DVC Level 1 Achievement Standards Lesley Pearce, National Facilitator for Technology, Team Solutions, Auckland University l.pearce@auckland.ac.nz www.technologyNZ.wikispaces.com http://frizzydoodle.wordpress.com/2009/09/

AS91067 (1.34) Use the work of an influential designer to inform design ideas 3 credits

Three steps Choose an influential designer, anaylse their work. Identify the typical aesthetic and /or functional style of designer, show through pictures, photographs, detailed sketches Using the designers typical characteristics generate design ideas, explore, refine ideas. Use notes to explain ideas. Communicate own design can be sketches, model, computer generated. Do not have to be realised.

Achieved Identifies, explains aesthetic and/or functional characteristics typical of influential designer This is reflected in student work Merit Identifies and explains the aesthetic/functional characteristics of an influential designer Integrates aesthetic and/or functional characteristics of influential designer into own development of design ideas Excellence Identifies and explains influential designers typical style Integrates aesthetic and/or functional characteristics of influential designer into own development of design ideas so it is effective in the new context

Example

Refer to NZQA website for full example

AS 91068 (1.35) Undertake development of design ideas through graphics practice   There is now a focus on the nature of idea development rather than on the implementation of a design process. This is consistent with the focus on creativity in the Learning strands. Evaluation has been replaced with qualitative judgments. Qualitative judgments reflect design analysis and a personal view which expands the student’s response beyond the constraints of a brief. The emphasis on drawing skills has been replaced with visual communication skills that focus on the way information is being conveyed.

Graphics Practice Expressing visual literacy through the development of a design idea by applying design and visual communication techniques and knowledge Visual literacy –visual modes, drawing, model making, digital modelling used as tools to aid design thinking Design ideas involves –exploring and refining design ideas, informed by research leading to an outcome communicated

Creativity involves… Generating new ideas Solving problems Developing products, environments in a unique and original manner Think in terms of: imagination, intuition, step by step thinking, knowledge application

Design Judgements Qualitative and/or quantitative data Research Reflection of designers values, tastes and/or views Qualitative judgements Qualitative judgements involve identifying the positive and/or negative features and the potential of design ideas in terms of the broad principles of design as well as in its response to a brief. These occur at different points throughout the development of a design idea and include the suggestion of alternatives for the purposes of exploring, improving and modifying ideas. As part of qualitative judgements, any decisions made or opinions expressed may reflect a perspective of the student as a designer in terms of their values, tastes or views. Qualitative Judgements Students identify the qualities and the potential of design ideas in terms of the broad principles of design (aesthetics and function) and sustainability, in its response to a brief. These occur at different points throughout the development of a design idea and include the suggestion of alternatives for the purposes of exploring, improving and modifying ideas. As part of qualitative judgements, any decisions made or opinions expressed may reflect a perspective of the student as a designer in terms of their values, tastes or views

Portfolio of work Initial research Initial ideas Idea development –initiate, refine, select ideas supported by research Potential outcome Does not need to be a formal final design Visual communication – to be convincing Integrate design principles Design judgments throughout

Research

Initial ideas Consider different strategies for starting points Activity: Use the content of the given envelope for inspiration

Idea development Research further Think in terms of styles, materials, components, construction, environmental considerations, ergonomics etc Visually express ideas Support judgements with data gathered through research Personal perspectives, values tastes, views expressed "Developing a design idea involves initiating, exploring and refining design ideas, informed by research, which leads to the communication of an outcome in response to a brief." A simple answer to this would be 'any research that leads to communication of an outcome in response to the given brief.' However the research or its effect should be seen throughout the design process to show the informed nature ie there should be some linkage and use of the research.   To expand a little on the question, I would take this to mean that research could feed into initiating ideas and / or exploring ideas and / or refining/developing ideas and need not necessarily be the first stage of the design process. Students could draw their initial thoughts and then inform the refining/development with informed research. The emphasis that students should place on the research is its relevance to the outcomes/design ideas.  Quite often, and particularly at Level One we see screeds of research that does little in the way of informing design ideas.

Annotate design judgements. Communicate ideas visually. Achieved Explore, refine ideas, possible alternatives, communicate ideas visually Merit Explore, refine ideas informed by principles of aesthetics and function Annotate design judgements. Communicate ideas visually. Excellence Integrate design principles and design judgements coherently, connected to develop design ideas. Communicate convincingly visual design ideas.

AS 91069 (1.36) 4 credits internal Promote an organised body of design work to an audience using visual communication techniques. No larger than A2 4 credits towards literacy

Body of design work Student select mode of visual communication e.g. Student design sketches Instrumental drawings Models, Photographs Digital media Display boards Installations

Audience Purpose is to promote design work to an audience in an organised way

Teaching and learning Presentation methods Evaluating using design principles Alignment Proximity Repetition Contrast Positive/negative space Focal point Typography

Activity: Size, Hierarchy and Position Two sheets of resources; The Pet Shop – different typefaces and sizes Different sizes of goldfish Coloured paper for background Develop two different business cards that explore either size or position. The Pet Store

No hierarchy so could be considered to be boring No hierarchy so could be considered to be boring. Information clear but nothing to draw the eye

Image and large type draws eye thy dominate and draw the eye – clear focus visual communication. Image and type relate to each other

Image significantly enlarged, cropped, provides main visual emphasis.

Students to… Research Purposeful selection and applying visual communication techniques Presentation – visual impact, precise execution of techniques and accurate layout Consider the design brief and audience

Achieved Promotes a body of work to an audience. Uses visual communication techniques. Selects features for body of work. Merit Clearly promotes: features of a body of work to an audience. Selects with purpose, communication techniques layout, composition, visual impact appropriate to audience Excellence Effectively promotes: features of a body of work to an audience. Communicates a high quality visual presentation which is convincing. Has visual impact, accurate layout and precise execution of visual communication techniques

Activity: Making Judgements Examples of students work. Assessment schedule. In groups discuss each students work and assess it. Justify your decisions.

Presenting student work

Digital promotion of student work

Promoting an influential designer