design: dimensional design (general) unit 3/4 course...

Hedland Senior High SchoolTechnology and Enterprise Learning Area

Yr 12 – Design: Dimensional DesignUnit 3 – Product Design

Unit 4 – Cultural Design

Course Information 2016

Teacher: Mr GILL

teaching program assessment outline

Design: Dimensional Design (General) Unit 3/4 Course Sequence 2016Design Communication Production

Week Key teaching pointsKey points Activities Assessment/homework Resources

1

Class overview General housekeeping – locker assignment, supplies, set up room,

OH&S Class expectations

Key concept revision and extensionDefinitions of elements and principlesDesign elements and principles characteristics of elements of design and their application in design:

line, shape, value, 3D form, space, colour, type, texture characteristics of design principles and composition, including Gestalt

design principles, such as similarity, proximity, continuation, closure, figure/field, layout principles, alignment, modular/grids, correspondence, visual hierarchy, proportion and unity to create designs

Students to create a document outlining definitions

Glossary templateTroy>Year 12 design> glossary template

Think – Pair – Share audiencesIdentification of specific audiences in the design brief

Introduce task 1Task: Develop and document a design process: research and/or investigation, analysis, idea development and critical reflection

Show an example of a year 12 folio

Begin to Identify the intended audience in the design brief.

What is the purpose outlined in the design brief? Start Task One

Example of foliohttps://

emmascreations.wordpress.com/2011/06/29/year-12-unit-4-visual-

communication-design-folio/

Introduction to product design:Investigate promotional products and understand their construction to communicate a message to a particular audience.

Investigate promotional productsBegin research, selecting pictures to interpret with annotation using elements and principals.

Computers / internetTask one assessment outline


2

Review and extend conceptsWhat is Intellectual property and copyright issues and how they protect creative design solutionsSemantics- icons, index and symbolsWhy is semantics used in advertising?

Create a semantic to put on a phone under the label icon ,index or symbol

www.snap2object.com/2009/07/semiotics-a-poerful-communication-tool -

for-designers/

definition poster

REVIEWDesign process and methodsinterpretation of a design brief

development and documentation of a design process, including research and/or investigation, analysis, idea development and critical reflectioncreation and/or interpretation of diagrams, layouts, plans and drawingsapplication of design process, such as visual research, idea generation techniques, synectics, mind maps, brainstormingcontrol and manipulation of design skills and techniques in design developmentreflection and evaluation of solutions to design problems

Design experimentsClick view> Innovation and emerging

technologies

Task oneDesign process and methodsInterpret a design brief: constraints and purpose. Research relevant products and information and the application of codes and conventions. Determine campaign and promotional items relevant to target audience.

Task oneBreak down design brief for constraints and purpose.

Brainstorm boating/fishing products and brands

Key concept revision and extensionVALS2 Chart segment

Watch and discuss VALS 2Task oneIdentify target audience eg. Characteristics: demographics, lifestyle choices, interests and values.Assign VALS2 Chart segment

VALS ChartsYou tube clip>VALS 2 chart segment

http://www.snap2object.com/2009/07/semiotics-a-poerful-communication-tool%20-for-designers/




3

What are critical reflection, analysis and evaluation?Align with grade descriptors.Match with the stages investigate, interpret, apply, solutions (refine and modify), prototype.

How to read a grade descriptor and marking criteria

Research and share one element.Brainstorm and record as a class how to record these elements in folio

Grade descriptorComputers/internet

Revise and make connections to task 1.Communication theories

basic communication models relevant to design: Shannon and Weaver – sender (encoding), signal (transmission), noise, receiver (decoding)application of simple semiotics relevant to the design processconsideration of communication environment relevant to the design:

physical, economic, social, cultural, geographic, interpersonalapplication of codes and conventions to reinforce product identification

You tube>Shannon and weaver

Experiment with representation to develop meaning and depth in design solutions. Investigate similar product visual communications and analyse the characteristics of design elements and principles, composition and visual hierarchy, and apply to a basic communication model

Investigate and compare existing logos create table to identify similarities and differences.

Investigate existing logos.

Homework

Colour theoryTypography as meaning, explore style options and wording to be used. Experiment with the balance of image and type

Communication strategies (humour, shock, emotion...)

Task one:annotateInvestigateResearch types of typography. Innovation-Try different typography, colour systems and layoutsand annotate relevant examples for folio.

Try different typography, colour

systems and layouts and annotate

relevant examples for folio.

Homework

Logo colour posterYou tube clip on typography

Key concept revision and extension


4

Ideate with thumbnails and drawings to create composition layouts and possible designs. Apply a design process to develop ideas and provoke original solutions (SCAMPER, mind maps, synectics, semiotics)

Apply colour theory, design styles, design elements and principles; format (e.g. poster, screen saver, billboard, magazine advertisement, flyer or clothing item) document findings andCreate 20+ thumbnail sketches

Finish 20 + thumbnail sketches

Homework

Design elements and principlesCharacteristics of elements of design and their application in design:line, shape, value, 3D form, space, colour, type, textureCharacteristics of design principles and composition, such as: Gestalt design principles, similarity,proximity, continuation, closure, figure/field, layout principles, alignment, modular/grids, correspondence,visual hierarchy, proportion and unity to create designsTask one – catch up and enhance work already covered in folio

DrawingsTemplatesIsometric and orthogonal drawingDimensionFinal rendered

Create design 1 and document the stages and annotate the design development

5 Students at TAFE

6 Students at TAFE

Production processes and methods application of production processes, methods, skills and techniques

relevant to the defined context, with an acknowledgement of sustainability and contemporary trends in production processesdevelopment of suitable formats of presentation for design solutions

InvestigateContemporary tends and sustainability in a promotional context


7

What would it look like if I used annotation about selection and purpose of design elements and principals?

Create design 2 and document and annotate design development. Use critical reflective analysis to evaluate the most appropriate design to fit the brief

What would it look like if I Reflect on choices? Create design 3 and document and annotate design development. Use critical reflective analysis to evaluate the most appropriate design to fit the brief

What would it look like if I Use skill and technique? Create design 4 and document and annotate design development. Use critical reflective analysis to evaluate the most appropriate design to fit the brief

Reflect on and critically analyse designs Experiment with possible design options to enhance meaning and depth. Record idea.

Have a minimum of four designs drawn

and annotated.

Homework

8

Practice design brief under exam conditions. Breaking down a design brief inOne on ne conference with teacher about folio.

Mock design Brief

8

Revision of communication theories, key terms and reading a design brief and/or continue with task 1

In class study time All class materials

Mock External Exam Mock externally set task. Students complete a practice externally set task. In-class assessment

Task Three Due(Mock external

task)Good Friday

9 Work Experience

10 Work Experience

Holidays


Term 211

ANZAC Day

Teacher to highlight areas of strength and weakness from mock task and revise concepts that need further explanation and or revision.

Opportunity to go over mock task results and reflect and highlight areas for improvement.

Revise and extend knowledgeMaterials and technologiesselection of safe handling of materials and/or technologies appropriate to the design briefoccupational safety and health (OSH) concepts relevant to applied production processApplication of relevant production processes, methods, skills and techniques. Select safe handling of materials and/or technologies. Understand OSH concepts relevant to the applied production process. Materials for production include the preparation for hypothetically implementing the design solution

Identify and complete relevant materials information Presentation of a complete and correct naming of materials, list of all individual parts with accurate sizes, correct total cost and completed order form

Peer conferencing Get in pairs and provide feedback.Make changes based on feedback.

Feedback template

12

Overview of tasks 2 requirementsTask 2: Reflection and EvaluationRespond to feedback on presentation and design solutions

Prepare digital presentation to ‘client’ that documents your design process. Include finished design solutions

Prepare digital client presentation

Start Task TwoStart task seven

Work on task one or two Task One completionHomework

Work on task one or twoLast in class day on task one


13

Task 1: Digital presentation to ‘client’ of Unit 3 design solutions and design process, including research, investigation, analysis, idea development and critical reflection

Task One Due(Product Design)

Task 1: Digital presentation to ‘client’ of Unit 3 design solutions and design process, including research, investigation, analysis, idea development and critical reflectionTask 2: Respond to feedback on Unit 3 presentation and design solutions. Students complete a written evaluation that critically reflects on the effectiveness of their campaign promotional materials. Include a survey of the target audience and suggestions for alternate design solutions

Evaluation of personal design process in terms of appropriateness of design, target audience, and design briefEvaluation of design development choices and alternative optionsEvaluation of final design solution in relation to design brief, client’s needs, target audience, sustainability

Task Two(Reflection & Evaluation)Homework

14

Watch the movie contact Watch the movie Contact

Finish watching contact Use brainstorming techniques to create a poster linking the movie to design course.

Complete task two or study for externally set task 4 Task Two Due(Reflection & Evaluation)

Task 4: Externally set task set by the SCSA based on the prescribed content from Unit 3 of the General Year 12 syllabus. In-class assessment (Week 15)

Task Four Due(Externally Set

Task)


15TAFE

16 TAFE

17

Task seven 500-800 word in-class response on the relationship between cultures and design forms.

Apply relevant design elements and principlesUse a range of appropriate design terminology and language

Develop isometric and orthogonal drawings



18

Task seven 500-800 word in-class response on the relationship between cultures and design forms.

Apply relevant design elements and principlesUse a range of appropriate design terminology and language


Rendering

Rendering

19Work Placement

20Work Placement

Holidays

Holidays


Term 31

SDD

SDD

Task 5- Product DesignDesign a sculpture, using influences from the Indigenous population or Asia-Pacific region.

Audience and cultural considerations and sensitivitiesIntroduction to Cultural design: investigate visual communications that Acknowledge the diversity of cultures within our societyUse of representation to create designs that relate to a cultural focusAwareness of copyright, intellectual property issues and personal responsibilities in cultural design

ResearchInvestigate relationships between cultures and design forms

collect and analyse existing visual images and information

Task 5- digital folio using power point

Interpret a design brief: constraints and purpose. Research relevant cultural designs and the application of codes and conventions. Determine design items relevant to target audience in terms of lifestyle behaviour, values and beliefs with a cultural focus

Identify characteristics of, and design for, a specific target audience. Demographics, lifestyle behaviour, values and belief with a cultural focus. Assign VALS2 Chart segment

Interpret design brief and InvestigateTarget audienceVALS2collect and analyse existing visual images and information

Experiment with representation to develop meaning and depth in cultural design solutions. Investigate similar cultural visual communications and analyse the characteristics of design elements and principles, layout and visual hierarchy and apply to a basic communication model

Brainstorm cultural design project for a particular purpose

Select and apply colour theory, colours, design styles, design elements and principles; format


Design process and methodsControl and manipulation of design skills and techniques in design developmentDevelopment of suitable formats of presentation for design solutionsApplication of codes and conventions to reinforce cultural identificationReflection and evaluation of solutions to design problems

Create with thumbnails and drawings to create composition layouts and possible designs apply design elements and principals

Apply a design process to develop ideas and provoke original solutions (SCAMPER, mind maps, synectics, semiotics)

Extra lesson

Apply design elements and principalsCreation and/or interpretation of diagrams, layouts, plans and drawings

Thumbnails or create, design and document the stages and annotate the design development

Extra lesson

Design process and production techniqueUse of isometric and orthogonal drawingsFinal renderingdimensions

Create, design and document the stages and annotate the design development

2 Creation and/or interpretation of diagrams, layouts, plans and drawings Create, design and document the stages and annotate the design development

Experimentation and critical reflectionPeer reviews

Experiment with possible design options to enhance meaning and depth

Creation and/or interpretation of diagrams, layouts, plans and drawings Create design and document the stages and annotate the design development. Use critical reflective analysis to evaluate the most appropriate design to fit the brief


Development and critical reflectionEvaluation of design processEvaluation of alternatives

Experimentation and critical reflectionExperiment with possible design options to enhance meaning and depth

Minimum of four design ideas annotated

Homework

Extra lesson

Production processes and methods establishment of appropriate production processes, methods, skills

and techniques in the defined context considering sustainability

Design process and production techniqueSustainable practices include the use of renewable materials

Extra lesson

Materials and technologiesselection and use of appropriate materials and/or technologies relevant to the design brief with an awareness of alternative materials

Design elements and principlesPresentation of a complete and correct naming of materials, list of all individual parts with accurate sizes, correct total cost and completed order form

Presentation of a complete and correct naming of materials, list of all individual parts with accurate sizes, correct total

cost and completed order form

Homework

3TAFE

4

Occupational safety and health (OSH) concepts relevant to applied production process. Select and use appropriate materials and/or technologies with an awareness of alternative materials. Understand OSH concepts relevant to the applied production process. Materials for production include the preparation for hypothetically implementing the design solution

Design process and production techniqueDocument OHS concepts relevant to production

Task 5 conference with teach about progress

Task 5 folio

Task 5 folio or product Task seven needs completedHomework

5

Task 5 folio

Task 5 product


Task 5 productLast day to work on Task seven Task seven needs

completedHomework

6

Task five production

Task seven due

Task five production Production completedHomework

Task five production

Task Five Evaluation of personal design process in terms of appropriateness of design, target audience, and design briefEvaluation of design development choices and alternative options

7 TAFE

8 Work Experience

9 Work Experience

10

Task Five Evaluation of final design solution in relation to design brief, client’s needs, target audience, sustainability

Completion of task 5

Task Five finishing production or folioTask Five finishing production or folioPresent digital presentation to ‘client’ that documents your design process. Include finished design solutions

Task Five Due(Product Design)

Holidays

11SDD

Exhibition of final designs showing application of production processes relevant to the design.

Task 6 due(prototypes)

Course evaluation

Assessment Outline for Design: Dimensional Design (General) Unit 3/4

Assessment Task Assessment Type Due Date

OutcomesProduction Response External Design understandings Design process Application of design Design in society

Task 1: Product DesignProduce a series of design solutions for the promotion of an existing business. 30% Sem 1

Wk 13

Task 2: Reflection and EvaluationRespond to feedback on presentation and design solutions 10% Sem 1

Wk 14

Task 3: Mock External TaskComplete a practice externally set task

5% Sem 1Wk 9

Task 4: Externally Set TaskExternally set task set by the SCSA based on the prescribed content from the syllabus.

15% Sem 1Wk 15

Task 5: Product DesignDesign a sculpture, using influences from the Indigenous population or Asia-Pacific region.

30% Sem 2Wk 10

Task 6: Exhibition of final prototypePresentation of Unit 4 prototype with supporting design material 5% Sem 2

Wk 11

Task 7: Response500-800 word in-class response on the relationship between cultures and design forms.

5% Sem 2Wk 6

Total 65% 20% 15%

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