VCE Visual Communication Design 2018 2023 Online implementation

VCE Visual Communication Design 2018 - 2023 Online implementation sessions Tuesday 1 August 2017 Monday 7 August 2017

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VCE Visual Communication Design study design Teachers should thoroughly familiarise themselves with the study design including: • Introduction (p. 5) • Structure (p. 6) • Assessment and reporting (p. 8) • Cross study specifications (p. 9– 12) • Units 1– 4 (p. 13– 29)

Assessment weightings p. 8 • Unit 3 School-assessed Coursework 25 % • Unit 3 and 4 School-assessed Task 40 % • End-of-year examination 35 %

Understanding the study design Each outcome is described in terms of key knowledge and key skills Key knowledge Provides the content Key skills Provides the application For example • explore • develop • generate • investigate • evaluate • apply

Understanding the study design Unit 3 AOS 1: Analysis and practice in context 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 in the three design fields. Key knowledge Key skills • Key design features of • Analyse existing visual communications existing visual in terms of their key features in the three communications design fields. associated with the communication, environmental and industrial design fields.

Cross study specifications p. 9 -12 • Cross study specifications have been added in the front of the study design to clarify the key concepts that underpin all four units of the study. • Evidence of these are found in each Area of Study. • The Cross study specifications will be assessed in the examination, School-assessed Task and School- assessed Coursework.

Cross-study specifications Visual Communications Design • The design and creation of visual communications requires the selection and application of methods, media, materials, design elements and design principles and final presentations. Collectively these are the resources of visual language. • Visual language is integral to the design process and refers to the communication of ideas through experiences, images and objects. • Students use visual language to communicate their ideas at all stages of the process including research, generation of ideas and development of concepts, refinement and resolution.

Cross study specifications Methods Refer to the manual and digital processes used to make visual communications. For this study, drawing, painting, printing, photography, collage, three-dimensional processes and digital-based methods are appropriate. Drawing Observational drawings are freehand drawings from direct observation to represent the form, materials and textures of objects and structures. Visualisation drawings are in the form of quick ideation sketches for conceptualising and communicating ideas. Both observation and visualisation drawing can be completed using manual and/or digital technologies. Presentation drawings are refined and finished and can be drawn using manual and/or digital methods.

Cross study specifications Two-dimensional representation drawings • include orthogonal, plans and elevations, and packaging nets. Three-dimensional representation drawings • include perspective (one and two point) and paraline (isometric and planometric). Presentation drawings • can incorporate technical drawing conventions based on the Australian Standards. Advice on these technical drawing specifications will be published on the VCAA website on the Visual Communication Design study design page.

Cross-study specifications Media • Are the digital and non-digital applications used to make visual communications. • Examples of digital applications are vector-based and rasterbased programs. • Examples of non-digital applications are pencils, ink, markers, pastels, acrylic paint, gouache, dye and film. Materials • Are the surfaces or substrates that visual communications are applied to or constructed from. • Examples are paper, screen, card, textile, metal and plastic.

Cross study specifications Design elements • Are components of visual communications. • For this study they are point, line, shape, form, tone, texture, colour and type. Design principles • Are accepted conventions associated with arranging or organising design elements. • For this study they include figure-ground, balance, contrast, cropping, hierarchy, scale, proportion and pattern (repetition and alternation). Final presentations • Are the formats in which visual communications are presented. • They can be print and screen-based presentation formats such as brochures, posters, book covers, signs, point of sale displays, three-dimensional models, packages, websites and screen-based advertising and information displays.

Cross study specifications The design process

Cross study specifications Design fields • Communication design Graphic design, information design, digital and web design, advertising, print publication/ book illustration and typographic design, package/surface design, logo design and brand identity. Distinguishing characteristics of this field may include: specific use of type conventions, layouts and use of grids and packaging (nets and surface graphics), print and digital applications and presentation formats. • Environmental design Architectural design, interior design, landscape design, set design and exhibition/display design. Distinguishing characteristics of this field may include: three-dimensional drawing methods (planometric and perspective) and two-dimensional drawing methods (floor plans and elevations). • Industrial design Product design and furniture design. Distinguishing characteristics of this field may include: manual and digital three-dimensional drawing methods (isometric and perspective) and twodimensional drawing methods (third-angle orthogonal drawing). Use of specific conventions including line styles and dimensioning.

Cross study specifications Design thinking • Creative thinking Requires a curious, open-minded, flexible, divergent, explorative, investigative approach. • Critical thinking Requires questioning, clarifying, planning, analysing, examining and testing information and ideas. • Reflective thinking Requires a metacognitive approach, seeking and considering feedback, reflecting on progress and processes, making links and connections with broader issues and the work of others.

Cross study specifications Intellectual property and copyright • Study of other visual communication designs to stimulate student ideas. • Students need to have knowledge of their legal obligations regarding copyright and trademarks as well as conventions for acknowledging sources of inspiration. • Intellectual property is the general term used for property generated through intellectual or creative activity. • Types of copyright: § One requires the registration of original ideas such as patents and trademarks; § One does not require official registration – they are unregistered rights and are referred to as copyright.

Cross study specifications Acknowledging sources of inspiration and support resources • Students are required to acknowledge all sources of inspiration throughout the design process. • This can be done by noting specific titles and publication dates of texts and/or magazines and/or URLs for websites where images have been sourced. • For information acquired from a website, acknowledgment typically includes the title of the website and the date that the website was accessed. • This information should be located at the point where sourced material is used in the design process

Sequencing of units Unit 1: Introduction to visual communication design Unit 2: Applications of visual communication design within design fields. Unit 3: Visual communication design practices. Unit 4: Visual communication design development, evaluation and presentation.

Unit 1: Introduction to visual communication design • Area of Study 1 Drawing as a means of communication • Area of Study 2 Design elements and design principles • Area of Study 3 Visual communications in context.

Unit 1 AOS 1: Drawing as a means of communication • • Underpins some of the stages in the design process – generating ideas, developing concepts and refinement of visual communications Focuses on the development of visual language and design thinking Representation of form, proportion, surface textures and relationships between objects Methods for drawing three dimensional forms – paraline and perspective drawings Methods for drawing two dimensional forms – third angle orthogonal drawing Manual and/or digital methods Range of media and materials to support drawing purposes and methods Outcome 1 On completion of this unit the student should be able to create drawings for different purposes using a range of drawing methods, media and materials.

Unit 1 AOS 2 : Design elements and design principles § Experiment with design elements and design principles using manual and digital drawing methods. § Visualise ideas and concepts – generation of ideas and development of concepts. § Investigation of the purposes of visual communication designs § Knowledge of legal obligations regarding the ownership of images applied to their own ideas and concepts. § Techniques for generating and reflecting on ideas. § Features and functions of design elements and design principles. Outcome 2 On completion of this unit the student should be able to select and apply design elements and design principles to create visual communications that satisfy stated purposes.

Unit 1 AOS 3 : Visual communications in context § Students explore how visual communications have been influenced by social and cultural factors, past and contemporary practices in the design fields of communication, industrial and environmental design. § Design styles of past and contemporary designers – connections between practices. § Influences on the use of manual and digital methods, media, materials, design elements and design principles Outcome 3 On completion of this unit the student should be able to describe how visual communications in a design field have been influenced by past and contemporary audiences, and by social and cultural factors.

Unit 1: Assessment p. 16 All assessment of Units 1 and 2 are school-based and the decision of levels of achievement are a matter for school decision. Suitable tasks for assessment for all three outcomes are: • Folio of observational, visualisation and presentation drawings created using manual and digital methods. • Final presentations created using digital and manual methods. • Written report of a case study • Annotated visual report of a case study • Oral report of a case study supported by written notes and/or visual materials • A presentation using digital technologies

Unit 2: Applications of visual communication within design fields • Area of Study 1 Technical drawing in context • Area of Study 2 Type and imagery in context • Area of Study 3 Applying the design process

Unit 2 AOS 1: Technical drawing in context • Presentation drawing skills • Technical drawing conventions • Presentation of information and ideas in: § Environmental design OR § Industrial design (Field examples listed in the Cross study specifications p. 12) • Focus on the design process • Two dimensional drawing methods § Plans and elevations – environmental § Third angle orthogonal projections – industrial • Three dimensional drawing methods § Perspective, isometric, planometric and three dimensional process

Unit 2 AOS 1: Technical drawing in context • Rendering techniques • Refinement of drawings using manual and digital methods • Role of the Australian Standards in provide accepted conventions • Methods of drawing to scale using conventional ratios § Environmental – 1: 50, 1: 100 or 1: 25 § Industrial – 1: 1, 2: 1, 1: 5, 1: 10 Outcome 1 On completion of this unit the student should be able to create presentation drawings that incorporate relevant technical drawing conventions and effectively communicate information and ideas for a selected design field.

Unit 2 AOS 2: Type and imagery in context • Meaning and function of typography in visual language • Manipulating type and images to communicate ideas and concepts • Historical and contemporary factors that influence the style and layout of print and screen based presentation formats • Manual and digital methods to manipulate type • Relationships between type and imagery • Legal obligations regarding the ownership of type • Image size and file formats suitable for print and screen • Design thinking for generating ideas and reflecting on options Outcome 2 On completion of this unit the student should be able to manipulate type and images to create visual communications suitable for print and screen based presentations, taking into account copyright.

Unit 2 AOS 3: Applying the design process • • The role of the brief Research and analysis for inspiration and to generate ideas Visualisation drawings Development of design concepts using manual and digital drawing. Use of methods, media, materials, design elements and design principles Techniques for refinement and presentation Practices that fulfil legal obligations Application of design thinking Outcome 3 On completion of this unit the student should be able to apply stages of the design process to create a visual communication to a given brief.

Unit 2: Assessment–p. 20 All assessment of Units 1 and 2 are school-based and the decision of levels of achievement are a matter for school decision. Suitable tasks for assessment for all three outcomes are: • Folio of technical drawings created using manual and digital methods. • Folio of typography and image ideas and concepts created using manual and digital methods. • Written and/or oral descriptions and analysis of historical and contemporary design examples. • Folio demonstrating the design process using manual and digital methods. • Final presentations of visual communications.

Unit 3: Visual communication design practices • Area of Study 1 Analysis and practice in context • Area of Study 2 Design industry practice • Area of Study 3 Developing a brief and generating ideas

Unit 3 AOS 1: Analysis and practice in context Communication the design and presentation of visual information to convey ideas and concepts Environmental the design and presentation of visual information for built/constructed environments Industrial the design and presentation of visual information for manufactured products

Unit 3 Area of Study 1: Analysis and practice in context Two x three design fields = six tasks Analyse how design elements, design principles, methods, media and materials are used in the three fields to achieve particular purposes for targeted audiences. Using stimulus material create visual communications for different purposes, audiences and contexts using a range of manual and digital methods, media and materials. 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 in the three design fields.

Unit 3 AOS 1: Analysis and practice in context Key knowledge • • Design features of the three fields Analysing visual communications Characteristics of audiences Connections between existing and created visual communications. Purposes of visual communications Characteristics and functions of design elements and design principles Drawing methods to visualise ideas and concepts Methods for converting two dimensional representational to three dimensional representational drawings, and the reverse. • Techniques for creating visual communications using manual and digital methods. • Methods, materials and media used in different visual communications. • Appropriate terminology

Drawings to represent forms Two dimensional drawings orthogonal, plans, elevations and packaging nets Paraline drawings Isometric and planometric drawing Technical drawing conventions for specific purposes Layout, dimensions, labels, symbols and lines Three dimensional drawings Perspective - one and two point drawing Key characteristics and functions of typography Kerning, tracking and leading

Unit 3 AOS 1: Analysis and practice in context Key skills Analyse the features of the three design fields Make and document design decisions informed by the analysis of existing visual communications Select and apply…. purposes, audiences, contexts

Unit 3 AOS 2: Design industry practice – Highlighted changes • • • The roles, responsibilities and relationships between designers, specialists and clients Processes and practices used for collaboration between designers, specialists and clients when presenting design directions, proposals and final presentations. Evaluation techniques employed by designers through the design and production of visual communications. Decisions made during the design and production of visual communications to fulfil a brief Social cultural, legal, financial and environmental factors influencing designers’ decisions. Trademark and copyright legal obligations of designers when using the work of others. Outcome 2 On completion of this unit the student should be able to discuss the practices of a contemporary designer from each of the design fields and explain factors that influence these practices.

Unit 3: School-based assessment

School-assessed Task

Unit 3 AOS 3: Developing a brief and generating ideas – Highlights Outcome 3 On completion of this unit the student should be able to apply design thinking in preparing a brief with two communication needs for a client undertaking research and generating a range of ideas relevant to the brief. • One brief: One client and two communication needs Apply the design process twice • Design thinking techniques • Referencing research • Use of observational and visualisation drawings. • Trademark and copyright legal obligations.

Unit 4: Visual communication design, development, evaluation and presentation • Area of Study 1 Development, refinement and evaluation • Area of Study 2 Final presentations • Use separate design processes to develop and refine concepts. • The ideas for each communication need must be distinctly different in intent and presentation format.

Unit 4 AOS 1: Development, refinement and evaluation Outcome 1 On completion of this unit the student should be able to develop distinctly different concepts for each communication need and devise a pitch to present concepts to an audience, evaluating the extent to which these concepts meet the requirements of the brief. Key knowledge and Key skill - Highlights • Design thinking techniques that underpin the application of the design process • Methods for visualising and developing concepts • Techniques for recording decision making including annotation. • Trademark and copyright legal obligations of designers when using the work of others.

Unit 4 AOS 1: Development, refinement and evaluation The following table outlines the key knowledge and skills relevant to the pitch that now has been included in Unit 4, Outcome 1. These will be assessed as part of the School-assessed Task. Key knowledge Key skills • Purposes and relevant components of a pitch. • Methods of delivering a pitch to present and explain resolutions to a brief. • Use of the design process as a framework for creating visual communications. • Devise and deliver a pitch that supports the presentation of refined concepts. • Evaluate the design process as a framework for refined concepts • Evaluate the quality of the refined concepts • Refine concepts in the light of evaluation and reflection

Unit 4 AOS 2: Final presentations Outcome 1 On completion of this unit the student should be able to develop distinctly different design concepts for each need that satisfies the requirements of the brief. • Specific presentation formats to communicate design intentions for two different communication needs • Ways of presenting distinctive final communications that meet the requirements of a brief • Techniques for gaining attention and maintaining engagement of target audiences using visual language • Methods, materials, media, design elements, design principles and relevant drawing conventions

Examination • Advice about the examination will be published in Term 1, 2018. • Sample questions only will be published that represent changes to Units 3 and 4. Pge 29 VCD Study Design All key knowledge and skills that underpin the outcomes of Unit 3 and 4 are examinable.

Assessment of coursework and tasks • School-assessed Coursework (SAC) tasks and School-assessed Tasks (SATs) have changed • To ensure authentication of student work § § Commercially purchased SATs and SACs must be always modified. SAT and SAC information used from previous years must always be modified. It is the responsibility of the teacher to ensure that all SAC and SAT student work is authenticated.

Authentication advice § Please refer to the Authentication information in the VCE and VCAL Administration Handbook, the Advice for Teachers and the information issued with the School Assessment Administration published by the VCAA each year. § The Authentication record form is a record of student’s undertaking of each SAT. § VCAA requires to view and confirm this documentation for Top Arts, Top Designs and Top Screen submissions and for schoolbased audits. § The Authentication record forms are for the teacher verification that the student work is their own, and that they have sought copyright release. § Students are asked to sign after discussion with teacher. Remind them that they are signing that their work is their own

Copyright • Teachers should read through the information regarding seeking copyright approval for application to the Season of Excellence. • Students should apply for copyright clearance early. • Further information regarding copyright is on the Season of Excellence webpage. http: //www. vcaa. vic. edu. au/Pa ges/excellenceawards/seasonof excellence/index. aspx

VCAA Bulletin online • The VCAA Bulletin VCE, VCAL and VET is now online • A free subscription is available at www. vcaa. vic. edu. au • See ‘Subscriptions’ at the bottom of the page • Follow the prompts to enter your details • Ensure your email address is entered correctly

Contact details Kathryn Hendy-Ekers Curriculum Manager, Visual Arts and Media PH: 9032 -1697 Email Hendy-Ekers. Kathryn. [email protected] vic. gov. au