Design and visual communication L7 AS91343 (2.36) – Use visual communication techniques to compose a presentation of a design
Note: This standard is derived from the learning objectives Visual Communication DVC 7-1 and Graphics Practice DVC 7-3 so these key messages need to be read in conjunction with the material for Visual Communication
DVC 7-1; Graphics Practice
DVC 7-3.
Key messages for design and visual communication achievement standards
Key messages for teachers
At level 7, students use visual communication techniques to compose a presentation of a design.
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Refer to the clarifications document on the
NZQA website.
“To access this standard, it is important that students are familiar with, and understand compositional principles. There are many graphic design textbooks which explain principles such as hierarchy (including placement of graphic and text elements), rule of thirds, balance, alignment, overlapping effects and so on. EN 3 requires students, as part of visual communication techniques, to show understanding of compositional principles, which is a step-up from level 1, and this is required to access achieved.
The understanding may be shown in the planning of the presentation and it is important to take this into consideration when marking student evidence and sending samples for moderation. The requirement to compose a presentation that captures the essence of the design in a convincing manner needs to be unpacked for students. How this is unpacked will depend on the context of the presentation. There could be commercial examples of presentation, such as how an architectural firm or office presents work to clients for a design proposal. The student may be presenting a product such as camping stove or a folding camping chair. The display and presentation of the work would capture the essence of the product, such as a camping theme or rugged terrain blended with viable and convincing text and other graphic elements. Convincing would begin to show such attributes as professional in appearance and very high quality montage, mounting, blending and copying techniques”.
- Visual communication techniques require the understanding and use of compositional principles, graphic modes and media, for the purpose of the presentation.
- Compositional principles may include but are not limited to: proximity, alignment, hierarchy and the use of positive/negative space.
- Modes may include but are not limited to: digital applications, photography, image manipulation, animation, models and the range of conventional drawing and sketching methods.
- Media may include but are not limited to: pastels, airbrush, colour pencils, collage, marker pens, paint, gouache, card, and digital media.
- For achieved, students need to use visual communication techniques to compose a presentation of a design. This involves students using presentation techniques and the application of compositional principles, modes and media to promote the design.
- For merit, students need to use visual communication techniques to compose a skilfull presentation of a design. This involves students integrating presentation techniques and the application of compositional principles, modes and media in the composition of a cohesive presentation.
- For excellence, students need to use visual communication techniques to compose an effective presentation of a design. This involves students composing a presentation that captures and promotes the essence of the design in a convincing manner.
- Moderator’s newsletter dated September 2012 offers the following advice for this standard:
- To access this standard, it is important that students are familiar with, and understand the use and application of compositional principles and presentation techniques. Principles such as hierarchy (including placement of graphic and text elements), rule of thirds, balance, alignment, overlapping effects are some of the techniques expected at this level.
- Students, as part of the use of visual communication techniques, will need to show their understanding of the use and application of compositional principles to access the achieved grade level. This is a step up from the level 1 standard and is unpacked in Explanatory Note 3. This understanding may be shown in the planning of the presentation or inherent in the presentation itself. Observation of students in the classroom whilst they are preparing their presentation may also provide evidence to meet this standard. It is important to take this into consideration when marking student evidence and sending samples for moderation, so that the evidence clearly shows how the student has met the standard and justified the grade awarded.
- At the excellence level, the requirement to compose a presentation that captures the essence of the design in a convincing manner needs to be unpacked for students. How this is unpacked will depend on the context of the presentation. There could be commercial examples of presentation such as how an architectural firm or office presents work to clients for a design proposal. If the student were presenting a camping stove or folding chair, then the display and presentation of the work would capture the essence design if the product context, blended with viable and convincing text and other graphic elements. Convincing would begin to show such attributes as looking professional in appearance and very high quality montage, mounting, blending and copying techniques.
- Presentations may be in a variety of formats such as, modelling, presentation booklets, PowerPoint/animated presentations, presentation boards.
- It is not appropriate just to staple together a body of work to meet the requirements of this standard.
- Annotated exemplars are currently being produced to help show the grade boundaries for this standard.
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Last updated February 14, 2024
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