Design and Visual Communication Level 6 AS91063 (1.30) Produce freehand sketches to communicate own design ideas

Key messages for teachers

• The work for this standard should be derived from a student’s own design work in response to a design brief
• The brief could be student driven or provided by the teacher. In either case the teacher should ensure the brief has both aesthetic and functional specifications to guide the students design thinking and ensure it will offer the opportunity to provide the type of information / detail needed to meet the requirements for Merit and Excellence
• Computer generated drawings cannot be submitted for this standard. Freehand sketches are created without the use of any drawing instruments such as rulers, compasses etc
• These include 3D sketches in isometric, perspective, oblique, planometric as well as 2D sectional and orthographic views
• Construction lines should be left in the drawing. They should be lighter than the main outline so they do not detract from the completed sketch
• To demonstrate exploration through the purposeful consideration of alternatives and design options both aesthetically and functionally
• To communicate aesthetic features rendering should be used in some sketches to visually communicate details such as; colour, materials, texture and surface finish [e.g. matt / glossy]. Rendering should also be used to enhance the communication of form through the application of tonal shading to showing the effect of light upon the object to make it look three dimensional.
• Contextual elements refer to the sketching of another object near the design idea to give the viewer a sense of scale and proportion between the two. For example; sketching the design for a razor alongside a can of shaving foam would communicate scale and proportion between the two.
• Showing a razor in a hand / against a facial outline not only helps communicate scale and proportion it also shows functional details. The use of the human form or parts of such as hands, heads etc…can be used to show how people would use / interact with the product
• Showing how the razor blade angles adjusts against the outline of a face / or the blade cutting through hair would show a functional details
• Proportion can be shown between parts of a design, and also through the use of contextual elements and / or the inclusion of human form
• Encourage good use of crating.
• Detailed information means communicating more than just the external design. For example; if the design was for a mobile phone a 2D sectional view could be used to show how internal components are laid out inside the product casing; an exploded sketch could show how all the individual components of the phone fit within the casing; enlarged details could be used to show how parts fit together / connect to one another, they could also be used to show details that are too small to be communicated effectively in a main drawing-  such as the symbols on buttons; sequential drawings could show how the sim card could be inserted; the inclusion of a hand could show how the phone is designed to be held / used as well as the scale and proportion of the phone itself.
• The use of rendering on some / or parts of sketches will communicate the aesthetic features. Rendering will enhance communication of the form, show colour, materiality, texture and surface features.
• It is important to note that not all of these need to be included, but it is advisable to include a range, enough to communicate more than just the external design itself.
• Students are asked to submit freehand sketches only that communicate their own design ideas.
• Students should use a range of freehand 2D views and 3D drawing methods
• Students should use crating to construct their ideas and ensure good proportion in their sketches.
• Students freehand sketches should show exploration of both the aesthetic and functional features of their design ideas
• Ensure students show their ideas from different angles to communicate the ‘whole’ of their idea.
• The use of thick and thin line technique should be used to enhance sketches.
• The use of contextual elements or human form can aid the communication of scale and function.
• For Merit students need to create freehand sketches that describe design features in proportion.
• For Merit students need to communicate detailed information, this could include; internal components, construction / assembly / structural details / how people use / interact with it and aesthetic details. 
• For Excellence students must show in-depth information about the intent of the design features. In-depth information refers to a body of related sketchesthat use but are not limited to exploded, sectional and sequential views that explain design features.
  • Related sketches means a set of sketches that communicate the ‘whole’ of a design, including information that goes beyond just external features
  • Showing the intent of the design features means communicating more than just how the design looks, but also how it is designed to function / be used as well as details that cannot be seen from the outside. For example; if the design was for a kettle a series of sketches could show; the form of the design; how it is held in a hand; how lid comes off / water is inserted; how it is powered; a sectional view could show internal construction details; exploded sketches could show smaller details such as the on/ off switch; cutaway sketches could show different material layers etc… The use of contextual elements in some sketches will help communicate scale and proportion. A cup could be placed next to the kettle, or a tap, or it could be placed next to other kitchen products. Conveying intent could also include showing a product in a contextual setting.
  • The use of rendering on some / or parts of sketches will communicate the aesthetic features. Rendering will enhance communication of the form, show colour, materiality, texture and surface features.
  • Explain design features is done visually using a range of detailed visual communication techniques to tell the narrative of their design visually and provide a ‘fuller’ picture of that idea than just one sketch and should include both aesthetic and functional details. Detailed sketches include 2D or 3D exploded views, enlarged details, sectional views, orthographic views, cutaways, and sequential sketches.

For the most up to date information, teachers should be referring to the latest assessment specifications, assessment reports and student exemplars on the NZQA website. Refer to the links below. 

Resources to support student achievement

• Achievement standard
• Assessment specifications 
• Assessment schedule
• Assessment report

Last updated May 31, 2017

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