Design and Visual Communication Level 6 AS91068 (1.35) Undertake development of design ideas through graphics practice

Key messages for teachers

• Graphics practice involves expressing a visual literacy through the development of a design idea by applying visual communication techniques and knowledge
• Visual communication techniques are the range of modes students can use and can include sketches, models, collages, photographs, digital modelling, rendering and presentation techniques that allow design ideas to be communicated effectively. Different visual communication techniques maybe more appropriate than others at different stages of the design process. Guide students to use appropriate techniques that will help them effectively communicate their ideas.
• Visual communication knowledge is applied to inform design thinking and is specific to the field of design being studied; e.g. product or spatial design. Product design knowledge could include ergonomics, anthropometrics, types of materials, forms of construction, how things work, surface finishes, internal components, size. Spatial design knowledge could also include flow, topography, environmental factors [climate, wind, sun direction etc..], views and vistas, neighbouring features [built, vegetation, water etc..]
• If work from this standard is to be used for other standards the teacher should ensure the brief will ensure the design has the level of complexity and / or will have multi-components to enable students to meet the requirements of; 1.30, 1.31 and 1.32
• Students will need to research different elements to continue informing their design thinking as they develop ideas such as; ergonomic factors, anthropometric factors, materials, colour, styles, construction details, function details such as how it could work etc…
• Rather than pages of separate research work encourage students to integrate it within their design work so it’s relevance / impact is visually connected to their design thinking
• The emphasis is on ‘ideas’ so students need to consider possible alternatives so they don’t get hooked up on a set ‘idea’ initially
• The refinement process is the process by which we develop design ideas to improve the aesthetic and functional qualities of the design. This is informed by aspects such as research, analysis, making design judgements, reflection and critique
• Teachers need to ensure students are familiar with and confident in using design language
• Students should be annotating their work to explain and justify their design thinking / decision making
• Consider how students should annotate their work. For example if work is also being used for external standards using overlays means annotation can be removed
• Students need a robust brief that includes both aesthetic and functional attributes / specifications to guide their design thinking, and to use as the criteria for design evaluations and judgements. The brief could be student driven or teacher given.
• Note that the evidence for this standard may also go towards the evidence of other standards (such as 91063, 91064, 91065)
• Students should have a design approach to follow to ensure they work in exploring and evolving initial ideas toward a potential outcome to the brief. A body of design work should have a logical flow, design ideas should be refined in a coherent and connected way. Students should explore, generate and refine ideas using ongoing research, reflection and evaluation
• Research should be used throughout all the stages of the students design work to inform their design ideas and their ongoing development and refinement as they progress toward a potential solution to the brief
• Students should generate a range of alternative ideas
• Students need to refine their design ideas
• Students need to make design judgements that consider the qualities of their design ideas in terms of the design principles of function and aesthetics, in response to their brief

The use of positives / pro’s and negatives / con’s can aid students to identify the strengths and weakness of their ideas and lead to identifying improvements

• When evaluating and making design judgements students should support their decisions with reasons. Reasons could be based on a student’s research or well-constructed rationales.
• Every design context will have a different range of contextual considerations. For example; designs for headphones could include ergonomics – shape of head and ears, comfort, anthropometrics to enable adjustability for different users, wireless technology, internal parts that enable it to function, suitable materials, style depending on the target market etc; designs for a kettle could include ergonomics in the handle design / designing for all physical abilities, materiality for grip / thermal properties, style for a wider market appeal, how electric kettles heat water – internal components, power source and controls.
• The exploration and refinement of design ideas needs to have depth, and the different elements of the design/s need to have coherency and connectedness to the context
• The project should have a clear flow that makes it clear how all the design features link together
• The students design judgements must also have depth that give convincing reasons to support their design decisions
• For Merit students need to purposefully explore and refine their design ideas in relation to decisions and considerations that are meaningful to the design context
• For Excellence students need to convincingly explore and refine design ideas in a coherent and connected way that integrates design features
• Note that this evidence should be gather over a period of about 60 hours teaching and learning (10 hours per credit) in the case of this unit being done for one standard only

Graphics practice for spatial design is about expressing visual literacy. It is about the design of inside and outside spaces such as but not limited to: architecture, interior design and landscape design.

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.

Resources to support student achievement

• Achievement standard
• Clarifications document
• Conditions of Assessment and assessment resource
• Annotated exemplars

Last updated June 1, 2021

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