AS91627/91630
Initiate design ideas through exploration
Embedded Files
External
4 credits
This work is used with standard AS91630 - Resolve a product design through graphics practice, where you will be using your drawings from here as the inspiration to design a product.
You will be drawing from observation and using these drawings as your starting point for a design problem.
You need to collect images of your chosen starting point. Try and get as many views as you can, close up and further away.
Put them together in a slide and share them with your teacher.
Design Elements
These are some of the main design elements that you will be thinking about with your design work.
Here is a link to more information, including the design element information form NZQA.
CLICK on the folder to the right and create your personal slide.
Add your name to a slide and add as many images you want or like into one or more slides, I will print them and then you can use them for your Assessment.
The following table is a quick tool to keep track of your progress, make sure you save a copy of it in your DVC folder and name it correctly. This should be filled in as we advance in the assessment.
Colour the task you are one with ORANGE in the Started column as soon as you start it.
Colour finished tasks GREEN in the Completed column and link them as soon as you finish them and put the work on your site.
Get each task checked by your teacher and complete any feedback tasks that they might give you.
Share this spreadsheet with your teacher and they will colour the last column when it is checked and OK.
Design Elements
Design Elements
These are some of the main design elements that you will be thinking about with your design work.
Here is a link to more information, including the design element information form NZQA.
You will now draw your own versions of what you think each of the the design elements look like.
Observational Drawings
Observational Drawings
You need to have the things in front of you that you are going to use for your drawings.
Observational = observe, see, view
Use any drawing media that you are comfortable with, but try to use more than one type.
Pencil, coloured pencil, pen, pastel, chalk.
Simplification
Simplification
verb (used with object), simplified, simplifying.
1.
to make less complex or complicated; make plainer or easier:
to simplify a problem.
You need to look at your observational drawings and your design elements.
Look at shape, form, line, pattern, texture.
Look for outside shapes, repeats, straight lines and curves, symmetry.
Again, you can use any media that you choose to draw with (pencil, coloured pencil, paint, pastel etc)
On these examples, photographs of the actual objects are included on the pages too.
Abstractions
Abstractions
abstract
adjective
ˈabstrakt/
relating to or denoting art that does not attempt to represent external reality, but rather seeks to achieve its effect using shapes, colours, and textures.
"abstract pictures"
synonyms:
non-representational, non-realistic, non-pictorial, symbolic, impressionistic
"abstract art"
You now need to look at all of your work so far and start thinking about putting the shapes, lines, forms etc. together in an "abstract" way.
You can do this as drawings, models or on the computer.
Make sure you photograph, screen shot, scan etc. everything that you do.
Development
Development
Development
Here is where you need to start thinking about :-
Ergonomics ( how is it going to be held and used, carried, comfort, size to fit in the hand / over the shoulder etc )
Materials that could be used ( suitability, strength, qualities for the job )
Colours
Surface textures
Joining of materials
Safety
Transport to where it will be used
You need to do this in the form of :-
Research notes
3D exploded drawings
2D working orthographic drawings
2D cross sectional drawings
Models
Photographs
Computer design
Rendered 3D drawings ( either by hand or on the computer )
Think about ...
What designs and elements are the best ones to develop further?
What materials are going to be best to use for each design?
What properties do the materials need to have to fulfil their function within the design?
What construction methods are the best to use?
What do you have to consider in terms of safety, number of people using/interacting with your design, ergonomics and fitness for purpose?
Use the ergonomics to get the proportions correct of some your development drawings.
How are you going to ensure that the collapsible element is robust enough to withstand being used.
Client feedback.
Here are some examples of exploded drawings :-
As you can see, the drawings show all the parts of the designs as if they have been taken apart and suspended in the air.
Indicators
Students:
Work from a starting experience - such as: listening to music, a visit to the zoo, beach, city, local bush, art gallery, poetry, observational drawings of birds or motor engines.
Engage in a personal design journey that transforms these initial starting observations/sketches/photographs into a new way of looking and thinking to create new design ideas.
Re-interpret ideas that shows a depth of thinking and reflection in the formation of ideas.
Challenge your design by thinking and extending your ideas beyond the norm.
Develop ideas that are highly divergent and challenge established conventions/practices and perceptions.
Use visual communication strategies to support their exploration of ideas through physical and visual manipulations.
Record their visual journey using more than one visual strategy: 2D, 3D and 4D modes (such as: freehand sketching, drawing, modelling, animation).
Class
Arrange local visits (museum, beach, bush and so on), or collect unusual objects or natural objects so students can observe and sketch to gain a starting point or let them interpret music or a film clip that will grab their interest.
Students learn how to draw from observation. Use grids, Betty Edwards clear frame or any method that supports students in visually interrogating.
Develop a culture of divergence that leads to coherence.
Support students to develop divergent thinking by being optimistic, exploratory, and experimental:
sharing and collect all possible ideas from all students
supporting the strange, striving for the unusual, and encouraging different perspectives when developing ideas.
Create an environment that allows for all kinds of visual expression. Encourage students to take risks with their ideas, celebrate failure as another means to be clear about direction, support individual expression. (Design thinking relies on an interplay between analysis and synthesis, breaking problems apart and putting ideas together.)
Develop literacy understanding and students' ability to do: abstraction, re-combination, tessellation, exaggeration, rotation, inversion, translation, translocation, deconstruction from a given starting experience. (Discuss these terms by using visual examples.)
.
autonomy and ownership are paramount in this Assessment.
Use SCAMPER as a tool to develop divergent thinking:
Substitute: What are the alternatives?
Combine: How can you combine seemingly disparate ideas?
Adapt: How can you adapt something you’re already doing/using for a project?
Modify: What materials, processes, and methods can you modify to solve a problem?
Put to other use: Can you put an aspect to another use?
Eliminate: What can be eliminated?
Rearrange: How can you move around ideas to solve a problem?
Demonstrate and explore a variety of visual communication strategies.
Explore how other designers have developed ideas from an starting experience, have examples displayed and critique them in a group situation.
Encourage students to communicate their interrogation of ideas without annotation to ensure they visually explore all possibilities, aesthetically, and functionally using both 2D and 3D techniques.
Key messages from the standard
Explanatory note 3 explains some visual communication strategies that support exploration: abstraction, re-combination, tessellation, exaggeration, rotation, inversion, translation, translocation, and deconstruction.
Explanatory note 4 gives a list of possible starting points that can be either student selected or teacher given: natural/built environment, film clips, music extracts, observational drawing, conceptual modelling, photography, language devices.
Key messages from the clarifications document
Format for the assessment
Assessment for this standard is in the form of a portfolio, up to a size of A2.
Computer applications for this standard (for example, Adobe Photoshop, Vector works, Google Sketch Up, flash animations). The format needs to be in a PDF, PowerPoint, HTML or QuickTime format on CD ROM. (No USB flash drives or MP3 players.)
The student portfolio should not exceed 60 pages.
As this is an external, student work is to be sent away. Therefore the following is not acceptable:
Student work contained in clear files.
An entirely laminated submission.
Additional packaging (for example, boxes or framed design work).
Models – only photographs are to be submitted.
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