Unit Two
OutcomeThree
Applying the design process
5
Criteria, advice and
checklist
Outcome 3 - Applying the design process
Outcome 3
Students should be able to engage in stages of the design process to create a visual communication appropriate to a given brief.
Key knowledge:
•
•
•
•
•
•
•
•
•
•
•
role of the brief in establishing the parameters of a design task
purposes of visual communications in relation to specified target audiences and contexts
the design process as a framework for organising and implementing design decisions
research techniques to acquire information for inspiration and analysis to generate design ideas and
concepts
drawing methods to visualise ideas and concepts
suitability of different manual and/or digital methods, media and materials for visualising ideas and
developing concepts
key features and functions of design elements and design principles
techniques for refining and presenting visual communications using manual and/or digital methods
relevant copyright obligations when using the work of others
creative, critical and reflective design thinking techniques
appropriate terminology for the study.
Key skills:
•
•
•
•
•
•
•
•
6
apply and document design thinking techniques when engaged in the design process
research and analyse information relevant to a given brief
use freehand visualisation drawings and annotations to make ideas visible
evaluate the suitability of design ideas and concepts in terms of the requirements of the brief
select and use a range of appropriate methods, media, materials, design elements and design principles
apply techniques to refine and present visual communication
apply practices that fulfil legal obligations with respect to copyright
use appropriate terminology.
For this task, you will be working through the design process to produce a
design solution for a client of you own choice. You will be following a very
similar process to that used in Year 12. The main difference is that you will
be producing one final presentation instead of two. The intention is that
you build your understanding on how the application of the design process helps to produce effective work.
RESOLUTION OF
PRESENTATIONS
BRIEF
A diagram of the design process is included below. As you can see, the
process begins with the brief, which is central to all design decisions that
follow.
Presentation of visual
communications that
satisfy the brief.
REFINEMENT
RESEARCH
Information is collected
for inspiration, investigation
and analysis.
Client needs
Purpose
Target audience
Context
Constraints
Modifications and changes
in response to feedback
and evaluation
against brief.
GENERATION OF IDEAS
Application of research,
information and inspiration
when creating
design ideas.
DEVELOPMENT
OF CONCEPTS
Selection of ideas and
development of 2D and 3D
visual communications.
7
Task 1 - Brief
Outcome 3 - Applying the design process
The first step is to produce a design brief that defines the scope of the task that you intend to undertake.
Scope
The following details will help you understand the full picture.
•
Topics may address communication design, industrial design and/or environmental design.
•
Your brief has to determine one communication need for a single client.
•
Once you commit yourself to a brief, you need to stay with it right through.
•
As you will see when you are shown the assessment for the folio, the design process is as important as
the final presentations. It is therefore important to choose a topic that has sufficient depth to keep you
challenged for the duration.
•
The following series of tasks are not individually assessed items, but small parts of a larger task. You are
free to choose how you approach each of them, and in what order..
In past years, students have not always chosen ideas that have enabled them to produce a successful final
presentation. Essentially, you will be making a series of decisions. Who will I be working for? (Your client)
What will I be producing? (Client’s need) Who will be using it? (The target audience)
In addition to these questions, you need to include additional constraints in your brief. The intention of these
constraints is to make your problem more challenging, yet more focused, at the same time.
First, decide on a design field. Then choose two or more of the constraints from the corresponding list below.
Industrial
Designed for children
Eco friendly
Has no more than two parts
Can be used for more than one purpose
Can be flat packable
Communication
Non-profit
Unconventional shaped pages
Can be reused for a different purpose
Does not use paper
Is edible
Environmental
Non-domestic space
Eco friendly
Can be transported in flat sections
Non-permanent
Makes use of opposites
8
Step by step process
Step 1 - Starting points
Give yourself a very short time, no more than 10 minutes, to quickly write down as many words as you can
that could be starting points for a brief. These words could relate to any of the following: potential clients,
potential final presentations, themes, ideas or even audiences.
Step 2 - Options
At the end of the 10 minutes, look over your list of starting points and circle any that stand out. Now think
more on these ideas and look for new ones. Here is a list of further considerations that might help you come
up with an idea you are happy with.
•
•
•
•
Which fields of design (communication, industrial and environmental) are you interested in? What
ideas could you pursue for these fields?
What interests do you have outside of this subject that you could write a brief for?
Do you have an idea of what you might do after you complete VCE? If so, how could you use your folio
to prepare you for this?
Keep in mind you are looking for a problem to solve, not a solution.
Step 3 – Test your idea
By this stage, you should have a number of options that you might take on. Test these ideas to see if you can
think of two equally challenging needs for the one client. Continue to discuss your ideas with your teacher
until you have a concept you are both happy with.
Step 4 - Fill in the blanks
As you are able, write something for each of the following. Use a pencil, as your thoughts may well change.
What you write here will form the basis of your draft brief.
Client:
Client need:
Target audience:
Presentation format:
Purpose:
Context:
Expectations and constraints:
Step 5 – Write a draft
Using a computer, write a draft brief using the headings as above.
Step 6 – Feedback
Show the draft to your teacher.
Step 7 – Final draft
Prepare your final brief, print it and place it in the front of your folio for signing and dating by teacher. Once
completed it cannot be altered.
9
Brief format
Client
Choose a name and write a description for a business, service, organisation or individual to work for.
Target Audience
Write a description of the audience for the client’s needs. Don’t be too general with the audience; the
more specific and different you choose, the easier it will be to produce a unique design. Consider age,
gender, economic status, lifestyle, demographics and interests.
Presentation One
Need (problem)
What is the first problem that the client needs you to solve for them?
Presentation Format
What format will the problem be provided to the client in, such as a poster, model, drawing or mock-up?
Purpose
What is/are the purpose/s for this presentation format? Is it to advertise, promote, depict, teach, inform,
identify or guide?
Context
Determine where the presentation format will be seen or used by the audience or client.
Constraints and Expectations
Determine what limitations need to be worked within to produce the presentation. This could include
things such as size, colour, use of materials, imagery, etc.
Page guide: one page
10
Design Job
Agreement
Below are the details of what the designer is required to provide
the client with during the design process and at the conclusion.
Tick the box of the design brief you have chosen, add the details
you have decided on and find someone to assume the role of the
client and have them sign in the space provided.
Mid-way through
Final submission
Presentation One
Client
Name: ______________________
Signature Date
______________________
__________
Designer
Name: ______________________
Signature Date
______________________
__________
Art Director
Name: James Taylor
Signature Date
______________________
__________
11
Design brief definitions with examples
A design brief is a written document that contains all the information a designer needs to successfully produce a
design for a client. It can take the form of a job sheet drawn up by a designer after consulting with a client.
Alternatively, it could be a letter written by the client informing the designer of what is required. Either way, if
certain details are not included, what the designer produces may not meet the client’s needs or expectations. The
following definitions are of terms that should be covered in a design brief.
Remember, the design brief should outline what the problem is that I need to solve, and NOT what the final
solution will actually look like.
When deciding on a topic, think also about your interests, skills and future plans (such as further study).
Avoid choosing a topic that will not allow for imagination and creativity. This is especially the case for mass
produced consumer products such as a mobile phone design. There is already so much on the market that it would
be hard to do more than reproduce what is already available.
Client
Simply put, the client is who you are working for; it may be an individual or group or company. The design brief
should contain information about the client. For example, if the client was a business, the design brief should detail
what the business does, how large it is, where it is situated, what its market is, etc. Such information will help the
designer better understand the needs of the client.
Some possible clients:
Life surf club
Tourism industry
Arts school
Dance school
Music school
Television studio
Radio station
Author
Publisher
Recording artist
Recording studio
Movie studio
Other food or beverage producer
Clothing manufacturer or outlet
Human rights group
Aid organization
Environmental group
Festival: arts, film,
Presentation formats (nature of the job)
The design brief needs to contain details about what is required:
whether it is a product, packaging, magazine, advertisement,
etc. The design brief should be specific, detailing aspects such
as size, colour, dimensions, quantity, as well as the time frame,
cost and scale of the project.
Ticket design
Poster
Flyer
Advertising
Uniforms
Corporate ID
Shop design
Brochures
Surface graphics for bus, tram,
train, aeroplane
Signage
12
Building design
Magazine advertisement
Product
Interior
Book cover, CD cover /
DVD cover
Point of sale display
Packaging design
T-shirt design
Invitation
music, comedy
Furniture design company
Industrial design company
Architect, designer, visual artist
Specific purpose
The design brief should also contain details
about the specific purpose of the visual
communication. Such as to advertise, direct,
convince, shock, promote, attract, specify,
persuade, explain, instruct, inform,
publicise, describe, warn, etc.
Context
Context refers to where the visual
communication would be seen by the
intended audience, eg on the side of a tram
in Melbourne, on a billboard on a county
highway, on the back cover of a fashion
magazine, etc.
Intended audience
The design brief should also contain details
about the intended audience for the visual
communication.
Age: children, teenagers, young adults,
middle-aged or elderly people?
Gender: predominantly males, predominantly females, or either?
Status: professionals, working class, middle class, students,
unemployed, high income, average income, married with children,
single, couples?
Demographics: people who live in the inner city, suburbs, country,
global, local?
Special interests: lifestyle, hobbies, interests?
Constraints, limitations,
expectations &
specifications
Very few designers are presented with an
open brief without any limitations. Briefs
with constraints do not restrict creativity,
but rather encourage it. Constraints could
take a number of forms including size,
colour, budget, concept, use of images,
function(s), etc.
13
Task 2 – Visualisation
Outcome 3 - Developing a brief and generating ideas
Now that you have a brief, no doubt you will have a few ideas already in your head. Before you commence
any research or investigation, grab a sheet of A3 paper and draw like mad all the ideas you already have. Work
quickly. Aim to fill the page with five to ten different ideas. When the page is full, get a new sheet and go again.
Resist the temptation to evaluate the ideas as you are drawing them, and certainly do not judge your drawing
skill or style.
When you finally run out of ideas, then it is the time to further investigate the brief by researching your task,
your client and their target audience.
But just before you more on, go back and annotate each page of visualisation. Explain the things that you
were not able to communicate by drawing. Also, identify the ideas you think could be returned to during idea
generation.
Page guide: three pages
14
Task 3 – Audience Profile
Outcome 3 - Developing a brief and generating ideas
An audience profile is simply a visual representation
of your client’s intended audience. It could include
any of the following:
•
spending habits,
•
interests and pursuits,
•
where they work,
•
lifestyle and personal details,
•
where they live,
•
what kind car they drive,
•
whether they even have a car
•
whether they are in a relationship
•
how they might dress
•
other relevant social, culture or religious factors
Step by step process
Step one – Gather images and ideas
Investigate and gather samples of patterns of
behaviours and interests that link to the client.
List probable activities and interests of the target
audience that may have a bearing on the brief.
Consider historical references that carry suitable
aesthetics and styles to appeal to the target audience.
Step two – Annotate
On no more than three A3 pages, compile a cohesive
visual reference that illustrates the visual language of
this target audience. Annotate these pages to make
the ink with the client clear.
Make sure you acknowledge the source and creator
of all images used.
Step three – Interpret
Make quick sketches from these images to help
identify design elements and principles that are used
consistently.
Alternative approach
Alternatively, carefully select or construct one image
that represents your client’s target audience and
annotate this image with the relevant details that
again link to the client.
Take note
It may be necessary to complete more than one
audience profile if your client has a different
audience for each need. If this is the case, place each
audience profile at the beginning of the display book
for each need.
Page guide: two pages.
15
Task 4 – Research and
inspiration
Outcome 3 - Developing a brief and generating ideas
Now with your design brief and audience profile in place, you should have a clear idea of what your client
needs are. At this point it will be helpful to conduct some research for both information and inspiration from
a range of sources.
Your research could serve any of the following purposes:
To help you understand the nature of the client,
To help you understand the needs of the client,
To understand potential competition to your client,
For inspiration from other cultures, eras and even unrelated fields.
Again it will be necessary to conduct separate research for each need, as they will have different
requirements.
Keep in mind that you can come back and undertake more research at other points in the design process, as
needed.
Step by step process
Step onee - collect
Collect a wide and diverse range of visual stimuli. Don’t limit yourself to the internet. Other sources could
include books, magazines, physical objects, taking photos from the world around you, movies, games and
other popular culture. Again make sure you acknowledge the source and creator of all images used.
Step two – go on site (if appropriate)
Visit locations intended for visual communication solutions, e.g. physical geography of sites, retail spaces,
public buildings, locations for signage, posters, and billboards. Observe and/or interview people using the
space and site; note surrounding context; sketch and/or photograph observations.
Step three – interpret material collected
Analyse collected material through written annotations and sketches, identifying dominant design elements
and principles that are effective in communication, as well as effective use of methods, materials and media to
attract the attention of the target audience. Consider how these examples could be used as a starting point or
adapted for your own ideas.
Page guide: two pages.
16
Task 5 – Drawing from
observation
Outcome 3 - Developing a brief and generating ideas
At this stage in the process, you
are still seeking to understand the
brief before you can undertake
extensive idea generation. Like
research, another very helpful
task is drawing from observation.
When we look at physical objects
and seek to draw them, we
learn about their forms, surface
qualities, textures and how light
affects how they are represented.
Step by step process
Step one – draw
Complete refined observational
drawings of existing examples of
visual communications in their
location, recording information
such as scale in relation to the
surrounding environment.
Consider different views for
best visual impact on the target
audience.
Don’t just use pencil but also a
range of methods, materials and
media.
Step two – annotate
Again, it is important to annotate
your work, explaining what you
are trying to achieve with each
drawing, how you used methods,
materials and media, and
what you have learnt from the
experience.
Page guide: one page.
17
Task 6 – Idea generation
Outcome 3 - Developing a brief and generating ideas
By this stage in the process, through research and drawing from observation, you should have a better
understanding of the needs of your client. By now, you should have already done some drawing to interpret
your research. Your next task is to push these ideas as far as you can, while being open to new approaches.
Step by step process
Step one – visual palette
Create a ‘palette’ of design details, assembling a page of type styles, colour schemes, and other design
elements and principles as a form of visual annotation. Ideally this should be your own work, if you do
incorporate the work of other make sure you acknowledge the source and creator of all images used.
Step two – visualisation
Use visualisation drawing to generate a range of responses stimulated by the research material. Consider
reassembling pieces from the visual palette or building onto a segment; use diagrams and/or freehand
sketching methods; add colour, tone and texture quickly; focus on communicating different concepts rather
than details.
Step three – creative thinking
Use thinking strategies to reflect on how details of the brief have been addressed, such as relevance and
appeal to the target audience, ability to prompt action, effectiveness in the context and competition.
Use creative thinking strategies such as mind maps, brainstorming, SCAMPER, and word associations to
extend idea generation.
Remember to annotate
Again, make sure you annotate your ideas progressively. Explain what you are trying to achieve and evaluate
whether the design would meet the needs in the design brief.
Avoid commenting on whether you like or dislike something. Instead, comment on its suitability to fulfill the
client’s or the intended audience’s needs.
Page guide: two pages.
18
Task 7 – Development of
concepts
Outcome 3 - Applying the design process
Step by step process
Step one - Selection
Look back over your idea generation and identify the best ideas to take further. If you came up with 15 or
more ideas in the last step, choose the five best to develop further.
Step two – Develop
On sheets of A3 paper, under the heading Concept development, explore variations of these concepts, one
concept per page. Apply SCAMPER or another design thinking strategy to at least one of the concepts.
Explore a range of methods, materials and media as appropriate.
Include short annotations evaluating the success of the concept.
Page guide: five pages.
19
Task 8 – Refinement of
concepts
Outcome 3 - Applying the design process
Your task is now to narrow down your concepts to choose one to refine further. How this looks will vary from
student to student, depending on the chosen presentation format. Refining a model will be different to refining
a magazine layout.
Step by step process
Step one -Selection using PMI
As with the last task, you will again begin by making a selection. If you developed five concepts, now choose
the three best ones to compare.
Use PMI to help you decide which is the best concept to refine.
On a new sheet of A3 paper, create a table something like the one below.
Concept
One
Plus
In the box, write down
the things that are
working, the strengths of
the concept.
Minus
In the box, write
down the problems or
challenges of the concept.
Interesting
In the box, think about
the what if’s. What could
you change about the
concept and what new
possibilities might that
open up?
Two
Three
By the time you have finished your evaluation, the one best idea will become clear.
Step two – Refinement
Redraw, make or practise the concept a few times, each time trying to fix any unresolved area. Refinement
could relate to the use of colour or the overall shape and function. Refinement could also relate to your skills
in using a certain method, material or media.
As well as your skills, you are also seeking to refine the communication. For example, have you made the best
choice of image or typeface?
Annotate the pages, explaining your decisions.
If you are working in 3D, eg for a product design or architecture, at this stage explore both freehand and ruled
instrumental drawings, such as orthogonal drawing or plans and elevations.
Page guide: two to three pages.
20
Task 9 – Resolution of
presentations
Outcome 3 - Applying the design process
At the conclusion of your refinement stage, you should have made most of your design decisions, while
developing your skills. For this task, you simply need to document the production of your final presentation.
This will vary depending on the nature of your final presentation.
However, this might include:
Screen captures during the production of digital work
Photos to document the process of producing a model
Mock-up for design layouts.
Page guide: five pages.
21
Advice
From past year 12 VCD students
ORGANIZE YOUR TIME AND MAKE LOTS OF LISTS! As for me
I found this really helpful to make sure the work that you’re
doing is always essential for your folio and you aren’t doing
any work that isn’t as important as these tasks it is easy for
you to get distracted by.
START EVERYTHING EARILER DO NOT LEAVE IT TO THE
LAST MINUTE IT WILL KILL YOU EMOTIONALLY AND YOU
WILL GET VERY CRANKY TOWARDS YOUR FRIENDS BELIEVE
ME
WRITE THE DESIGN BRIEF CAREFULLY AND STRATEGICALLY
SO THAT YOU DON’T FREAK OUT AND CHANGE IT TOWARD
THE END.
Start working on the folio as soon as you get it. Work on it at
little bits at a time. Do not cram it all in the last month and
stress yourself out. Aim for Top design.
Know what to focus on when producing the folio.
Always refer back to the design brief because that really
helps.
Don’t choose hard topic for folio. Just choose easy one what
you can full concentrate.
Allocate an hour or merely 30 minutes a night to working
on your folio, because this small work accumulates into a
gigantic, impressive folio. When compared to doing 2 hours
on the weekend, and that’s it.
Start early and try to do at least 1 page every day
Maintain a consistent schedule of folio page generation
Talk to your teacher, talk to your classmate with your design,
you can get a lot more new idea for your design, it will make
it more fantastic.
Break boundaries
Keep the design elements and principles in mind when
annotating and when experimenting with different materials
and methods.
Start gathering inspiration at the beginning of the year and
get a tonne of different possible concepts/research etc.
However don’t finalize anything. I think that if I had done this
instead of starting to gather inspiration at the beginning of
term 2, I would have had more time to further develop and
refine my final.
22
Assessment Criterion 1 - The Brief - 10 marks
Development of a brief that defines the communication needs of a client.
Does my brief contain relevant detail about:
The identity and description of my client? The audience characteristics?
The purpose of each communication need?
The context in which each proposed visual communications is going to be used?
The constraints and expectations for each of the two final presentations?
Potential design thinking strategies
• Mind Maps
•Brainstorming
Advice from 2014 Administrative information for school-based assessment
• The brief should be completed prior to the commencement of the developmental work.
• The brief should refer to one client and two needs for visual communication.
• Each of the needs will require separate design processes that will lead to final presentations produced in
Unit 4 that are discernibly different in presentation, format and intent.
• The brief should be placed securely at the beginning of the developmental folio. Your teacher is required to
sign and date the brief on its completion.
Criterion 2: Drawings with annotations - 10 marks
Use of observational and visualization drawings with annotations to generate ideas relevant to the brief.
Have I produced comprehensive and highly effective observational and visualisation drawings?
Do my drawings effectively establish a broad range of directions using appropriate methods that
comprehensively address the client’s stated needs?
Have I undertaken thorough research in preparation for the two final visual communication presentations?
Have I included research from other cultures, eras and or unrelated fields for inspiration?
Have I used freehand drawing to generate a quality flow of initial ideas and their application of methods
relevant to the brief?
Potential design thinking strategies
•
•
•
•
Site research
Visual research
Brand matrix
Interview the target audience
Annotations
Have I used insightful annotations to document a range of innovative and diverse ideas that focus and
direct further exploration to resolve communication needs?
Have I included appropriate analysis of my research?
Advice from 2014 Administrative information for school-based assessment
• The source of existing imagery and information included for research and inspiration must be clearly
documented, using a conventional bibliographic style. It is not sufficient to simply reference ‘google
images’; the source website must be quoted.
• Students are not required to use a range of media and related materials to score highly on this criterion.
• Drawings from observation are used as a means of research. They must include drawings from direct
observation of objects, structures and/or forms, rather than drawing only from photographs.
23
Criterion 3: Design process and design thinking - 10 marks
Use of the design process and design thinking to generate, develop and refine a range of annotated design
concepts relevant to the brief.
Have I demonstrated a sound understanding of the design process?
Have I developed separate and distinctly different design processes for each need?
Have I demonstrated a diverse approaches of innovative, possible resolutions to address design concepts
for each need?
Are design issues clearly resolved, reflected upon and presented in a sophisticated manner?
Have I shown evidence of critical, creative and reflective thinking?
Potential design thinking strategies
•DOVE
• See, Think, Wonder
• Visual Brain Dump
• Action Verbs
•SCAMPER
• What If?
Annotations
Do my annotations demonstrate thoughtful and considered decisions made throughout the stages of
generation, development and refinement of the design process?
Do my annotations explain reasons for selection of preferred concepts for each need?
Advice from 2014 Administrative information for school-based assessment
• A range of creative design thinking strategies should be employed to assist students to extend and record
their thinking and ideas.
• The research and generation of ideas should be documented to direct further exploration to resolve
communication needs relevant to the brief.
24
Criterion 4: Materials, methods and media - 10 marks
Use of a range of materials, methods and media to develop and refine design solutions.
Have I effectively used materials, methods and media to convey a clear communication message in the
development and refinement stages for both the final presentations?
Have I made highly effective choices at the refinement stages, through experimentation with different
media and related materials appropriate to the methods for possible solutions?
Have I used two-dimensional and three-dimensional manual and digital applications in a highly expressive
and creative way?
Have I demonstrated a high level of technical expertise?
Methods
Drawing
-2D (such as orthogonal or elevations)
-3D (such as isometric or perspective)
Painting
Printing
-monotype, relief, intaglio,silk screen, offset
Digital Printing
-laser
-inkjet
Photography
Computer
Collage
3-D Process
-construction
Media
pencil
ink
marker
pastel
crayon
charcoal
acrylic paint
watercolour
gouache
digital applications
- vector based programs
- raster based programs
Materials
paper
card
wood
glass
metal
clay
stone
plastic
textile
screen
-modelling
-digital
Potential design thinking strategies
• Have I gathered evidence of thinking from different perspectives (such as from the client, target audience
or peers) to support the concepts that have been developed to suit the brief?
•POOCH
• SWOT analysis
•Sprinting
•PMI
• Stars and wishes
• Interview or survey the target audience
Annotations
Annotations should be completed in real time, as the folio progresses.
They can be handwritten or typed, whichever is appropriate to the process and method used at the time.
They should reflect decisions related to the application of media and materials.
Advice from 2014 Administrative information for school-based assessment
• Use of a minimum of two methods.
• Including manual and digital methods.
• Selection of each method should be based on what will allow you to achieve the most effective solution
relative to the visual communication needs determined in Unit 3 Outcome 3.
• Methods intended to be used in final presentations need to be explored in the developmental folio.
• The use of a range of methods must be presented on annotated hard copy. Evidence of your use should not
be presented on a computer disk or USB.
• A hard copy of a progressive selection of the developmental stages used with digital methods is required.
• A hard copy does need to be printed in full colour and may be scaled down.
• The visualisation drawings completed as part of idea generation for Criterion 2 cannot be assessed as part
of Criterion 4.
• Students should also use the appropriate drawing conventions for the field of design they are working in.
• Equal quantities of work are not required for each of the selected methods or indeed in the use of twodimensional and three-dimensional work in the investigation. However, both need to be used.
• In the case of photography, while the image is on a two-dimensional surface, this is considered to be threedimensional where the image itself has depth.
25
Criterion 5: Design elements and principles - 10 marks
Use of a range of design elements and design principles to develop and refine design concepts.
Have I explored the following design elements somewhere in my folio:
point
colour
line
tone
shape
texture
form
type
Have I explored the following design principles somewhere in my folio:
figure-ground
hierarchy
balance
scale
cropping
proportion
contrast
pattern
Through the use of mock-ups, have I demonstrated a clear understanding of aesthetic factors
in my development of a diverse range of design concepts?
Have I demonstrated an accomplished use of design elements and principles to develop and
refine design concepts for my two final presentations?
Potential design thinking strategies
See criterion 4
Annotations
Should demonstrate, reflect and evaluate an understanding of the functional and aesthetic
factors, the use of design elements and principles to support the development and
refinement of design concepts.
Well-developed rationale for the selection of final design concepts evaluated in terms of the
brief.
Annotations that evaluated the use of and selection of design elements and principles.
Have I included annotations on each page, explaining what I am trying to achieve and
evaluating whether the design would meet the needs in the design brief?
Have I avoided commenting on whether I like or dislike something, but rather commented
on its suitability to fulfill the client’s or the intended audience’s needs?
Advice from 2014 Administrative information for school-based
assessment
• t is important to evaluate the concepts at refinement and mockup stages before the final
presentation is completed.
• It is recommended that students back up hard-drive files with copies of work in progress
using, for example, an external drive, not just on a USB.
• Where artwork included in the folio is not student-generated imagery, the original source
should be identified.
• Students should only use ‘found imagery’ such commercial image files, if they intend to
further develop or manipulate this content significantly.
26
Criterion 6: Effective visual communication appropriate to the brief - 10
marks
Production of one final visual communication presentations that demonstrate effective visual communication
appropriate to the brief.
Have I produced one highly effective final visual communication presentation that specifically address the
characteristics, purposes, intended contexts, constraints and expectations of the audience(s) as outlined in
the brief?
Have I demonstrated a highly effective relationship between the final visual communication solutions and
the chosen presentation formats?
Criterion 7: Thoughtful decisions and imagination - 10 marks
Production of one final visual communication presentations that demonstrate imagination and thoughtful
decisions.
Have I made highly imaginative, innovative and expressive use of materials, methods and media to produce
two final presentations that meet the client’s communication needs?
Have I made highly considered selection and application of design elements and design principles to
convey clear communication messages for the targeted audience(s)?
Criterion 8: Technical competence - 10 marks
Production of one final visual communication presentations that demonstrate technical competence.
Have I shown a highly competent and refined level of technical expertise, selection and application of
materials, methods and media in the production of two equally resolved final presentations?
Does technical detail precisely communicate ideas and/or intentions and is it supported by effective text
and highly suitable visual imagery in my final presentations?
Have I demonstrated effective strategies to accurately represent form, function and conventions in the
production of the final presentations?
Advice from 2014 Administrative information for school-based assessment
• Presentation 1 and presentation 2 need to be submitted in two different presentation formats.
• Where work is submitted as two final presentations, but only one presentation format is used, the work is
deemed to be one final presentation. In these circumstances, students will be unable to gain a ‘Very High’,
‘High’ or ‘Medium’ on each of Criteria 6, 7 and 8.
• Students should clearly label each final presentation on the reverse side of any two-dimensional finals or
base of any three-dimensional finals.
• If there is more than one component to a final presentation, labelling should reflect each component of the
final presentation, for example, ‘Presentation 1: Part a, Presentation 1: Part b’, and so on.
• Any work labelled ‘Final Presentation’ but submitted as part of the developmental folio completed for Unit
3 Outcome 3 and Unit 4 Outcome 1, will not be assessed under Criteria 6, 7 and 8.
27
28