DVC EXTERNAL STANDARDS 2014

1. DVCEXTERNAL STANDARDS 2014

2. DVC overview & T&L guides • Perspective Drawing – AS91339 • Working Drawings – AS91338 & AS91631 • Ideation – AS91337 & AS91627 • Scholarship – AS93620 agenda DVCEXTERNAL STANDARDS 2014

3. What is the study of Design and Visual Communication about? • Design and Visual Communication is where students develop the practice of designing with a focus on spatial and product design. This practice is explored and expressed through visual literacy, it incorporates design thinking and an awareness of design heritage.  • Design thinking is the consideration and interrogation of divergent and convergent possibilities in ways that is purposeful and meaningful to a context. • Divergent thinkinginvolves broad exploration and generation of a range of ideas, it is creative and lateral. It can lead to innovative and unusual ideas beyond the expected. • Convergent thinking involves making decisions for the resolution and refinement of outcomes. • Design heritageincludes knowledge of approaches to design practice for different design fields; (commercial practice, industry practice, media design), design eras/movements, designers, design artefacts and the elements of design. • Visual literacyis a thinking tool that uses visual modes (e.g. drawing, model making, digital modelling) to interrogate design ideas and communicate decisions. T&L guides

4. What is the study of Design and Visual Communication about? Three Learning Objectives: Learning in Design and Visual Communication focuses on the three inter-related strands of: Design practice Visual Communication Design Heritage T&L guides

5. dvc matrix

6. Produce instrumental perspective projection drawings to communicate design ideas • Produce instrumental perspective projection drawings to communicatedesign ideas: • using perspective drawing techniques to show design features applying appropriate conventions • Produce instrumental perspective projection drawings to clearlycommunicatedesign ideas: • accurately using perspective drawing techniques to show the detail of the design features. • Produce instrumental perspective projection drawings to effectively communicatedesign ideas: • selecting a view point that enables the detail of the design features to be shown effectively. 91339 • Perspective projection drawings use pictorial drawing methods that involve parallel and/or angular perspective projection • Conventions of instrumental perspective projection drawings include: picture plane, station point, eye level lines, ground level lines, vanishing points, height lines • Detail of design features may include but is not limited to features such as; windows, door handles, fasteners, reliefs, and fittings • Design ideas are student generated responses to a design brief. standard

7. ACH: Uses perspective projection drawing techniques to show complex visual information. The instrumental perspective drawing shows design features. MER: Uses perspective projection drawing techniques to skilfully show complex visual information. The instrumental perspective drawing clearly shows detail of the design features. Skilfully = “correct set up including use of HL” EXC: Demonstrate an ability to select a viewpoint that enables complex visual information of the design to be effectively communicated. The instrumental perspective drawing effectively shows detail of the design features. Selected viewpoint = “allows features to be viewed in detail” schedule2013

8. Produce working drawings to communicate technical details of a design • Produce working drawings to communicate technical details of a design: • producing a set of related scaled drawings using conventions showing complex visual information. • Produce working drawings to clearly communicatetechnical details of a design: • producing an accurate set of related scaled drawings that communicate details of a design. • Produce working drawings to effectively communicatetechnical details of a design: • producing a coherent set of related scaled drawings that communicate details of a design. 91338 • Working drawings are a set of related 2D (orthographic) drawings include but not limited to: components, assembly, sectional view, auxiliary view, true shape, surface development, and construction details. • Conventions associated with orthographic (line types, drawing and text layout, dimensioning). Conventions include those which are commonly applied within a community of practice e.g. engineering, architecture, etc. • Complex visual information may include but is not limited to: information not visible in the main outline, multi-component assembly detail, communication of a design with complex shape and form. • A coherent set of drawings provides sufficient information to enable a design to be made. Can use either traditional drawing equipment or computer applications. • A design is a student generated response to a design brief. standard

9. ACH: Produce a set of interconnected 2D instrumental working drawings to show technical details. Demonstrate an ability to usedrawing conventions in a working drawing. MER: Produce a set of working drawings that clearly communicates technical details of the design to show complex visual information. Demonstrate an ability to apply drawing conventions appropriately to working drawings. Clearly = “accurately, informative, easy to follow” EXC: Produce a coherent set of working drawings that effectively communicates technical details of the design to show complex visual information. Coherent = “relevant views, enough detail to make design” schedule2013

10. Produce working drawings to communicate production details for a complex design • Produce working drawings to communicate production details for a complex design: • selecting views and modes informed by research and the nature of the design. • using appropriate conventions and presentation techniques to generate a set of related drawings that communicates details for the assembly and/or construction of the design • Produce working drawings to clearly communicate production details for a complex design: • accurately applying techniques to generate a precise set of related drawings that communicates details for the assembly and/or construction of the design. • Produce working drawings to effectively communicate production details for a complex design: • Selecting a series of views and modes to generate a cohesive set of related drawings that would enable the assembly and/or construction of the design. 91631 Working drawings to communicate production details are a set of related 2D and 3D (and/or 4D) drawings and/or models that show exterior and interior detail of the components and information related to the construction and assembly of the complex design. Working drawings can be constructed using either traditional drawing equipment and/or computer applications using a range of modes (e.g. 2D, 3D, 4D). Complex design refers to a spatial or product design with multiple components. The production details to be communicated about the complex design must be decided by the students. standard

11. ACH: Produce a set of related instrumental drawings showing exterior and interior detail of components related to the construction and assembly of a design. Demonstrate an ability to usedrawing conventions and presentation techniques to communicate details of a complex design. MER: Produce a precise set of related instrumental drawings showing exterior and interior detail of components that explains the construction and assembly of a design. Demonstrate an ability to accurately apply drawing conventions and presentation techniques to clearly communicate details of a complex design. EXC: Demonstrate an ability to accurately apply drawing conventions and presentation techniques to clearly communicate production details of a complex design. Produce a precise and cohesive set of related instrumental drawings through the appropriate selection of views and modes that enable the construction and assembly of a design. schedule2013

12. Use visual communication techniques to generate design ideas • Use visual communication techniquesto generate design ideas: • using techniques to explore the functional and aesthetic qualities of the design to generate design possibilities. • Use visual communication techniquesskilfully to generate design ideas: • using techniques to explore in detail the functional and aesthetic qualities of the design to generate divergent design possibilities. • Use visual communication techniques effectively to generate design ideas: • using techniques to comprehensively explore the functional and aesthetic qualities of the design to reflect on and extend divergent design possibilities. 91337 • Functional qualities may include but are not limited to:operation e.g. movement and ergonomic interface; construction e.g. material and assembly; size, scale, and proportion. • Aesthetic qualities may include but are not limited to:Colour, tone, texture, pattern, shape, balance, surface finish • Visual communication techniques may include but are not limited to:Sketching, rendering, modelling/model making e.g. mock-ups and 3D constructions, collage and overlays, digital media e.g. CAD, image manipulation and animation. • Design ideas are student generated responses to a design brief. The design ideas must have identifiable functional and aesthetic qualities. standard

13. ACH: Visual communication techniques are used to generate ideas to show design qualities Design ideas are produced that explore identifiable design qualities MER: Visual communication techniques are used skilfully to generate ideas to show design qualities with clarity through well-articulated visual means. Divergent design ideas are produced that explore identifiable design qualities Divergent = “dissimilar, diverse, unalike, distinctive” EXC: Visual communication techniques are used effectively to generate ideas to show design qualities with clarity and a depth of understanding through well-articulated visual means Divergent design ideas are produced that are explored and extended to show identifiable design qualities Extended = “reflected on, manipulating, translating” schedule2013

14. Initiate design ideas through exploration • Initiate design ideasthrough exploration: • using an experience(s) to generate starting ideas • using visual communication strategies to interrogate and re-generate ideas • towards design ideas. • Initiate design ideas through insightfulexploration: • using visual communication strategies to analyse and identify an emerging train of thought and re-interpret ideas to form design ideas • Initiate design ideas through extensiveexploration: • using visual communication strategies to challenge thinking, and to extend and transform ideas to form design ideas. 91627 • Starting ideas refers to the line of thinking or point of view that functions as the precursor or underlying driver for generating design ideas at an advanced level of creativity. At this level of thinking, origin ideas do not necessarily have obvious connections to a brief context or address functional and aesthetic qualities associated with design ideas. These can be quite symbolic or esoteric in expressing a narrative or perspective that expands design thinking in terms of meaning and semiotics. • Visual communication strategies (including 2D, 3D and 4D modes) that support the interrogation and re-generation of ideas may include: abstraction, re-combination, • tessellation, exaggeration, rotation, inversion, translation, translocation, deconstruction. • Experiences can be teacher or student selected that may include: natural and/or built landscapes, film clips, music extracts, observational drawing, conceptual modelling, • photography, language devices. standard

15. ACH: Use visual communication strategies to show alternatives and variations for the purpose of exploringand re-generatingideas. Origin ideas use starting experiences to generate ideas and lead towards design ideas. Lead towards = shows a link to design ideas MER: Use visual communication strategies to show consideredalternatives and variations for the purpose of analysing and re-interpreting ideas. Origin ideas identify an emerging train of thoughtthat informsdesign ideas. Emerging train of thought = “the interconnection in the sequence of ideas, a theme” Divergent = “dissimilar, diverse, unalike, distinctive” EXC: Use visual communication strategies to show divergent and perceptivealternatives and variations for the purpose of extending and transforming ideas. Origin ideas challenge thinkingthat informs and enhances design ideas. Extending = “reflected on, manipulating, translating” schedule2013

16. Identify: Identify an experience (or a source of inspiration): natural and/or built landscapes, film clips, music extracts, observational drawing, conceptual modelling, photography, language devices, etc. Select: Select visual communication techniques: Modelling (real and/or virtual), photography, sketching, collage, tracing, etc. Select visual communication strategies: Interpretation, abstraction, re-combination, tessellation, exaggeration, rotation, inversion, translation, translocation, deconstruction, etc. Ideate: Produce ideations from the starting experience using selected techniques and strategies. The emphasis should be on a range of interpretations and observations to meet the requirement of “interrogate”. Re-generate: From the ideations produced in the previous step generate new ideations. This means that the starting ideas are abstracted from the starting experience by two steps of interrogation. They of course may still reference the starting experience but are now new ideas. Link: Show the concepts that emerge from the ideation, this provides the evidence that validates the ideation process as a providing the beginnings of design ideas. Re-interpret: Continue to ideate throughout your concept and development phases: it doesn’t have to stop. ideation scaffold 2014

17. Design and Visual Communication is where students develop the practice of designing with a focus on spatial and product design. This practice isexplored and expressed through visual literacy, it incorporates design thinking and an awareness of design heritage. DVCSCHOLARSHIP – “the total package”

18. New Zealand Scholarship DVC Performance Standard • Outstanding Performance Descriptor • The requirements for Scholarship and, in a sustained manner, aspects of: • perceptionandinsight • sophisticated integration and abstraction • independent reflection and extrapolation • convincing communication 93620 • Scholarship Performance Descriptor • The student will demonstrate aspects of high level: • analysis and critical thinking • integration, synthesis, and application of highly developed knowledge, skills, and understanding to complex situations • logical development, precision and clarity of ideas standard

19. New Zealand Scholarship DVC Performance Standard • Subject specific definitions: • Integration and synthesis involves taking a diverse range of ideas, design and visual communication knowledge and skills, blending theminto a coherent whole or combining themin a new way so as to produce an effective outcome. • Complex situationsrelates to the demonstration of complexity in design thinking through sophisticated ideation that is well articulated or innovative. • Logical development involves a coherent use of creative processes, where diverse ideas are being brought together effectively as an entity, with a consistency, clarity or unity of thought and/or purpose that allows the effective exploration and evolution of design ideas. • Precision and clarity of ideas involves the coherent use of visual communication techniques and strategies in a refined manner. • Perception and insight involves challenging the obvious or conventional thinking around the brief context in order to extend and transform design ideas. • Sophisticated integration and abstraction refers to the recombining and integrating of selective themes or features of ideas that embed a convincingly constructed viewpoint or strand of thinking through a dialogue between ideas. This recombination may occur through a process of juxtaposition, hybridisation, or synchronisation. • Independent reflection and extrapolationinvolves the expression of a design perspective that emerges through the exploration and evolution of design ideas. • Convincing communication involves the use of highly refined visual communication techniques, and applying outstanding presentation techniques and principles employed in an innovative and coherent manner with visual impact. 93620 standard