Design and visual communication L7 AS91337 (2.30) – Use visual communication techniques to generate design ideas
Note: This standard is derived from the learning objective Visual Communication DVC 7-1 so these key messages need to be read in conjunction with the material for Visual Communication
DVC 7-1.
Key messages for design and visual communication achievement standards
Key messages for teachers
- Students are asked to use visual communication techniques to generate possible design ideas. This is not a teacher driven exercise. A good design brief will have both aesthetic and functional specifications to ensure students communicate their ideas for both.
- Students’ visual communication techniques are to be used to communicate aesthetic and functional aspects of the design.
- Aesthetic qualities such as: colour, tone, texture, pattern, shape, balance and surface finish
- Functional qualities such as: operations associated with movement and ergonomic interface, construction details such as materials and/or assembly
- Visual communication techniques could be: sketching, rendering, modelling/models, collage, overlays, digital media (CAD, image manipulation and animation)
- Appropriate visual communication techniques should describe the qualities of a three-dimensional idea, by viewing it from different angles as well as showing internal and/or interior information.
- For merit, students need to communicate visual communicate techniques skilfully. This is evident when a student has used techniques to explore, in detail, both aesthetic and functional qualities of the design brief and is able communicate divergent design possibilities.
- Divergent design possibilities are those that move away from the norm/what is expected. These are more than simple alternatives – these ideas can be challenging/interesting/different/creative/unusual/quirky and would often demonstrate the students’ own ideas/personal input.
- For excellence, students need to use visual communication techniques effectively. This requires students to comprehensively explore all the functional and aesthetic qualities of the design by reflecting on and extending divergent design possibilities.
- Extending divergent design possibilities typically involves the further manipulating/translating of students’ own ideas, showing a depth of design thinking that could show – interconnections, extrapolation, abstraction.
- Ensure students use a range of different visual communication techniques to communicate different stages of their design thinking and the different types of information they want to convey.
Resources to support student achievement
Last updated May 31, 2017
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