Development of design concepts

70 vce study design Advice for teachers VISUAL COMMUNICATION DESIGN 2013–2017 AREA OF STUDY

1: Development of design concepts

Outcome 1 Examples of learning activities Develop distinctly different design concepts for each need, and select and refine for each need a concept that satisfies each of the requirements of the brief. create a selection process, developing clear checkpoints developed from the brief with reference to the client’s needs, purpose and audience; evaluate each of the ideas generated for their effectiveness; use a scaling or rating device to assess and compare concepts; select those with the greatest potential to solve the requirements of the brief that offer innovative and creative thinking; select a variety of possible directions to further pursue show a range of ideas generated to a client as manually or digitally produced visuals, colour rendered and including detail to communicate ideas clearly; refine production methods to explore how these may be developed and evaluate their effectiveness in conveying the desired message, or satisfying the purpose annotate concepts, explaining the thinking behind ideas; how they will satisfy the requirements of the brief – specifically how it appeals to the intended audience, satisfies purpose and conveys style present concepts to class as mock client presentation use separate design processes to develop and refine concepts for two final presentation formats utilise feedback to develop a range of concepts to satisfy each of the communication needs identified in the brief; methods should be selected to enable clarity of communication and suitability for context, purpose and audience; consider two-dimensional and three-dimensional approaches develop proficiency in a range of methods, materials and media, selected according to the feedback from the client trial two-dimensional andor three-dimensional final presentation formats to size or to scale; apply design elements and principles to refine composition; manage, manipulate and apply type, testing effective legibility and composition; refine digital methods show creative, critical and reflective thinking in annotations during development and refinement of ideas through considered evaluation and reflection; regular reference should be made to the brief, and feedback from the client and target audience may be sought test legibility and visual impact on sample target audience groups; make adjustments and refinements where necessary vce study design 71 VISUAL COMMUNICATION DESIGN 2013–2017 Advice for teachers Present a range of concepts to the class as mock client presentation. Articulate ideas concisely, explaining the thinking behind them, with original drawings or digital images, with any supporting background information. Other research may be used as evidence to demonstrate the impact concepts may have in given environments and the expected responses from the target audience. Teacher and class members provide verbal responses in terms of the strengths and weaknesses of concepts. Conversationdialogue should continue during feedback sessions, stimulating further investigation and applying critical and reflective thinking. Comments can be sought regarding appropriateness of methods, media and materials, and the choice of presentation formats. Responses should be recorded in a diary or log for reference, and added to developmental work in annotations. Students develop proficiency in a range of methods, materials and media, selecting these according to feedback. A thorough study and research of the target audience, context, purpose and format provides a range of references and inspiration from which to identify suitable methods, material and media. Feedback and evaluation also provides clear direction. Students select at least two methods in which to develop proficiency. These may include manual and digital methods of generating visuals, photography, printing, three-dimensional mock ups or mixed media collage. Create several small exploratory works before building compositions, adding type as required, and using a variety of materials and media. Apply design elements and principles, experimenting with hierarchy and evaluating visual, physical and intellectual impact on the target audience. For example, if photography is one of the methods to be used, the various capabilities of a digital camera may be utilised – focus, micromacro, panorama, fisheye etc. while compositional consideration should be shown through angles, close ups, wide shots etc. as well as a sensitive use of natural and artificial lighting, and an awareness of background detractions. Images can be further enhanced and manipulated using digital imaging programs and sized to fit proposed presentation formats. Use of digital design applications is documented and hardcopies annotated, applying critical and reflective thinking. Detailed example 1 CONCEPT PRESENTATIONFEEDBACK Detailed example 2 DEVELOPING PROFICIENCY IN METHODS 72 vce study design Advice for teachers VISUAL COMMUNICATION DESIGN 2013–2017 AREA OF STUDY

2: Final presentations