing to orthogonal / 3D drawing

Handout / workshop: one-point and two-point perspective drawing techniques


4

WEEK 6 (9/3 PUBLIC HOL) 10/3 and WEEK 7 16/3

Outcome 1: Design – Industrial Design

To select and apply drawing methods and drawing conventions appropriate to different purposes, audiences and contexts

Students produce one-point perspective / two-point perspective / orthogonal drawings depicting all aspects of their design, considering the need for simplicity and clarity to satisfy the purpose; with a focus on the selection and application of drawing methods and drawing conventions appropriate for the purpose, audience and context. Based on evaluation, students document changes required to refine and finalise their design.


WEEK 7 17/3

Outcome 2: Design Industry 2 –Industrial Design (1 session)

To understand practices, processes and evaluation techniques used by contemporary Australian & international industrial designers in establishing briefs, producing, presenting and evaluating design outcomes in order to fulfil the clients’ needs as well as legal & ethical obligations.

Industrial design Industry Practice Careers in Industrial design industry discussed. Students see recent work of industrial designers in AGIdeas video; issues such as purpose, context and target audience are discussed, developing an understanding of the function of the brief in documenting parameters of the clients’ needs and approaches to its development. Students investigate ways in which designers produce industrial design outcomes and employ evaluation techniques in order to fulfil the needs of the client. Students explore the processes and practices used for collaborating between designers, specialists and clients practices when pitching and presenting design directions, proposals and final presentations to clients. Students investigate the legal requirements of designers such as copyright and IP responsibilities.

AGIdeas Video Worksheet – structured questions

Formative assessment – Oral feedback re. design industry practice

WEEK 8 23/3 (24/3 PARENT/ TEACHER INTER- VIEWS)

EXCURSION TO TOP DESIGNS

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SEMESTER 1 TERM 2 UNIT: 3 VCE Visual Communication Design TEACHER Belinda Janetzki

AREA OF STUDY 1: Analysis and practice in context OUTCOME 1: On completion of this unit the student should be able to create visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing visual communications.

AREA OF STUDY 2: Design industry practice OUTCOME 2: On completion of this unit the student should be able to describe how visual communications are designed and produced in the design industry and explain factors that influence these practices.

AREA OF STUDY 3: Developing a brief and generating ideas

OUTCOME 3: On completion of this unit the student should be able to apply design thinking skills in preparing a brief, undertaking research and generating a range of ideas relevant to the brief.

DATE TOPIC/FOCUS LEARNING INTENTION(S)

WORK TO BE COMPLETED WORKBOOK SECTION/ RESOURCE & LOCATION


WEEK 1 13/4

Outcome 3: Developing a brief (1 session)

To understand the contents of a brief (inc purpose, audience, constraints & contexts) and its role in guiding the development of visual communications and how to develop a comprehensive design brief documenting two distinct client needs using study specific terminology

INDUSTRIAL DESIGN BRIEF DUE Worksheet - Top Designs Due. Discuss Top Designs SAT OVERVIEW- Handout Unit 3 Outcome 3 > Provide examples of written Briefs > Read: Chapter 10: Developing a Design Brief. > Discuss (small groups): What constitutes a good brief? > Worksheet: Students identify two needs for the client, and establish two clearly different directions that are distinct in their intentions and that will result in separate final presentation formats. For each need, students consider: the target audience, the purposes of the communication, the possible contexts & constraints. H/W: Prepare for Oral Presentation / Finalise Draft Brief

Handout – Unit 3 Outcome 3: SAT Handout: Examples of written briefs Worksheet: Writing the Brief Textbook: Chapter 10

Formative Assessment: Written feedback in response to Brief 2 – Industrial Design DRAFT BRIEF DUE - Mon 27 April

WEEK 1 14/4

Outcome 1: Analysis – Environmental Design Design Analysis 3 (1 session)

To understand techniques for analysing existing environmental designs in terms of their key design features using study specific terminology

Oral presentation: Students compare their Industrial design with existing design example/s, explaining connections. (2 minute presentation max.) Analyse existing Environmental design – Worksheet: Pinterest – Analyse existing Environmental design Students compare different environmental design presentations such as floor plans, perspective sketches, and elevation drawings. In small groups, students; analyse the methods and conventions used; consider if they comply with Australian Standards; discuss the

Worksheet Pinterest

Formative assessment – Oral feedback re. environmental design analysis

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reasons for the different types of drawings used and how they may affect the response of the audience Environmental Design Brief – Temporary Shelter • Introduction to brief, inc. floor plan, elevation and

planometric drawing methods as well as technical drawing conventions appropriate for specified purposes, including layout, dimensions, labels, symbols and lines.

• H/W: Generate initial ideas in response to Brief.

WEEK 2 20/4

Outcome 1: Design – Environmental Design Design Brief 3 (3 sessions)

To make and document design decisions that are informed by the analysis of existing visual communications, understanding techniques used to create environ-mental designs and applying technical drawing conventions appropriate for specified purposes (ie plans etc.).

Environmental Design Brief – Temporary Shelter Students consider the application of design elements and principles and generate designs to suit the purpose, characteristics of audiences that influence the visual communication (including age, gender, interests, location, socioeconomic status, cultural background) as well as the context.

Handout - Drawing methods for environmental design

Summative assessment – Written feedback in response to Environmental Design: Analysis 3 Formative assessment – Oral feedback re. design progress

WEEK 2 21/4

Outcome 1: Design – Environmental Design

To understand and apply two-dimensional floor plan or elevation as well as three-dimensional planometric drawing methods to visualise ideas and concepts.

Environmental Design Brief – Temporary Shelter Students generate a floor plan of a Temporary Shelter design and create SketchUp, hand-drawn planometric or elevation drawings showing design solutions; (Extension – Elevations, planometric and sketch up drawings may ALL be produced)


WEEK 3 27/4

Outcome 1: Design – Environmental Design

To select & apply a range of design elements, design principles, manual and/or digital methods, materials, conventions and media appropriate for a purpose, audience and context

DRAFT BRIEF DUE Environmental Design Brief – Temporary Shelter. Based on oral feedback and evaluation, students document changes - refining and finalising their designs. H/W: Prepare for oral presentation of environmental design – link inspiration with design outcomes

DRAFT BRIEF DUE Formative Assessment: Written feedback in response Draft Brief Formative assessment – Oral feedback re. design progress

WEEK 3 28/4

Outcome 2 Design Industry 3 Environmental

To understand ethical, social, financial and environmental factors,

ENVIRONMENTAL DESIGN BRIEF DUE – Oral presentation: Students compare their pop-up environmental design with existing design example/s,

The story of Stuff: https://www.youtu

Formative: Written feedback in response to Brief 3

7

Design (1 session)

legal & ethical obligations influencing designers’ decisions.

explaining connections, with a focus on the characteristics and functions of design elements and design principles appropriate for the purpose, audience and context Environmental design Industry Practice: Careers in Environmental design industry discussed. Students investigate the ethical concerns of design such as environmental impact, waste, sustainable business practices in relation to social, financial and environmental factors (ie. budget constraints, cultural appropriation and target markets impacting design decisions.) Environmental concerns are investigated; students identify examples of good practice where these issues are addressed effectively. H/W: Finalise SAC 1: Students may refine design outcomes and resubmit – Due 4 May.

be.com/watch?v=cpkRvc-sOKk (20 mins) AGIdeas Video: Environmental Designer Worksheet – Structured Q’s.

WEEK 4 4/5

Outcome 3: Developing a brief (1 session)

Understanding how to develop a comprehensive design brief documenting two distinct client needs using study specific terminology

DRAFT BRIEF RETURNED TO STUDENTS (Formative) Students generate comprehensive finals of the brief, documenting two distinct client needs and presentation outcomes. H/W: Finalise Brief. FINAL BRIEF DUE 11 May 2015

SAC 1 DUE. Summative Assessment: SAC 1 Analysis and practice in context Formative Assessment: Feedback in response to draft brief

WEEK 4 5/5

Outcome 3: Research (4 sessions)

To understand design thinking techniques that underpin the application of the design process including the role of research and investigation to clarify the client’s needs and to seek inspiration for ideas

Design Process overview Target Audience Profile/Moodboard: Students gather visual information on the aesthetic appeal suited to the target audience; look for a range of production methods, materials and media and for distinctive visual language used to communicate with this target audience (inc. a range of contexts and formats) Students assemble a mood board of type styles, colour schemes, and other design elements and principles forming a target audience profile. Students make quick sketches from these to help identify design elements and principles that are used consistently.

Handout: Design Process overview –Copyright & how to Acknowledge Sources Visual Examples – StudentShared / folios

Copyright and source acknowledgment conventions are observed (VCAA Authentication)

WEEK 5 11/5

Outcome 3: Research

To develop techniques for accessing and referencing research material from a range of sources and methods for synthesising

Final Written Brief Due Research: Students undertake research to gather information about each of the client’s needs, existing direct competition and for inspiration in response to the brief. (Books, magazines, films, popular media, the

Visual Examples – StudentShared / folios

Formative assessment – Oral feedback re. idea generation progress

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and recording research / investigation findings using annotations to explain connections to the brief and research

internet, photographs, interviews, exhibitions and site/location visits can serve as sources of inspiration and information). Copyright and source acknowledgment conventions are observed.

WEEK 5 12/5

Outcome 3: Research

To understand the key features and functions of design elements and principles used to communicate with the target audience.

Research: Students continue to undertake research. (Students must visit site location and/or context for final designs outside of class time.) Students document findings of the research / explorations and collate with sources acknowledged; students then analyse their research using annotations to communicate understandings of design elements and principles, media and materials and the effect their application has on a visual communication; explain why the research was chosen and how it may be used to satisfy the brief using study specific terminology. H/W: Source an object to draw next session. EXCURSION: Outcome 2 – AGIdeas (Thurs 14 May)



WEEK 6 18/5 (19/5 PD DAY)

Outcome 3: Research

To understand methods for recording research & investigation findings, including observational drawings demonstrating rendering techniques to represent form, surface structure, texture, light, shade, shadow & function of existing objects/space

Observational drawing: Students investigate existing similar products with a similar purpose and use observational drawings to investigate and document their ideas and approaches - consider different views for best visual impact on the target audience; use a range of methods, materials and media to show form, surface texture, light, shade and shadow. H/W: In response to excursions and design industry sessions, students compile written notes in preparation for SAC 2.



WEEK 7 25/5

Outcome 2: SAC 2: Design industry practice

To understand roles & relationships between clients, designers and specialists; practices, techniques and processes used when establishing briefs & designing visual communications that fulfil clients’ needs; how design decisions are influenced by a range of factors; and practices that acknowledge legal obligations

SAC 2 – Structured Questions (EXAM CONDITIONS – Written notes permitted) Students complete a series of structured questions in response to design industry research sessions for communication design, industrial and environmental design industries as well as excursions to VCV Speakers / AGIdeas / Design Studios

SAC 2: Structured Question Sheets

Summative Assessment: SAC 2 Design industry practice – Structured Questions

9

WEEK 7 26/5

Outcome 3: Generating ideas (4 sessions)

To understand the legal obligations of designers when using the work of others to explore, generate and record ideas using visualisation drawings (2D and 3D sketches) and annotation

Copyright and legal obligations of designers using the work of others discussed – acknowledge sources. Ideation: Students choose stimulus source/s from other designers (from their research) and quickly and loosely sketch visualisation drawings, adding colour, tone and texture with a focus on communicating different concepts rather than details – annotate ideas.



WEEK 8 1/6

Outcome 3: Generating ideas

To understand and apply visualisation drawing methods and design thinking skills to support the recording of ideas when creating, analysing, evaluating, reflecting on, and critiquing information & ideas using annotations to explain connections to the brief and research

Students apply design thinking techniques to support creative and reflective thinking and organise their ideas Creative thinking – Mind Map / Brain Dump / visualisation drawings: Ideas are generated and explored, and possible methods, media and materials are investigated in response to the brief and research using annotations to analyse, evaluate, reflect on, and critique information and ideas using annotations to explain connections to the brief and/or research



WEEK 8 2/6 and




WEEK 9 9/6 (8/6 Public Holiday)




WEEK 10 15/6

Intro to Unit 4 Outcome 1 Development of design concepts Concept 1 (4 sessions)

To understand the role of the brief in the development and evaluation of visual communications and develop understandings of the functional and aesthetic factors influencing selections of preferred concepts when testing and selecting the suitability of ideas for development in response to the requirements of the brief

UNIT 3 OUTCOME 3 DUE: Written Brief & Idea Generation Students present a range of initial concepts to the class, articulating ideas concisely, explaining the thinking behind them, with original drawings or digital images, and any supporting background information, inc. brief. Teacher & class members provide verbal feedback, testing strengths and weaknesses of initial concepts, stimulating further investigation for students to apply critical & reflective thinking. Responses are recorded for reference, added to developmental work with annotations. Students select ideas with the greatest potential to solve the requirements of the brief & select a variety of possible directions to develop further. Annotation – annotate concepts, explaining the thinking behind ideas; how they satisfy the requirements of the brief – specifically the aesthetic and functional factors used to influence the selection of preferred concepts


UNIT 3 OUTCOME 3 DUE Authentication VCAA Formative assessment – Oral feedback re. design process / folio progress

WEEK 10 16/6

Concept 1

To be able to identify different methods and techniques for visualising concepts and recording

Class discussion: Generate a list of creative thinking / visualisation methods on the board for concept development; In folios – Referring to research and the design brief for inspiration, students apply creative

Textbook: Chapter 13 Developing design concepts

Formative assessment to gauge prior knowledge via discussion

10

decision making when developing design concepts

thinking & visualisation methods to develop a range of concepts for presentation 1. Students annotate ideas to describe concepts & note possible further exploration

WEEK 11 22/6 and 23/6

Concept 1 To understand and apply

different manual and digital methods, media, materials, design elements, principles, presentation formats and conventions for developing a range of concepts

Examples of a range of ideas generated for a client: inc. manual & digital visuals, colour rendered and detail to communicate ideas clearly; Students investigate production methods and explore how these may be developed & evaluate their effectiveness in conveying the desired message, or satisfying the purpose of the brief. > MIXED MEDIA COLLAGE: In folios – students test a range of materials, method & media appropriate to own brief & develop a range of concepts for their first final presentation. Students apply a range of methods (manual or digital). Students annotate ideas to describe concepts & note possible further exploration


Formative assessment – Oral feedback re. design process / folio progress

SEMESTER 2 TERM 3 SUBJECT VCE Visual Communication Design TEACHER Belinda Janetzki SUBJECT OVERVIEW: SUBJECT OVERVIEW: Design development and Presentation The focus of this unit is the development of design concepts and two final presentations of visual communications to meet the requirements of the brief. This involves applying the design process twice to meet each of the stated needs. Having completed their brief and generated ideas in Unit 3, students continue the design process by developing and refining concepts for each need stated in the brief. They utilise a range of digital and manual two- and three-dimensional methods, media and materials. They investigate how the application of design elements and design principles creates different communication messages with their target audience. As students revisit stages to undertake further research or idea generation when developing and presenting their design solutions, they develop an understanding of the iterative nature of the design process. Ongoing reflection and evaluation of design solutions against the brief assists students with keeping their endeavours focused. Students refine and present two visual communications within the parameters of the brief. They reflect on the design process and the design decisions they took in the realisation of their ideas. They evaluate their visual communications and devise a pitch to communicate their design thinking and decision making to the client. UNIT: 4

AREA OF STUDY 1: Development of design concepts

OUTCOME 1: On completion of this unit the student should be able to develop distinctly different design concepts for each need, and select and refine for each need a concept that satisfies each of the requirements of the brief.

AREA OF STUDY 2: Final presentations OUTCOME 2: On completion of this unit the student should be able to produce final visual communication presentations that satisfy the requirements of the brief.

AREA OF STUDY 3: Evaluation and explanation

OUTCOME 3: On completion of this unit the student should be able to devise a pitch to present and explain their visual communications to an audience and evaluate the visual communications against the brief.

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DATE TOPIC/FOCUS LEARNING INTENTION(S)

WORK TO BE COMPLETED WORKBOOK SECTION/ RESOURCE & LOCATION


WEEK 1 13/7 and 14/7

Outcome 1 Development of design concepts Concept 2 (2 weeks – 4 sessions)

To understand the features and functions of design elements and principles when using visual language as a technique for gaining attention & maintaining engagement of target audiences

Handout - the features and functions of design elements and principles when using visual language as a technique for gaining attention & maintaining engagement of target audiences In folios – Apply an alternate method to generate design concepts for the second final presentation (hand generated or digital outcomes)

• If first method was hand generated, the second method must be digital or vice versa

Students test a range of materials, methods and media appropriate to their own brief and develop concepts for their second final presentation with an emphasis on experimenting with elements and principles to gain attention and maintain engagement of the target audience >ANNOTATION & DOCUMENTATION OF PROCESSES The use of digital design applications are documented & hardcopies annotated, applying critical & reflective thinking – students annotate ideas to describe concepts and note possible further exploration



WEEK 2 20/7 and 21/7

To understand and apply different manual and digital methods, media, materials, design elements, principles, presentation formats and conventions for developing a range of concepts

In folios – students use a range of materials, method and media appropriate to their own brief and develop a range of concepts for their second final presentation. Students apply a range of methods (manual or digital outcomes) – Students use a range of materials, methods and

media appropriate to their own brief and develop concepts for their second final presentation

Annotation – Students annotate ideas to describe concepts & note possible further exploration



WEEK 3 27/7 and 28/7

Outcome 1 Development of design concepts Refinement (2 weeks)

To understand and apply design thinking skills to support the application of the concept development stage when refining conceptual ideas in response to evaluation and reflection

Evaluation and reflection techniques are discussed – Students create a selection process, developing clear checkpoints developed from the brief with reference to the client’s needs, purpose and audience; evaluate each of the ideas generated for their effectiveness; use a scaling or rating device to assess and compare concepts; Comments can be sought regarding appropriateness of methods, media and materials, and the choice of presentation formats. – Students use design thinking skills to evaluate

Handout – Evaluation Visual Examples – StudentShared / folios


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conceptual design ideas represented in response to evaluation criteria devised by the student.

Annotation – Students annotate ideas to describe concepts & note possible further exploration

WEEK 4 3/8 and 4/8

To develop an understanding of mock-ups as a method of testing the suitability of concepts and develop presentation formats for communicating different design intentions

Students test design ideas by creating mock-ups trialing two-dimensional and/or three-dimensional final presentation formats to size or to scale; apply design elements and principles to refine composition; manage, manipulate and apply type, testing effective legibility and composition; The appearance of the final design is clarified and refined – final decisions are made about elements (ie. Colour), materials, media and methods of production (ie. Most appropriate form of printing, construction or manufacture). They reflect on the strengths and weaknesses as well as how the mock-up meets the client’s needs / brief for both presentation outcomes.



WEEK 5 10/8 and 11/8

Outcome 2 Final Presentations (7 sessions)

To develop an understanding of how specific presentation formats and techniques gain attention and maintain engagement when using visual language and presentation formats to communicate design intentions

Group discussion: (In response to stimulus material) – Specific presentation formats and techniques used to gain attention and maintain engagement when using visual language and presentation formats to communicate design intentions Folios: Students create two distinctively different final presentations – they must be different in intent, purpose (where appropriate), context and presentation format EG. A magazine advertisement or billboard may intend to raise awareness of a new product with a concept that projects an impression or a promise, while the packaging of the product itself in a retail context aims to generate interest by standing apart from the competition.


Summative Assessment: Unit 4 Outcome 1 SAT – Folio: Development of design concepts

WEEK 6 17/8 and 18/8

To gain an understanding of ways to present distinctive final presentations and select suitable presentation formats in order to communicate design intentions that meet the requirements of the brief

Students make final presentation formats to full size, selecting suitable publications allowing the visual communication to reach the intended target audience effectively. Accurate page dimensions should be used, and if possible a stock that resembles publication pages. Digital methods can be used for a realistic representation, which may include generating components with vector and raster programs as well as scanning, enhancing and editing manually produced visuals and inserting photographed models



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or images from photo shoots. Packaging samples may be produced using nets – printed, cut, scored, folded and assembled. Environmental design presentations may be constructed as three-dimensional scale models, either in white card to show overall form or in coloured and textured materials for a more literal representation.

WEEK 7 24/8 and 25/8

To understand how methods, materials, media, design elements, principles, presentation formats and conventions are applied to produce final visual communications

Students refine outcomes, demonstrating proficiency in methods and use of design elements and design principles and the appropriate selection of suitable media and materials; (these may be two-dimensional or three-dimensional presentations).



WEEK 8 31/8 and 1/9

To demonstrate the ability to produce final visual communication presentations that satisfy the requirements of the brief

Final presentation outcomes may be photographed in context – packaging can be placed on simulated shelving to assess visual impact. Similarly, posters and billboards can be placed in context by layering them into a sourced image with an image-based program.



WEEK 9 7/9 SAT FOLIO DUE

SAT FOLIOS DUE Refine in response to feedback and Finalise SAT folio for final formative assessment



WEEK 9 8/9

Outcome 3 – The Pitch: Evaluation and Presentation (SAC 3) (2 weeks) Introduction to task: Outlined orally and in written format with clear assessment criteria (based on performance descriptors).

To understand the purpose and key components of the pitch as well as methods required to evaluate, present and explain resolutions to a brief

Students take notes in response to videos - What visuals were incorporated? How did the presenter use their voice / body language? How was interest held? What connections were made between the client and the brief? Class Discussion: What is the purpose of the pitch? What elements make a successful pitch? Students reflect on their notes and contribute to a guided discussion about various methods of delivering a pitch to create intrigue, “sell” the concept and final presentations, present visuals, explain design thinking and resolutions to a brief. Worksheet (Part A): Analyse both final visual communication outcomes using criteria for evaluating the extent to which final presentations resolved the needs, constraints and purpose defined in the brief. In pairs: Students practice explaining/presenting techniques used to evaluate final presentations

AV Equipment: Gruen transfer, Nancy Duarte videos – The Pitch Worksheet Part A (Evaluation Criteria – Quality of final presentations)

Practice SAC 3 Formative assessment – Short answer responses Think pair share activity

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against requirements of the brief (referring to visual material in folios and using appropriate terminology.)

WEEK 10 14/9

Outcome 3 – The Pitch: Evaluation and Presentation

To be able to apply critical and reflective thinking strategies when evaluating and explaining the design process involved in each final presentation

Worksheet (Part B): Reflecting on annotations throughout the folio, identify critical points in the development and using criteria, evaluate how the design process was used as a framework for creating visual communications – Explain reasons for design decisions made, evaluate how design elements and principles, methods, materials and media were used in each stage of the design process. In pairs: Practice explaining/presenting the design thinking and processes used when making decisions re. methods, materials, media, design elements and principles in final presentations (referring to visual material in folios and using appropriate terminology.)

Worksheet Part B (Design Thinking / Evaluate design process)

Practice SAC 3: Formative assessment – Short answer responses Think pair share activity

WEEK 10 15/9

Outcome 3 – SAC 3 The Pitch: Evaluation and Presentation

To apply understandings of evaluation and presentation techniques when presenting final visual communications using study specific terminology

FINAL SAT FOLIO SUBMISSION– SIGN IN FORM Oral presentation: The Pitch – Students deliver a Pitch that has been devised to support the presentation of final visual communications that satisfy the brief

AV equipment for students to present digital work/s

Summative Assessment: SAT – Folio: Final Presentations – Unit 4 Outcome 1 Unit 4 Outcome 2 SAC 3 – Oral presentation Unit 4 Outcome 3

SEMESTER 2 TERM 4

UNIT 4: VCE Visual Communication Design End-of-year examination

AREA OF STUDY: Exam Revision

DATE TOPIC/FOCUS

LEARNING INTENTION(S) WORK TO BE COMPLETED WORKBOOK SECTION/ RESOURCE & LOCATION

ASSESSMENT

WEEK 1 6/10 and 9/10

Revision Understanding visual communication design theory / terminology & the application of the design process

Practice Exams Handouts Glossaries Exam examples

Formative assessment responses in practice exams (marked by students)

WEEK 2 13/10 and 16/10




15

WEEK 3 20/10 and 23/10




WEEK 4 27/10 and 30/10




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