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Design and Communication Graphics DCG1

Design and Communication Graphics DCG1. Outline of Session. Rationale and Focus of Syllabus Structure of Syllabus Content of Syllabus Structure of Assessment Available Funding Teacher Survey. The Landscape of Change. Where we have come from. The Landscape of Change.

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Design and Communication Graphics DCG1

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  1. Design and Communication GraphicsDCG1

  2. Outline of Session • Rationale and Focus of Syllabus • Structure of Syllabus • Content of Syllabus • Structure of Assessment • Available Funding • Teacher Survey

  3. The Landscape of Change • Where we have come from

  4. The Landscape of Change • Where we have come from

  5. The Landscape of Change • Where we have come from

  6. The Landscape of Change • Changing contexts in Education • Life long learning • Student experience • Relevance • Developments in available technology

  7. (B) Communication of Design and Computer Graphics Applied Graphics (Select two out of five Areas) Structure of Syllabus (A) Plane and Descriptive Geometry

  8. The Core

  9. (A) 1. Projection Systems

  10. (A) 2. Plane Geometry

  11. (A) 3. Conic Sections

  12. A (4). Descriptive Geometry

  13. A(5).Intersection/Development

  14. The Core

  15. (B) 1.Graphics in Design and Communication Design Strategies Communication Of Design Reflection Graphics in Design and Communication Design Problem Solving Design Appraisal Interpretation Of design briefs Ideas Sketching

  16. Communication of Design Presentation Methods Working and assembly drawings Dimensioning and notation Communication of Design Balloon extraction detailing Exploded pictorial views Drawing conventions, symbols and standards Schematic diagrams

  17. Freehand Drawing Materials Observation techniques Use of colour Light and Shade Freehand Drawing Freehand detailing Shape, form, texture And material Design sketching

  18. Communication Graphics CAD Terminology Data Exchange File Management CAD Software Information & Communication Graphics Generation of drawings from parametric models CAD Sketching Principles Model Editing 3D part modelling Creating 3D assemblies

  19. Dynamic Mechanisms Structural Forms Assemblies Surface Geometry Geologic Geometry Options – Applied Graphics Two options to be studied

  20. Student Assignment 40% Terminal Exam paper 60% Assessment

  21. Terminal Examination • 60% of the total marks • 3 hours duration • Question 1(compulsory) • Based on the core • Attempt 4 out of 5 parts • Question 2 & 3 from the core • Attempt 2 out of 5 questions from options

  22. Student Assignment • 40% of the total marks • Emphasis on: • Elements of Design • Communication Graphics • Use of ICT’s in Design • Different theme for higher and ordinary level • May take the form of: • A design investigation and modification • A concept design • Approximately 40 hours to complete

  23. Requirements of Assignment Research Analysis Reflection Freehand sketching Photo realistic images Assignment Design Modification New concept Colour rendered 3D sketch Exploded computer model Dimensioned Orthographic 3D Computer model

  24. Roofs and Planes Integrated Approach

  25. Software & Funding • Parametric CAD software not yet specified • Tender process ongoing • Funding ongoing • Maximise use of resources

  26. Purpose of Teacher Survey • To establish teacher needs in relation to the new/revised syllabuses • Information used to formulate content, schedules and locations for the professional development programme

  27. Completion of Survey • Prospective teachers of the new/revised syllabuses • Indicate your personal proficiency • All information is confidential to the Support Service

  28. Initial Response to Survey • 334 out of 1300 TD & TG Teachers (26%) • 127 out of 295 Technology Teachers (43%) • 221 out of 963 CS & MTW Teachers (23%) • 149 out of 551 Eng & MW Teachers (27%)

  29. Teacher Proficiency by Topic

  30. Teachers Expressed Competence in…… • 58% in Surface Geometry • 52% in Design (Communication of design, sketching and presentation) • 50% in Perspective Projection • 46% in Design (Organisation and management of a design process) • 43% in Geological Geometry • 40% in Assemblies

  31. Beginners in ……. • 62% in CAD Pedagogy • 61% in CAD • 49% in Occupational Health & Safety • 48% in Assignments • 40% in ICT

  32. Action? As teachers, what can we do in the short term to prepare for the implementation of the new syllabus

  33. Where to next? • Day two focus on: • The Student Assignment, its management, its structure and associated skills • Day three focus on: • Parametric CAD, what it is, what it does and how it does it Email : dcg@t4.ie

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