Learning Area Leader: Mr Morrison
Career Paths / Future Directions
Graphic Design, Advertising, Architecture, Art Director, Creative Business Solutions, Desktop Publishing, Events Coordinator, Fashion Design, Industrial Design, Interior Design.
Unit 1 – Finding, Reframing and Resolving Design Problems (Code: DTVC11)
Description
In this unit students are introduced to the practices and processes used by designers to identify, reframe and resolve human-centred design problems. They learn how design can improve life and living for people, communities and societies, and how understandings of good design have changed over time. They draw on these new insights to determine communication needs and prepare design criteria in the form of a brief. Student projects invite exploration of brand strategy and product development, while promoting sustainable and circular design practices.
Outcomes
· Reframing Design Problems
o Student will use human-centered research methods to reframe a design problem and identify a communication need through a brief.
· Solving Communication Design Problems
o Students will create visual language for a business or brand using the Develop and Deliver stages of the VCD design process.
· Design’s Influence and Influences on Design
o Students will develop a sustainable object, considering design’s influence and factors that influence design.
Assessment
Outcome 1
A presentation exploring conceptions of good design and a written brief identifying a communication need
Outcome 2
A folio of work demonstrating the Develop and Deliver stages of the VCD design process to create visual language for a business or brand
Outcome 3
A folio of work demonstrating the Develop and Deliver stages of the VCD design process and using circular design practices to develop a sustainable object.
Semester Exam
Unit 2 – Design Contexts and Connections (Code: DTVC22)
Description
Unit 2 builds on understandings of visual communication practices developed in Unit 1. Students draw on conceptions of good design, human-centred research methods and influential design factors as they revisit the VCD design process, applying the model in its entirety.
Practical tasks across the unit focus on the design of environments and interactive experiences. Students adopt the practices of design specialists working in fields such as architecture, landscape architecture and interior design, while discovering the role of the interactive designer in the realm of user-experience.
Outcomes
· Design, Place and Time
o Students will present an environmental design solution that draws inspiration from its context and a chosen design style.
· Cultural Ownership and Design
o Students will apply culturally appropriate design practices and an understanding of the designer’s ethical and legal responsibilities when designing personal iconography.
· Designing Interactive Experiences
o Students will apply the VCD design process to design an interface for a digital product, environment or service.
Assessment
Outcome 1
A folio of work demonstrating the stages of the VCD design process to present an environmental design solution, drawing inspiration from its context and a chosen design style
Outcome 2
Investigation of culturally appropriate design practices including representations of Aboriginal and Torres Strait Islander knowledge, presented in an annotated visual report
Creation of personal iconography in a range of design exercises
Outcome 3
A folio demonstrating the stages of the VCD design process to propose an interface for an interactive digital product, environment or service.
Semester Exam
Unit 3 – Visual Communication in Design Practice (Code: DTVC33)
Description
In this unit students explore and experience the ways in which designers work, while also analysing the work that they design. Through a study of contemporary designers practicing in one or more fields of design practice, students gain deep insights into the processes used to design messages, objects, environments and/or interactive experiences. Students study not only how designers work but how their work responds to both design problems and conceptions of good design.
Students explore the Discover, Define and Develop phases of the VCD design process to address a selected design problem.
Outcomes
· Professional Design Practice
o Student will compare the ways in which visual communication practices are used by contemporary designers, using research methods and practical exploration.
· Design Analysis
o Students will compare and analyse design examples from selected field(s) of design practice, describing how aesthetic considerations contribute to the effective communication of information or ideas.
o Design Process: defining problems and developing ideas Students will identify two communication needs for a client, prepare a brief and develop design ideas, while applying the VCD design process and design thinking strategies.
Assessment
Outcome 1
A comparative case study of designers in selected design field(s) presented in one of the following formats:
· a written report / an annotated visual report
· two practical design exercises documenting emerging skills in selected field(s) of practice
Outcome 2
A comparative analysis of design examples presented in one of the following formats:
· a written report
· an annotated visual report
Unit 4 – Delivering Design Solutions (Code: DTVC44)
Description
In this unit students continue to explore the VCD design process, resolving design concepts and presenting solutions for two distinct communication needs. Ideas developed in Unit 3, Outcome 3 are evaluated, selected, refined and shared with others for further review. An iterative cycle is undertaken as students rework ideas, revisit research and review design criteria defined in the brief.
Manual and digital methods, media and materials are explored together with design elements and principles, and concepts tested using models, mock-ups or low-fidelity prototypes. When design concepts are resolved, students devise a pitch to communicate and justify their design decisions, before responding to feedback through a series of final refinements.
Students choose how best to present design solutions, considering aesthetic impact and the communication of ideas. They select materials, methods and media appropriate for the presentation of final design solutions distinct from one another in purpose and presentation format, and that address design criteria specified in the brief.
Outcomes
· Design process: refining and resolving design concepts
o Students will refine and resolve distinct design concepts for each communication need, and devise and deliver a pitch to communicate concepts to an audience or users, evaluating the extent to which these meet the requirements of the brief.
· Presenting Design Solutions
o Students will produce a design solution for each communication need defined in the brief, satisfying the specified design criteria.
Assessment
· Design Folio – comprising Unit 3 Outcome 3 and Unit 4 Outcomes 1 and 2.
· Written Examination
Key Contact Learning Area Leader - Visual Communications and Design
Paul Morrison