Presentation on theme: "DVC Level 1 Achievement Standards"— Presentation transcript:
1 DVC Level 1 Achievement Standards Lesley Pearce, National Facilitator for Technology, Team Solutions,Auckland University
2 AS91067 (1.34)Use the work of an influential designer to inform design ideas3 credits
3 Three stepsChoose an influential designer, anaylse their work. Identify the typical aesthetic and /or functional style of designer, show through pictures, photographs, detailed sketchesUsing 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.
4 AchievedIdentifies, explains aesthetic and/or functional characteristics typical of influential designerThis is reflected in student workMeritIdentifies and explains the aesthetic/functional characteristics of an influential designerIntegrates aesthetic and/or functional characteristics of influential designer into own development of design ideasExcellenceIdentifies and explains influential designers typical styleIntegrates aesthetic and/or functional characteristics of influential designer into own development of design ideas so it is effective in the new context
9 AS (1.35)Undertake development of design ideas through graphics practiceThere 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.
10 Graphics PracticeExpressing visual literacy through the development of a design idea by applying design and visual communication techniques and knowledgeVisual literacy –visual modes, drawing, model making, digital modelling used as tools to aid design thinkingDesign ideas involves –exploring and refining design ideas, informed by research leading to an outcome communicated
11 Creativity involves… Generating new ideas Solving problems Developing products, environments in a unique and original mannerThink in terms of: imagination, intuition, step by step thinking, knowledge application
12 Design Judgements Qualitative and/or quantitative data Research Reflection of designers values, tastes and/or viewsQualitative judgementsQualitative 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 JudgementsStudents 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
13 Portfolio of work Initial research Initial ideas Idea development –initiate, refine, select ideas supported by researchPotential outcomeDoes not need to be a formal final designVisual communication – to be convincingIntegrate design principlesDesign judgments throughout
15 Initial ideas Consider different strategies for starting points Activity: Use the content of the given envelope for inspiration
16 Idea development Research further Think in terms of styles, materials, components, construction, environmental considerations, ergonomics etcVisually express ideasSupport judgements with data gathered through researchPersonal 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.
19 Annotate design judgements. Communicate ideas visually. AchievedExplore, refine ideas, possible alternatives, communicate ideas visuallyMeritExplore, refine ideas informed by principles of aesthetics and functionAnnotate design judgements. Communicate ideas visually.ExcellenceIntegrate design principles and design judgements coherently, connected to develop design ideas. Communicate convincingly visual design ideas.
20 AS (1.36) 4 credits internalPromote an organised body of design work to an audience using visual communication techniques.No larger than A24 credits towards literacy
21 Body of design work Student select mode of visual communication e.g. Student design sketchesInstrumental drawingsModels,PhotographsDigital mediaDisplay boardsInstallations
22 AudiencePurpose is to promote design work to an audience in an organised way
23 Teaching and learning Presentation methods Evaluating using design principlesAlignmentProximityRepetitionContrastPositive/negative spaceFocal pointTypography
24 Activity: Size, Hierarchy and Position Two sheets of resources;The Pet Shop – different typefaces and sizesDifferent sizes of goldfishColoured paper for backgroundDevelop two different business cards that explore either size or position.The Pet Store
25 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
26 Image and large type draws eye thy dominate and draw the eye – clear focus visual communication. Image and type relate to each other
27 Image significantly enlarged, cropped, provides main visual emphasis.
28 Students to…ResearchPurposeful selection and applying visual communication techniquesPresentation – visual impact, precise execution of techniques and accurate layoutConsider the design brief and audience
29 AchievedPromotes a body of work to an audience. Uses visual communication techniques. Selects features for body of work.MeritClearly promotes: features of a body of work to an audience. Selects with purpose, communication techniques layout, composition, visual impact appropriate to audienceExcellenceEffectively 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