Design and Visual Communication Level 6 AS91067 (1.34) Use the work of an influential designer to inform design ideas
Note this standard is derived from the learning objective Knowledge of design practice DVC 6-3 so these key messages need to be read in conjunction with the material for
Knowledge of design practice DVC 6-3.
Key messages for teachers
- Students should look at key designers that are well established with a clear aesthetic – not only will students find a good amount of information, but the designer characteristics will be more accessible for students’ understanding
- Collecting and analysing a range of designer’s works is key to building up their understanding of common attributes associated with function and aesthetics
- Getting students to research examples from other design fields that characterise the designer’s works is a way of reinforcing their understanding, particularly from an aesthetic perspective
- Developing own ideas as simple mock-ups or initial ideas is another way of getting students to gain familiarity with the designer’s characteristics
- Making visual links between own ideas and the designer’s work, as well as annotating the links in writing are ways to show how ideas are informed
- Ensure students are not simply copying designer ideas but are interpreting them (e.g. through some form of manipulation or abstraction) – this will help with showing ideas are clearly or effectively informed by characteristics of a designer’s works
- Students need to recognise the aesthetic and/or functional characteristics that are typical of an influential designer’s work and use these to inform their own ideas
- Student ideas should show the use of key characteristics of an influential designer’s work
- For Merit students need to use the work of an influential designer to clearly inform design ideas
- Students are integrating aesthetic and functional characteristics of an influential designer’s works into their own ideas with intent
- Students’ ideas are incorporating characteristics of a designer’s work in an easily recognisable and purposeful manner
- Students are integrating aesthetic and functional characteristics of an influential designer’s work into their own ideas convincingly
- Students’ ideas combine aesthetic and functional elements in a coherent manner that is reinterpreted and made personal as an appropriate response to the specific design context
- For Excellence students need to use the work of an influential designer to effectively inform design ideas
For the most up to date information, teachers should be referring to the latest Moderators newsletters, clarification documents and student exemplars on the NZQA website.
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Last updated March 15, 2024
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