Visual Communication Design: Units 3 and 4

This report is provided for the first year of implementation of this study and is based on the coursework audit and Victorian Curriculum and Assessment Authority (VCAA) statistical data.

General comments

The response to the 2013–2017 Visual Communication Design(VCD) study design has been positive, with teachers welcoming the opportunity to set new tasks, and source and create new resources. Overall, the survey results were very encouraging, with most schools that were selected for audit completing the survey in a satisfactory manner. The level of care and detail in a number of the responses is to be commended, and assisted with providing a clear picture of the implementation of the study design.

Those teachers who were unable to provide clear timeframes for each task or whose timeframes seemed out of step with those suggested in the 2013–2017 VCD assessment handbook were asked to submit further evidence in Stage 2. It is important that teachers and students have a clear understanding of all aspects of the task at the commencement of an outcome. Due dates, task formats and assessment criteria need to be determined by the teacher and clearly outlined to students in a written form at the outset.

Teachers need to be careful when modifying any resources from the past; it is important to be aware of, and responsive to, the changes in the Study Design so that students are provided with accurate and up to date material that uses the correct terminology.

A number of teachers struggled to articulate how the tasks they designed would allow students to demonstrate the highest level of performance. Most responses did not show evidence of a knowledge of the taxonomy of understanding, through the use of techniques such as goal setting, individual learning plans, and assisting students in taking responsibility for their learning. Tasks should also be designed to allow demonstration of higher order thinking skills. Students need to show their ability to analyse, evaluate, justify and make connections between what they have learnt, rather than simply identifying or describing.

Specific information

Unit 3

School-assessed Coursework for Unit 3 will contribute 20 per cent to the final assessment. The level of achievement for Units 3 and 4 is also assessed by a School-assessed Task, which will contribute 40 per cent, and an end-of-year examination, which will contribute 35 per cent.

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.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

The student’s performance on this outcome is assessed through the following task:

In response to given stimulus material, create three visual communications designed for different contexts, purposes and audiences.

These visual communications will include evidence of:

  • two- or three-dimensional presentation drawing
  • use of digital methods.

And

An explanation of the connections between each of these visual communications and existing visual communications using one of the following forms:

  • annotated visual communications
  • written or oral report supported by visual evidence

The structure and focus of this outcome is quite different to the previous study design, in an attempt to ensure students have a solid grounding in drawing methods and digital applications relevant to all three key design fields: communication, industrial and environmental design. Through the analysis of existing visual communications, students make links and connections to their own practice.

Teachers who approached the outcome through short, targeted design tasks for each design field in response to given stimulus material, and who based the tasks carefully on the key knowledge and skills, were able to manage the suggested time frame of nine to 10 weeks. Other teachers who took more of a folio-based approach by attempting to follow a full design process for each design field, struggled with time management. Likewise, those who attempted to cover all design fields and key knowledge within a single task may not have been able to cover each area in sufficient depth or relevance.

Students need to be provided with an outline of all aspects of the task, due dates and assessment criteria at start of each task. It was clear that some teachers had not fully mapped out a weekly schedule to ensure the tasks they had set were achievable in the time available.

Teachers are sourcing suitable stimulus material from a wide range of sources. The best examples are those that provide students with the opportunity to give rich descriptions and in-depth analysis of each aspect. They enable students to make links between the drawing methods they are studying and their ‘real life’ application in each of the design fields.

When selecting examples to analyse for industrial and environmental design, it is important to ensure that the visual communications selected contain examples of the use of drawing conventions such as orthogonal drawings, isometric or planometric drawings, plans and elevations. This will then allow students to make links between these drawings and the VCAA Technical Drawing Specifications, and understand how different contexts, audiences and purposes may affect the use of conventions. Alternatively, another approach could be to analyse an actual industrial design product, which the student can then measure and draw conventionally.

Teachers are utilising a range of digital methods with their students, most commonly applications such as the Adobe Suite, along with digital cameras and scanners. Teachers need to ensure they have a solid understanding of any design applications their students are usingso that they can confidently authenticate the work produced.

Assessment

Generally, the teachers surveyed were utilising the performance descriptors and marking guides provided in the 2013–2017 VCD assessment handbook. If teachers use a modified version, it is important to ensure that the mark allocation remains weighted in a fair and balanced manner.

The mark allocation for this task is 60 marks for the practical component and 15 marks for the analysis. Given that students may complete the analysis of two to three visual communications at different points during the outcome, it is suggested that assessing each out of 15, and then averaging the mark to attain the initial score would provide more accurate data than assessing each one out of five.

Given the task stretches over nine to 10 weeks, many teachers are providing formative assessment as oral and written feedback. Some teachers are also utilising peer feedback and self-assessment as useful methods of empowering students to take responsibility for their own learning.

Outcome 2

On completion of this unit the student should be able to describe how visual communications are designed and produced in the design industry and explain factors that influence these practices.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

The student’s performance on the outcome is assessed using one or a combination of the following tasks:

  • a written report
  • short and extended responses
  • structured questions
  • an annotated visual report.

Teachers are using a broad range of international and Australian designers from different design fields and making use of different resources including talks, case studies and videos. Note that it is no longer appropriate to only study one designer; students need to be aware of a variety of approaches to making design decisions, the differing social and environmental factors impacting those decisions, and the range of specialists involved with each design field.

Teachers are urged to ensure that all resources being used are current and that the designers selected for study are not the same each year.

A number of survey responses were less than specific about how students will address this task, and clearly teachers had not fully planned this area at the time they completed the Stage 1 survey. (This is perhaps not surprising, given that the assessment handbook suggests that this task is completed during weeks 10 to 13, and it is a new course,.)

Assessment

The mark allocation for this task is 25 marks. The performance descriptors and suggested marking guide in the 2013–2017 VCD assessment handbook were utilised or modified by most of the survey respondents. Provided that any modifications are still consistent with the key skills and knowledge, this should provide an appropriate marking guide.

Outcome 3

On completion of this unit the student should be able to apply design thinking skills in preparing a brief, undertaking research and generating a range of ideas relevant to the brief.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 3.

The student’s performance on the outcome is assessed through the following:

A brief that identifies the contexts, constraints, client’s needs and target audience, and a folio generating ideas relevant to the brief. The development folio for each need will include evidence of:

  • use of design process and design thinking strategies
  • annotated research for information and inspiration
  • observational and visualisation drawings
  • generation of a wide range of design ideas.

This outcome forms the first part of the SAT folio. It is designed to be undertaken after the completion of Outcomes 1 and 2. It can be useful to introduce the Folio earlier (for example between Outcomes 1 and 2) in order to provide students with time to come up with a suitable topic. However, the final decision and completion of the brief should take place after Outcome 2. This way, students have the opportunity to make connections and take inspiration from their research into design industry practice before committing themselves to a topic or direction.

An area that has always caused some students and teachers difficulty is the requirement that the brief refers to a single client, with the articulation of two distinctly different needs. The aim is provide students with sufficient scope to fully engage in two design processes. They need to generate a wide range of ideas, and in Unit 4 develop and resolve these; thereby enabling them to explore several alternatives and demonstrate a sufficiently diverse and deep understanding of a range of methods, materials and media. By ensuring that the intention, primary purpose and proposed presentation formats are clearly different for each of the two needs stated in the brief, students are better able to manage this potential conflict. Another important management technique is to ensure the brief is completed and signed off early in Outcome 3, so the student’s direction and parameters are clear and defined from the start.

The aim of observational drawing in this folio is to enable students to gain a greater understanding of existing designs to facilitate the creation of their own new and improved design solutions. Through close observation, they gain knowledge about the function, materials used and the proportion of components.

For design thinking, the teachers surveyed demonstrated a good understanding of possible thinking routines that could be used to extend and facilitate creative thinking. However, there were perhaps not as many examples of strategies to enhance critical and reflective thinking provided. Students may find techniques such as PMI, SWOT, POOCH, interviews and surveys of their target audience and peer feedback sessions useful methods for evaluation of their research and ideas against the brief. They can also provide valuable opportunities for reflection.

Assessment

Unit 3 Outcome 3 forms part of the SAT folio, therefore the assessment criteria are determined by VCAA and cannot be modified. Details of the task and criteria are published in February each year in the2013 Administrative information for School-based Assessment – Visual Communication Designon the VCD study page of the VCAA website:

They should be read in conjunction with the general guidelines 2013 Administrative information for School-based Assessment. Notification of their publication is through the February VCAA Bulletin.

Unit 4 coursework

School-assessed Coursework for Unit 4 will contribute 5 per cent to the final assessment. The level of achievement for Units 3 and 4 is also assessed by a School-assessed Task, which will contribute 40 per cent, and an end-of-year examination, which will contribute 35 per cent.

General comments

Some teachers had chosen to set a due date for Presentation 1 at the halfway point and then students moved onto Presentation 2, rather than working on both presentations simultaneously. This can be a successful strategy to ensure students have two separate design processes that are clearly going in different directions. It also assists students with their time management, ensuring that they devote sufficient time and energy to the second presentation.

Outcome 1

On completion of this unit the student should be able to develop distinctly different design concepts for each need, and select and refine for each need a concept that satisfies each of the requirements of the brief.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

The student’s performance on the outcome is assessed through the following:

A folio of conceptual developments for each need. The conceptual development folio for each need will include evidence of:

  • use of design process and design thinking strategies
  • application of manual and digital methods, media, materials, design elements, design principles, presentation formats
  • development and refinement of concepts
  • reasons for selection of preferred concepts for each need.

The Stage 3 audit indicated that teachers were aware of the need for students to use both manual and digital methods when developing a range of concepts. Students should be aiming to develop technical competence in their use of selected methods. With regards to software, students need to be using programs that are available at school, to enable teachers to be able to support their learning and authenticate work.

There are important differences between the stages of generating, developing and refining ideas and concepts as outlined on page 12 of the study design. In the development stage, if drawing is the method being explored, there needs to be separate drawings from those used to generate ideas. The visualisation drawings completed as part of idea generation are assessed in Criterion 2 and cannot be marked again as part of Criterion 4, Methods, media and materials. These more developed visualisation and presentation drawings may utilise 2D and 3D drawing systems such as isometric, orthogonal and perspective. They will consider proportion and scale, and explore appropriate media and materials. Students also need to use the appropriate drawing conventions for the field of design they are working within. For example, industrial design uses scaled third-angle orthogonal drawings whereas environmental design uses scaled plans and elevations. Each have their own set of drawing and dimensioning conventions. For further details, refer to the VCAA’s2013–2017 Technical Drawing Specifications available onthe VCD study page of the VCAA website.

If students choose to create a 3D architectural model, it is important that they consider the site context and the floor plan layout, not just an external form, because decisions regarding doors and windows cannot be made without consideration of function and layout.

It was also clear from the Stage 3 audit that some teachers need to gain a clearer understanding of the aspects of design thinking, in particular how creative, critical and reflective thinking require the students to demonstrate that they are thinking from different perspectives. It is not sufficient for students to simply reflect on their own point of view, they need to gather evidence to support their contention that the concepts developed suit the brief and attract the audience. Gathering feedback to enable critical thinking can take the form of surveys, interviews, or routines such as POOCH, SWOT analysis. Students can use the client, target audience or peers as fellow designers to gather multiple viewpoints. It is important to evaluate at the refinement and mock-up stages so that changes can be made before the final presentation is completed.

The design processes undertaken for presentation 1 and 2 do not need to be of equal size; however, there needs to be clearly different directions explored and developed. Each presentation should entail the development of a range (that is, at least two) different concepts.

Assessment

Unit 4 Outcome 1 forms part of the SAT folio, therefore the assessment criteria are determined by the VCAA and cannot be modified. It is best to assess each criterion at the completion of the folio. The design process is iterative and cyclical; therefore, students will complete additional research and/or generate ideas during the development and refinement stages. Formative assessment or written feedback is provided part way through the folio (for example, at the end of presentation 1).