Design and visual communication
Download
1 / 13

- PowerPoint PPT Presentation


  • 190 Views
  • Updated On :

Design and Visual Communication. Implementation & programme development. Design and Visual Communication Guidelines Under the framework learning area of Technology Education. Teaching and Learning. Pre - learning. Year 1 - 10. Career choices. Year 9 & 10. Year 11. Year 12. Year 13.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about '' - leone


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Design and visual communication

Design and Visual Communication

Implementation & programme development


Design and Visual Communication Guidelines

Under the framework learning area of Technology Education

Teaching and Learning

Pre - learning

Year 1 - 10

Career

choices

Year 9 & 10

Year 11

Year 12

Year 13

Constructed learning intentions

NCEA Level 1

NCEA Level 2

NCEA Level 3

Qualifications


Design

Students gain a knowledge of design and designing. Designing combines different considerations of design elements and thought processes to initiate and develop ideas.

Context

Graphics Practice

brief

Design outcomes

The Graphics Practice strand focuses on the integration and creativeapplication of visual communication and design in response to a brief.

.

Visual Communication

Students develop a visual literacy enabling the communication and presentation of design ideas


early learning pathway

building confidence

creativity

visualisation skills

Design

Principles - Function

- Aesthetics

Elements

Styles

Design history

Design era’s

Designers

Design practice

The place of design in the

creative industries

Graphics Practice

Identification of a design situation

Collaboration

Interpretation

Integration of components

Intuition

Analysis

Synthesis

Creativity

Risk taking

Evaluating

Qualitative judgments

Visual Communication

Sketching 2 & 3D

Formal drawing systems 2D & 3D

Models

IllustrationRenderingDigital imaging

Instrumental

Accuracy

Codes of practice

Specialist knowledge

Year 9/10 learning programmes

Developing students confidence, skills and knowledge for improving their capacity for independent design.

A lot of positive direction, mentoring, modeling, structured learning, some explorative/experiential.


Potential learning

Introduction to design situations

Preferably authentic community context

  • Design

  • Introduction to design principles and elements

  • Discuss influence of design on our lives. E.g. human needs, biomimicry, sustainability,

Shelter

Community issue

Transport

Camping

Storage

Social conditions

Fantasy narrative

etc

  • Ability to recognise and visualise:

  • Cut outs from magazines

  • Keeping a visual diary – grow visual meaning

  • Interpret shapes in objects

  • Creativity activities

  • Identifying potential design situations

Context

  • Sketching in two and three dimensions:

  • Gain confidence in sketching

  • Lines/shapes/forms

  • Tracing

  • Crating objects

  • How to sketch in 2D & 3D

brief

Design outcomes

Year 9 programme

Motivating, inspiring, exploration, discovery, skill development, build confidence, acceptance of all ideas

relevance of the designed world.

  • Intro to formal drawing systems

  • Orthographic drawing

  • Isometric drawing

  • Development/nets: 2D to 3D

  • Modelling

  • Simple foam/card/foam board models

  • Cutting/Joining systems

  • Media

  • Water colour pencils

  • Graphite pencils

  • Sketching pens

  • Possible intro to markers

  • Possible intro to CAD

These ideas may relate to:

Spatial (for example, architecture, interior, or landscape architecture etc)

Product (for example, transport, furniture, fashion, jewellery, appliances, personal media, packaging etc)


Potential learning

Identify design situations

  • Design

  • Application of design principles and elements

  • Debate/analyse the influence of design on our lives – ergonomics, fitness for purpose etc

  • Design awareness – events leading to design outcome/views on design process

Preferably authentic context

Recreational

Food preparation

disasters

Transport

Accommodation

Access

etc

  • Recognise and visualise:

  • Encourage intuition in design thinking

  • Keeping a visual diary, translate/discovery

  • Evaluate shapes in objects/transform

  • Creativity activities

  • Identifying potential design situations & attempt to write design briefs

  • Encourage innovation

Context

  • Sketching in two and three dimensions:

  • Sketching for 2D & 3D visualisation of design

  • ideas

  • Lines/shapes/forms

  • Rendering/shading/illustration to identify form

brief

Design outcomes

Year 10 programme

Motivating, inspiring, exploration, discovery, improve knowledge and skills to visually communicate design ideas, build confidence, acceptance of all ideas, relevance of design in the world.

  • Use of formal drawing systems

  • Orthographic drawing – multi view

  • Pictorial drawing systems (paraline) – Isometric/oblique/planometric/perspective

  • Development/nets: 2D to 3D

  • Geometric shapes and solids

  • Modelling

  • Simple foam/card/foam board models

  • Cutting/Joining systems

  • CAD/3D modelling potential

These ideas may relate to:

Spatial (for example, architecture, interior, or landscape architecture etc)

Product (for example, transport, furniture, fashion, jewellery, appliances, personal media, packaging etc)

  • Media

  • Water colour pencils

  • Graphite pencils

  • Sketching pens

  • Markers

  • Possible use of CAD/digital media


Year 11

Experiential Learning.

Level 1

Students learn by designingand communicating design ideas

New skills taught and re-taught as required by students.

Evidence for each internal that could be assessed several times during the year.

Evidence for external standards sent for marking at the end of the year and drawn from all briefs.

2- 4 Design Briefs.

Some briefs focused on particular skills, e.g. sketching, formal drawing, modes and media suitable for meeting the requirements of the students project and subsequently the chosen achievement standards


Level 1: Matrix

Sent off to NZQA at the end of the year for marking


Year 12

advanced Learning.

Level 2

Learning some new skills but objectives mainly driven by students needs – teaching occurs as required to support students to solve problems and visualise their more complex outcomes

New drawing skills taught :

scaled isometric

1 and 2 point perspective

auxiliary views

Computer applications and modelling

designer and design era

Evidence for each internal that could be assessed several times during the year.

Evidence for external standards sent for marking at the end of the year and drawn from all briefs.

2- 3 Design Briefs.

Detailed briefs that encourage students to be more analytical about identifying useful information and demonstrate a depth of design thinking and visual communication skills that clearly articulates their design ideas and outcomes appropriate for the design situation. Could be student centred briefs.


Level 2: Matrix

Sent off to NZQA at the end of the year for marking

Structure for 2011 only


Year 13

Self expression.

Level 3 & Scholarship:

  • Students have the opportunity to follow their own interests

  • They use specialist knowledge and input to meet their needs in developing and presenting design solutions

  • Flexibility in due dates and access to a variety of resources when needed

  • Students complete their DVC year with a portfolio of work demonstrating design and presentation skills – always used for tertiary/job applications

  • They are able to discuss their work at an interview

  • Starting the year with a negotiated brief maximises the student’s ability to generate good evidence for this standard

  • Architectural or product briefs lend themselves to a good range of possibilities for AS90735

Evidence for each internal that could be assessed several times during the year.

Evidence for external standards sent for marking at the end of the year


Level 3: Matrix

Sent off to NZQA at the end of the year for marking

Structure for 2011 & 12 only

Note: 14 credits required for University entrance


ad