Design and visual communication L7 AS91340 (2.33) – Use the characteristics of a design movement or era to inform own design ideas
Note: This standard is derived from the learning objective Knowledge of Design Practice DVC 7-3 so these key messages need to be read in conjunction with the material for
Knowledge of Design Practice DVC 7-3.
Key messages for design and visual communication achievement standards
Key messages for teachers
- This achievement standard requires students to use the characteristics of a design movement or era to inform student design ideas.
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Refer to the clarifications document on the
NZQA website.
“The student has to describe the social factors that influenced the design movement or era to access the achieved grade area. This does not then step up across the merit and excellence grades. The criterion that steps up from achieved all the way to excellence is in the student’s generation of design ideas in a new context that is influenced by the design movement or era. This is a wider focus than the influential designer at level 1 (91067). The student also has to explain rather than describe the way the elements of design are used to access merit in the second criterion. Explanatory note 5 clarifies the “elements of design”, these being: the key principles of aesthetics and function, which may include shape, form, rhythm, fit for purpose, durability. The design movement or era is wider and broader than the designer required at level 1 and the student is expected to have a broader understanding of the movement or era at level 2”.
- Design movements may include but are not limited to: De Stijl, Deconstructivism, New Look, Victorian, Arts and Crafts Movement (1850–1914), Modernism (1880–1940), Art Deco (1910–1939), Art Nouveau (1880–1910), Bauhaus (1919–1933), Post War Era, 1950s, Space Age 1960–70s, 1980s/Memphis, Minimalism, Post Modernism, Deconstructivism, High tech Modernism.
- Design eras may include but are not limited to: Aztec, pre-European Māori, Shogun, Renaissance, Victorian, 1920s, 1960s.
- Elements of design are derived from the key design principles of aesthetics and function. These may include but are not limited to: shape, form, rhythm, balance, proportion, colour and contrast, durability, stability, and flexibility/rigidity.
- Students need to be confident in their knowledge of the design principles of aesthetics and function, and the design elements.
- Social factors may include but are not limited to cultural, historical, societal and technological.
- For achieved, a student needs to research a design movement or era and describe the way they have used elements of design to characterise their style. They also need to describe the social factors that have influenced the design movement or era and then generate their own design ideas that incorporate the identified characteristics.
- Encourage students to annotate their design work to support the communication of their interpretation of the design characteristics of their chosen design movement.
- For merit, students need to clearly show how the characteristics of a chosen design movement or era have informed their own design ideas. They need to explain, how and why, the elements of design characterise the chosen design movement or era. Then generate their own design ideas making it evident that their design ideas are truly informed by the design characteristics of the design movement or era in a considered manner.
- For excellence the student needs to effectively inform their own design ideas. This is shown by generating design ideas where it is evident that the identified characteristics of the design movement or era have been interpreted and embedded into the design ideas.
Resources to support student achievement
Last updated November 9, 2021
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