VCD Design Guide 2004-2011

Visual Communicationand Design

Victorian Certificate of Education Study Design

Victorian Curriculum and Assessment Authority2003

Accredited by the Victorian Qualifications Authority41a St Andrews Place, East Melbourne, Victoria 3002

Developed and published by the Victorian Curriculum and Assessment Authority41 St Andrews Place, East Melbourne, Victoria 3002

This completely revised and reaccredited edition published 2003.

© Victorian Curriculum and Assessment Authority 2003

This publication is copyright. Apart from any use permittedunder the Copyright Act 1968, no part may be reproducedby any process without prior written permission from theVictorian Curriculum and Assessment Authority.

Edited by Ruth LearnerCover designed by Chris Waldron of BrandHouseDesktop published by Julie Coleman

Visual Communication and Design

ISBN 1 74010 261 4

Latoya BARTONThe sunset (detail)from a series of twenty-four9.0 x 9.0 cm each, oil on board

Tarkan ERTURKVisage (detail)201.0 x 170.0 cmsynthetic polymer paint, on cotton duck

Liana RASCHILLATeapot from the Crazy Alice set19.0 x 22.0 x 22.0 cmearthenware, clear glaze. lustres

Kate WOOLLEYSarah (detail)76.0 x 101.5 cm, oil on canvas

Chris ELLISTranquility (detail)35.0 x 22.5 cmgelatin silver photograph

Christian HARTWithin without (detail)digital film, 6 minutes

Kristian LUCASMe, myself, I and you (detail)56.0 x 102.0 cmoil on canvas

Merryn ALLENJapanese illusions (detail)centre back: 74.0 cm, waist (flat): 42.0 cmpolyester cotton

Ping (Irene VINCENT)Boxes (detail)colour photograph

James ATKINSLight cascades (detail)three works, 32.0 x 32.0 x 5.0 cm eachglass, flourescent light, metal

Tim JOINER14 seconds (detail)digital film, 1.30 minutes

Lucy McNAMARAPrecariously (detail)156.0 x 61.0 x 61.0 cmpainted wood, oil paint, egg shells, glue, stainless steel wire

Nigel BROWNUntitled physics (detail)90.0 x 440.0 x 70.0 cmcomposition board, steel, loudspeakers, CD player, amplifier, glass

COVER ARTWORK WAS SELECTED FROM THE 2001 TOP ARTS EXHIBITION. COPYRIGHT REMAINS THE PROPERTY OF THE ARTIST.

Contents

5 Important information

7 IntroductionRationaleAims

8 StructureEntryDurationChanges to the study designMonitoring for qualitySafety

9 Use of information and communications technologyKey competenciesLegislative compliance

10 Assessment and reportingSatisfactory completionAuthenticationLevels of achievement

12 Unit 1: Visual communicationAreas of studyOutcomes

16 Assessment

17 Unit 2: Communication in contextAreas of studyOutcomes

21 Assessment

22 Unit 3: Visual communication practicesAreas of studyOutcomes

26 Assessment

28 Unit 4: Designing to a briefAreas of studyOutcomes

31 Assessment

34 Advice for teachersDeveloping a course

42 Use of information and communications technologyKey competencies/employability skillsLearning activities

58 School-assessed coursework59 School-assessed task60 Suitable resources

5

IMPORTANT INFORMATION

Accreditation periodUnits 1–4: 2004–2007

The accreditation period commences on 1 January 2004.

Other sources of informationThe VCE Bulletin is the only official source of changes to regulations and accredited studies. TheVCE Bulletin, including supplements, also regularly includes advice on VCE studies. It is theresponsibility of each VCE teacher to refer to each issue of the VCE Bulletin. The VCE Bulletin issent in hard copy to all VCE providers. It is available on the Victorian Curriculum and AssessmentAuthority’s website at www.vcaa.vic.edu.au

To assist teachers in assessing Units 3 and 4, the Victorian Curriculum and Assessment Authoritywill publish an assessment handbook which will include advice on the assessment tasks andperformance descriptors for assessment.

The VCE Administrative Handbook for the current year contains essential information on assessmentand other procedures.

VCE providersThroughout this study design the term ‘school’ is intended to include both schools and other VCEproviders.

PhotocopyingVCE schools only may photocopy parts of this study design for use by teachers.

7

Introduction

RATIONALE

Visual Communication is a bridge between an idea and its intended audience. In the fields ofarchitecture, engineering, graphic, industrial and multimedia design, advertising and marketing,cartography and fashion, for example, visual communicators use text and/or image to communicateinformation. The visual form that the communication takes may be imaginative and original or itmay conform to conventions or accepted rules. The production of visual communications involvesthe application of a design process in which final presentations are developed in response to needsidentified in an initial brief. The design process provides a defined, yet flexible approach, to thedevelopment, evaluation and refinement of visual communication solutions.

The vocabulary and grammar of visual communication is based on understanding and applying drawingand drawing conventions, design elements and design principles. This knowledge assists students inthe generation of a range of visual communications. In this study, information and communicationstechnology as well as other forms of image generation are used to create examples of visualcommunication. The study also provides the opportunity for students to develop an informed, criticaland discriminating approach to visual communications encountered in everyday life.

AIMS

This study is designed to enable students to:

• extend their understanding of how ideas and information can be conveyed through visual means;• develop the capacity to create communication solutions through the application of the design

process;• acquire skills in the analysis, interpretation and understanding of visual communication in its

social context;• develop skills in freehand and instrumental drawing and rendering;• increase their knowledge of drawing standards and conventions;• acquire skills in using design elements and design principles;• develop a critical perspective of visual communications;• develop skills in the appropriate selection and application of information and communications

technology, media, materials and production methods in the production of visual communications.

8 VCE STUDY DESIGN

Introduction VISUAL COMMUNICATION AND DESIGN

STRUCTURE

The study is made up of four units:

Unit 1: Visual communicationUnit 2: Communication in contextUnit 3: Visual communication practicesUnit 4: Designing to a brief

Each unit deals with specific content and is designed to enable students to achieve a set of outcomes.Each outcome is described in terms of related key knowledge and skills.

ENTRY

There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior toundertaking Unit 4. Units 1 to 4 are designed to a standard equivalent to the final two years ofsecondary education. All VCE studies are benchmarked against comparable national and internationalcurriculum.

DURATION

Each unit involves at least 50 hours of scheduled classroom instruction.

CHANGES TO THE STUDY DESIGN

During its period of accreditation minor changes to the study will be notified in the VCE Bulletin.The VCE Bulletin is the only source of changes to regulations and accredited studies and it is theresponsibility of each VCE teacher to monitor changes or advice about VCE studies published in theVCE Bulletin.

MONITORING FOR QUALITY

As part of ongoing monitoring and quality assurance, the Victorian Curriculum and AssessmentAuthority will periodically undertake an audit of Visual Communication and Design to ensure thestudy is being taught and assessed as accredited. The details of the audit procedures and requirementsare published annually in the VCE Administrative Handbook. Schools will be notified during theteaching year of schools and studies to be audited and the required material for submission.

SAFETY

This study may involve the handling of potentially hazardous substances and/or the use of potentiallyhazardous equipment. It is the responsibility of the school to ensure that duty of care is exercised inrelation to the health and safety of all students undertaking the study.

VCE STUDY DESIGN 9

VISUAL COMMUNICATION AND DESIGN Introduction

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY

In designing courses for this study teachers should incorporate information and communicationstechnology where appropriate and applicable to the teaching and learning activities. The Advice forTeachers section provides specific examples of how information and communications technologycan be used in this study.

KEY COMPETENCIES

This study offers a number of opportunities for students to develop generic skills and key competencies.The Advice for Teachers section provides specific examples of how students can demonstrate keycompetencies during learning activities and assessment tasks.

LEGISLATIVE COMPLIANCE

When acquiring and using information, the provisions of privacy and copyright legislation, such asthe Information Privacy Act 2000, the Privacy Amendment (Private Sector) Act 2000, and the CopyrightAct 1968 must be met.

10

Assessment and reporting

SATISFACTORY COMPLETION

The award of satisfactory completion for a unit is based on a decision that the student has demonstratedachievement of the set of outcomes specified for the unit. This decision will be based on the teacher’sassessment of the student’s performance on assessment tasks designated for the unit. Designatedassessment tasks are provided in the details for each unit. The Victorian Curriculum and AssessmentAuthority will publish an assessment handbook which will include advice on the assessment tasksand performance descriptors for assessment for Units 3 and 4.

Teachers must develop courses that provide opportunities for students to demonstrate achievementof outcomes. Examples of learning activities are provided in the Advice for Teachers section.

Schools will report a result for each unit to the Victorian Curriculum and Assessment Authority as S(Satisfactory) or N (Not Satisfactory).

Completion of a unit will be reported on the Statement of Results issued by the Victorian Curriculumand Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Schools may report additionalinformation on levels of achievement.

AUTHENTICATION

Work related to the outcomes will be accepted only if the teacher can attest that, to the best of theirknowledge, all unacknowledged work is the student’s own. Teachers need to refer to the currentyear’s VCE Administrative Handbook for authentication procedures.

LEVELS OF ACHIEVEMENT

Units 1 and 2Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for schooldecision. Assessment of levels of achievement for these units will not be reported to the VictorianCurriculum and Assessment Authority. Schools may choose to report levels of achievement usinggrades, descriptive statements or other indicators.

VCE STUDY DESIGN 11

VISUAL COMMUNICATION AND DESIGN Assessment and reporting

Units 3 and 4The Victorian Curriculum and Assessment Authority will supervise the assessment of all studentsundertaking Units 3 and 4.

In Visual Communication and Design the student’s level of achievement will be determined by school-assessed coursework, a school-assessed task and an end-of-year examination. The Victorian Curriculumand Assessment Authority will report the student’s level of performance on each assessment componentas a grade from A+ to E or UG (ungraded). To receive a study score, students must achieve two ormore graded assessments and receive S for both Units 3 and 4. The study score is reported on a scaleof 0–50. It is a measure of how well the student performed in relation to all others who took the study.Teachers should refer to the VCE Administrative Handbook for the current year for details on gradedassessment and calculation of the study score. Percentage contributions to the study score in VisualCommunication and Design are as follows:

• Unit 3 school-assessed coursework: 33 per cent• Unit 4 school-assessed task: 33 per cent• End-of-year examination: 34 per cent

Details of the assessment program are described in the sections on Units 3 and 4 in this study design.

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Unit 1: Visual communication

The main purpose of this unit is to enable students to develop an understanding of instrumentaldrawing methods and freehand drawing including drawing from direct observation. The unit involvesthe study of a range of drawing methods, including relevant Australian Standards conventions. Studentsdevelop practical skills in the application of appropriate drawing methods, design elements andprinciples, and information and communications technology. The unit also introduces students to thediversity of visual communication and the role of the design process in visual communicationproduction.

AREA OF STUDY 1

Instrumental drawingThis area of study focuses on instrumental drawing to show objects and their relationship to eachother in space – two dimensionally and three dimensionally. Manual and/or electronic drawing methodsare used to draw objects using paraline projections, including isometric, oblique, planometric andthird-angle orthogonal projections. Australian Standards conventions are used appropriately in thecommunication of visual information and in the completion of finished designs. The application ofconventions to establish a consistent approach includes correct labelling techniques and the inclusionof appropriate symbols.

Outcome 1On completion of this unit the student should be able to complete instrumental drawings using arange of paraline drawing systems.

To achieve this outcome the student will draw on knowledge and related skills outlined in area ofstudy 1.

Key knowledgeThis knowledge includes

• paraline drawing systems, including isometric, oblique, planometric and third-angle orthogonalprojections;

• manual and/or electronic equipment used in drawing objects in the paraline drawing systems,including isometric, oblique, planometric and third-angle orthogonal projections;

VCE STUDY DESIGN 13

VISUAL COMMUNICATION AND DESIGN Unit 1

• Australian Standards conventions used in orthogonal drawing, including dimensioning andletterform conventions for labelling;

• drawing methods, including manual and/or electronic drawing.

Key skillsThese skills include the ability to

• use manual and/or electronic instruments to draw objects using paraline projections, includingisometric, oblique, planometric and third-angle orthogonal projections;

• develop two-dimensional orthogonal views into three-dimensional views and vice versa;• use Australian Standards conventions for dimensioning;• use correct labelling techniques and symbols in orthogonal drawings.

AREA OF STUDY 2

Freehand drawing and renderingThis area of study focuses on freehand drawing from direct observation, including one-point andtwo-point perspective and rendering. A range of media is used in drawing to represent objects, depictingsurface features and to describe form, space, light, shade, shadow and texture. A variety of renderingtechniques may be applied to enhance the form of represented objects and to communicate realisticscale and proportion of objects in relation to one another.

Outcome 2On completion of this unit the student should be able to draw from direct observation, in proportion,and render the drawings.



• freehand methods for drawing both one-point and two-point perspectives;• a range of media for use in drawing and rendering;• rendering techniques to enhance form, space, light, shade, shadow, texture and the surface of

materials;• freehand drawing to develop judgment of proportion and scale, and to show the relationship of

objects to each other.


• create, in proportion, one-point and two-point perspective freehand drawings from directobservation;

• visually represent form and the relationships of objects;• use a range of media to render texture of materials and to show light and shade;• render form to show surface of materials and texture.

14 VCE STUDY DESIGN

Unit 1 VISUAL COMMUNICATION AND DESIGN

AREA OF STUDY 3

Design elements and design principlesThis area of study focuses on the experimentation, exploration and application of design elementsand principles through manual freehand drawing, the use of information and communicationstechnology and, where appropriate, other methods of electronic image generation such as photographyand photocopying. Design elements, including colour, shape, line, tone, texture, form, letterform andpoint, and principles, including balance, contrast, cropping, hierarchy, figure–ground, scale, proportionand pattern, are used to produce visual communications that satisfy a stated purpose. Experimentationand exploration occur throughout the development of ideas in the testing and reviewing of therelationship between applied elements and principles and the requirements specified in the statedpurpose. In this area of study, the term ‘purpose’ can be understood as one or more purposes.

Outcome 3On completion of this unit the student should be able to explore and apply design elements andprinciples to satisfy a stated purpose.



• a range of design elements, including colour, shape, line, tone, texture, form, letterform andpoint, and principles, including balance, contrast, cropping, hierarchy, figure–ground, scale,proportion and pattern, applied in the development of freehand drawings;

• design elements and principles used to produce visual communications that satisfy a statedpurpose;

• manual freehand drawings, information and communications technology applications and, whereappropriate, other methods of electronic image generation such as photography and photocopyingin the exploration and application of design elements and principles.


• use a range of design elements and principles in the development of manual freehand drawings;• use information and communications technology to explore design elements and principles and,

where appropriate, other methods of electronic image generation such as photography andphotocopying;

• use design elements and principles to produce visual communications that satisfy a statedpurpose;

• generate and develop design alternatives using a range of design elements and principles;• select and refine a design solution to suit a stated purpose.

VCE STUDY DESIGN 15


AREA OF STUDY 4

Design processThis area of study focuses on components of the design process and how it is applied in the productionof visual communications. The design process initially involves identification of a visual communicationneed establishing the purpose of the visual communication. Information is then researched and ideasgenerated in order to establish how the visual communication need could be best satisfied throughthe production of visual communications. Materials, methods, media, design elements and principlesare trialled and tested throughout the design process prior to the completion of final presentations.Ongoing review and evaluation of proposed design solutions relative to the initial visualcommunication need is a feature of the design process.

Outcome 4On completion of this unit the student should be able to describe the nature of the design process inthe production of visual communications.



• methods for gathering and organising information about the communication need;• methods for generating ideas, such as discussion, group interaction and using existing examples

of visual communication;• the purpose of the production of visual communication, such as the need of the client/s and the

audience/s;• materials, methods, media and final presentations used to make visual communications;• design elements and principles used to make visual communications that satisfy the stated

purpose;• procedures and techniques for evaluating and testing ideas for possible visual communication

solutions;• the cyclical nature of the design process.


• describe the research methods required to gather information for a communication need;• describe methods for generating ideas prior to developing visual solution/s for a communication

need;• describe factors such as audience and client needs in determining the purpose of the production

of specific visual communication/s;• identify the materials, methods, media and final presentations that satisfy the stated purpose;• identify the design elements and principles that satisfy the stated purpose;• describe strategies for evaluating and testing ideas that satisfy the stated purpose.

16 VCE STUDY DESIGN


ASSESSMENT

The award of satisfactory completion for a unit is based on a decision that the student has demonstratedachievement of the set of outcomes specified for the unit. This decision will be based on the teacher’sassessment of the student’s overall performance on assessment tasks designated for the unit.

The key knowledge and skills listed for each outcome should be used as a guide to course design andthe development of learning activities. The key knowledge and skills do not constitute a checklistand such an approach is not necessary or desirable for determining the achievement of outcomes.The elements of key knowledge and skills should not be assessed separately.

Assessment tasks must be a part of the regular teaching and learning program and must not undulyadd to the workload associated with that program. They must be completed mainly in class andwithin a limited timeframe. Teachers should select a variety of assessment tasks for their assessmentprogram to reflect the key knowledge and skills being assessed and to provide for different learningstyles.

For this unit students are required to demonstrate achievement of four outcomes. As a set theseoutcomes encompass all areas of study.

Demonstration of achievement of Outcome 1 must be based on the student’s performance on thefollowing assessment task:• a folio of instrumental drawings of objects.

Demonstration of achievement of Outcome 2 must be based on the student’s performance on thefollowing assessment task:• a folio of drawings of objects that show one-point and two-point perspective drawing, rendering

techniques, proportion, scale, and relationship of objects.

Demonstration of achievement of Outcome 3 must be based on the student’s performance on thefollowing assessment task:• a folio of visual communications that use design elements and principles to satisfy stated

purpose/s.

Demonstration of achievement of Outcome 4 must be based on the student’s performance on thefollowing assessment task:• a written response and/or oral report supported by visual material describing the design process

in the production of visual communications.

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Unit 2: Communication in context

The main purpose of this unit is to enable students to develop and refine practical skills by generatingimages and developing them through freehand drawing, instrumental drawing and the use ofinformation and communications technology. In the development of visual communications, thisunit enables students to develop an awareness of how the design process facilitates exploration andexperimentation and how information and ideas are communicated.

AREA OF STUDY 1

Representing and communicating formThis area of study focuses on developing skills in communicating visual information and in developingimages through freehand and instrumental drawing. The representation of form, scale and relationshipsshould be achieved through the appropriate selection of drawing methods including two-dimensionaland three-dimensional representations. Australian Standards conventions should be applied to indicatecorrect dimensioning, cross-sectioning and for the representation of circles in two-dimensionaldrawing. In drawing three-dimensional objects, the appropriate representation of circular featuresshould be shown. The conversion of two-dimensional drawings to three-dimensional representationsand vice versa should be clearly depicted.

Outcome 1On completion of this unit the student should be able to use freehand and instrumental drawings todevelop images that represent and communicate form.



• drawing methods to communicate form;• instrumental two-dimensional drawing, labelling and cross-sectioning to Australian Standards

conventions;• scale in two-dimensional and three-dimensional grouped objects to indicate relationships;• representations of circles in orthogonal drawing, dimensioning and cross-sectioning to Australian

Standards conventions;

18 VCE STUDY DESIGN


• representations of circles and ellipses in paraline drawing;• conversion from two-dimensional orthogonal views into three-dimensional drawing systems and

vice versa.


• select appropriate drawing methods to draw and understand form;• complete orthogonal drawing to Australian Standards conventions;• develop paraline projection of objects into orthogonal drawings and vice versa;• use Australian Standards conventions for dimension and cross-section, and show circular

representations in two-dimensional drawing;• show circular representation in three-dimensional drawing;• apply scale to both a two-dimensional and three-dimensional drawing;• represent grouped objects using instrumental drawing;• use correct labelling techniques and symbols in orthogonal drawings.

AREA OF STUDY 2

Developing imageryThis area of study focuses on the application of freehand drawing and rendering and the methods ofapplication that effectively represent form. Both one-point and two-point perspective drawing isused in the development of imagery, which depicts the surface details of an object, including materialsand texture. Similarly, the effect of light and shadow on the features of an object are illustrated and arange of media, design elements and principles are applied. In the depiction of selected images,design principles such as scale and hierarchy are applied to illustrate the relationships that existbetween objects on a picture plane.

Outcome 2On completion of this unit the student should be able to use freehand drawings in the development ofrendered three-dimensional images.



• drawing methods to communicate form;• freehand drawing including one-point and two-point perspective;• rendering of forms using direction of light, shade and shadow;• rendering of forms by applying a range of media to represent surfaces, materials and texture;• media, design elements, design principles, and rendering techniques in the development of images;• scale in three-dimensional grouped objects to indicate hierarchy, relationship and position in a

picture plane.

VCE STUDY DESIGN 19



• use freehand drawing to assist in the communicating of form;• complete one-point and two-point perspective drawings;• render form to show the play of light, shade and shadow;• render form to show surfaces, materials and texture;• use a range of media, design elements, design principles, and rendering techniques to develop

images;• use scale in three-dimensional grouped objects to indicate hierarchy, relationship and position in

a picture plane.

AREA OF STUDY 3

Developing visual communication solutionsThis area of study focuses on applying the design process in the development of visual communicationsolutions to set tasks. The tasks may vary in their purpose, context, target audience, materials to betrialled, media and design elements and principles to be explored. Freehand and instrumental drawingtogether with information and communications technology and, where appropriate, other methods ofelectronic image generation such as photography and photocopying are used to express varied conceptsand to develop solutions. Following the analysis of material and research related to the set task, theproposal of solutions and refinement of ideas occur during the application of the design process. Inthis area of study, the terms ‘solution’ and ‘task’ can be understood either as one or more solutions ortasks.

Outcome 3On completion of this unit the student should be able to apply a design process to develop a visualcommunication solution to a set task.



• purposes of a visual communication solution in relation to a specified audience and context;• manual freehand drawing and information and communications technology applications, and,

where appropriate, other methods of electronic image generation such as photography andphotocopying to develop a visual communication solution;

• materials, methods, media, design elements and design principles to explore a possible visualcommunication solution;

• refinement of possible visual communication solutions to suit the set task.

20 VCE STUDY DESIGN



• research and analyse information relevant to the set task;• apply a design process using manual freehand drawing and information and communications

technology and, where appropriate, other methods of electronic image generation such asphotography and photocopying to develop possible visual communication solutions;

• refine ideas for the visual communication solutions through the application of a design process;• develop visual communication solutions appropriate to the set task.

AREA OF STUDY 4

Visual communication in contextThis area of study focuses on how cultural and historical factors influence the communication ofinformation and ideas in both contemporary and historical visual communications. The influence ofmaterials, methods, media, design elements, design principles and final presentations on the visualcommunication within these contexts is also considered. The influence of historical styles andmovements on contemporary visual communications are also analysed. In the discussion of examplesof both contemporary and historical visual communications, the influence of social factors such aschanges in fashion, social values and current issues would be analysed. Visual communicationterminology is used throughout the analysis of examples of visual communications. In this area ofstudy, the terms ‘style’ and ‘movement’ can be understood either as one or more styles or movements.

Outcome 4On completion of this unit the student should be able to describe and analyse contemporary andhistorical examples of visual communications and explain how they communicate ideas, presentinformation and reflect influences.



• the ways in which information and ideas are communicated visually;• the influence of a historical style and movement on contemporary visual communications;• the influence of cultural and historical factors, such as fashion, social issues and values, on

contemporary and historical examples of visual communications.


• describe how the use of materials, methods, media, design elements, design principles and finalpresentations communicate information and ideas;

• discuss how a historical style and movement influences the production of contemporary visualcommunications;

• use visual communication terminology to describe and analyse contemporary and historicalexamples of visual communications.

VCE STUDY DESIGN 21


ASSESSMENT

The award of satisfactory completion for a unit is based on a decision that the student has demonstratedachievement of the set of outcomes specified for the unit. This decision will be based on the teacher’sassessment of the student’s overall performance on assessment tasks designated for the unit.


Assessment tasks must be a part of the regular teaching and learning program and must not undulyadd to the workload associated with that program. They must be completed mainly in class andwithin a limited timeframe. Teachers should select a variety of assessment tasks for their assessmentprogram to reflect the key knowledge and skills being assessed and to provide for different learningstyles.

For this unit students are required to demonstrate achievement of four outcomes. As a set theseoutcomes encompass all areas of study.

Demonstration of achievement of Outcome 1 must be based on the student’s performance on thefollowing assessment task:• a folio of instrumental drawings of objects that includes paraline drawing, scale, Australian

Standards conventions in dimensioning, cross-sectioning and circular representations, conversionof two-dimensional orthogonal views into three-dimensional drawing systems and vice versa.

Demonstration of achievement of Outcome 2 must be based on the student’s performance on thefollowing assessment task:• a folio of freehand drawings of objects that shows development of rendered three-dimensional

images.

Demonstration of achievement of Outcome 3 must be based on the student’s performance on thefollowing assessment task:• a folio of visual communication solution/s to set task/s.

Demonstration of achievement of Outcome 4 must be based on the student’s performance on thefollowing assessment task:• a written response, supported by visual material, that describes and analyses contemporary and

historical examples of visual communications;or• a PowerPoint presentation supported by visual material and speaker’s notes.

22

Unit 3: Visual communication practices

The main purpose of this unit is to enable students to develop an understanding of visual communicationproduction through the application of the design process to satisfy specific communication needs.Within the unit, students consider existing visual communication and analyse and evaluate examples.Students will also investigate the production of visual communications in a professional setting andexamine the nature of professional practice in the design and production of visual communications.

AREA OF STUDY 1

Visual communication designThis area of study focuses on the application of the design process to satisfy a stated visualcommunication need. In response to this defined need, research provides material for analysis andmanual drawing is used to generate concepts and ideas relevant to the original visual communicationneed. Design elements, principles, media and materials are applied in the development of designalternatives. Freehand and instrumental drawing, featuring Australian Standards conventions whererequired, are also applied in the generation and development of ideas related to the original need.Instrumental drawing, using manual or electronic methods, including third-angle orthogonal, paralineand perspective drawing, are used to demonstrate form and, where appropriate, function relevant tothe communication need. Throughout the application of the design process, ongoing evaluation occurs,demonstrating the selection and refinement of concepts appropriate to the visual communicationneed. The development and refinement of ideas using a range of image generation methods includinginformation and communications technology, culminates in a final presentation. In this area of study,the terms ‘need’ and ‘presentation’ can be understood either as one or more needs or presentations.

Outcome 1On completion of this unit the student should be able to apply the design process to produce a finalvisual communication presentation that satisfies a specified communication need.

VCE STUDY DESIGN 23




• a communication need that defines the focus of a final presentation;• the cyclical nature of the design process, including ongoing evaluation and the development of

design alternatives;• information, media and material relevant to the communication need during the developmental

work and the final presentation; for example, digital information, freehand drawing, and paper,card, pencil and dye;

• design elements, including colour, line, tone, texture, form, shape, point and letterform indevelopmental work and the final presentation;

• design principles, including figure–ground, balance, contrast, cropping, hierarchy, scale, proportionand pattern in developmental work and the final presentation;

• manual freehand drawing techniques, including drawings from observation, to generate conceptsand ideas relevant to the communication need in developmental work;

• two-dimensional and three-dimensional manual drawing, including third-angle orthogonal, paraline(isometric and planometric) and perspective drawings in developmental work and, whereappropriate, in a final presentation;

• information and communications technology applications in developmental work and, whereappropriate, in a final presentation, and in other methods of electronic image generation such asphotography and photocopying;

• a final presentation that satisfies a specified need.


• describe the communication need;• research and analyse information relevant to the communication need;• apply manual drawing, including freehand drawing and drawing from direct observation, to

generate concepts and ideas relevant to the communication need;• apply a range of materials, media, design elements and principles to develop design alternatives

appropriate to the communication need;• produce orthogonal drawings observing Australian Standards conventions, including correct

dimensioning and labelling techniques appropriate to the communication need;• use drawing methods appropriate to the communication need to demonstrate form and, where

appropriate, function, including third-angle orthogonal, paraline (isometric and planometric) andperspective drawing;

• apply information and communications technology and, where appropriate, other methods ofelectronic image generation such as photography and photocopying appropriate to thecommunication need;

• select and develop design alternatives to suit the communication need;• evaluate alternative designs to satisfy a defined communication need;• refine a selected design to produce a final presentation to suit the communication need;• produce a final presentation to satisfy the stated communication need.

24 VCE STUDY DESIGN


AREA OF STUDY 2

Visual communication analysisThis area of study focuses on the analysis and evaluation of examples of visual communication. Itincludes the audiences and purposes of visual communication and the ways in which information iscommunicated to a desired audience. The use of the materials, methods, media, design elements,design principles and final presentations in visual communication is described and the application ofdesign elements and principles evaluated.

Outcome 2On completion of this unit the student should be able to analyse and evaluate the effectiveness of arange of visual communications.



• the factors that influence ways in which information is expressed in relation to the intendedpurpose/s of visual communications;

• the audience to whom the visual communication is directed;• the intended purpose/s of visual communications; for example, to advertise, promote, depict,

teach, inform, and/or guide;• the ways used to attract attention and maintain interest in visual communications; for example,

location, context, humour, and/or emotive imagery;• the ways in which standards and/or conventions, where appropriate, contribute to the communication

of information and/or ideas in visual communications;• design elements, including point, line, shape, form, tone, texture, colour and letterform used in

visual communications;• design principles, including figure–ground, balance, contrast, cropping, hierarchy, scale, proportion

and pattern used in visual communications;• the material/s, methods, media and final presentation/s used in visual communications.


• discuss ways in which visual communications are used to communicate information for specificaudiences;

• describe the purpose/s of visual communications;• describe material/s, methods, media and final presentation/s used in the production of visual

communications;• describe the use of standards and/or conventions where appropriate;• discuss how design elements and principles are evident and are applied in collaboration in visual

communications to convey information and/or ideas;• evaluate the application of design elements and principles used in visual communications to

convey information and/or ideas.

VCE STUDY DESIGN 25


AREA OF STUDY 3

Professional practice in visual communicationThis area of study focuses on the relationship between the clients, professional designers and, whereappropriate, specialist professional personnel in a professional setting. In the design and productionstages of the design process, client initiated design briefs are used by professional designers and,where appropriate, specialist professional personnel to prepare solutions to fulfil the requirements ofthe brief. In preparing these solutions decisions are made about materials, methods, media, designelements and principles that are the most appropriate and related to the requirements of the designbrief. In this area of study, the term ‘brief’ can be understood as one or more briefs.

Outcome 3On completion of this unit the student should be able to discuss the roles and relationships involvedin the design and production of visual communications in the context of professional practice.



• the role of a client/s and a design brief in establishing and/or defining a communication need/s atstages throughout the design and production of visual communications;

• ways in which professional designers respond to and/or evaluate a design brief at stages throughoutthe design process; for example, researching information, exploring alternative approaches, refiningdesign options or interpreting ideas and data related to the intended market, time constraints orspecific needs of the client;

• the skills applied by professional designers and, where appropriate, their working relationshipwith specialist/s, in the design and production of visual communications;

• decisions made during the design and production of visual communications about choice ofmaterials, methods, media, design elements and design principles to fulfil a design brief;

• ways in which information and communications technology are used at stages throughout thedesign and production of visual communications.


• discuss the significance of a design brief at stages throughout the production of visualcommunications;

• discuss the relationship between the client and designers and, where appropriate, other specialistpersonnel, at stages throughout the production of visual communications;

• describe ways in which professional designers respond to and/or evaluate a design brief at stagesthroughout the design process;

• identify and describe the skills applied by professional designers at stages throughout the designand production of visual communications;

• discuss reasons for decisions made by designers to satisfy the requirements of a brief at stagesthroughout the design and production of visual communications; for example, ethical, financialand philosophical;

• discuss the use of information and communications technology in the design and production ofvisual communications.

26 VCE STUDY DESIGN


ASSESSMENT

The award of satisfactory completion for a unit is based on a decision that the student has demonstratedachievement of the set of outcomes specified for the unit. This decision will be based on the teacher’sassessment of the student’s overall performance on assessment tasks designated for the unit. TheVictorian Curriculum and Assessment Authority will publish an assessment handbook which willinclude advice on the assessment tasks and performance descriptors for assessment.


Assessment of levels of achievementThe student’s level of achievement in Unit 3 will be determined by school-assessed coursework andan end-of-year examination.

Contribution to final assessmentSchool-assessed coursework for Unit 3 will contribute 33 per cent to the study score.

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, whichwill contribute 34 per cent to the study score.

School-assessed courseworkTeachers will provide to the Victorian Curriculum and Assessment Authority a score representing anassessment of the student’s level of achievement.

The score must be based on the teacher’s rating of performance of each student on the tasks set out inthe following table and in accordance with an assessment handbook published by the VictorianCurriculum and Assessment Authority. The assessment handbook will also include advice on theassessment tasks and performance descriptors for assessment.

Assessment tasks must be a part of the regular teaching and learning program and must not undulyadd to the workload associated with that program. They must be completed mainly in class andwithin a limited timeframe. Where optional assessment tasks are used, teachers must ensure that thetasks are comparable in scope and demand. Teachers should select a variety of assessment tasks fortheir program to reflect the key knowledge and skills being assessed and to provide for differentlearning styles.

VCE STUDY DESIGN 27


Outcomes Marks allocated* Assessment tasks

60

20

Outcome 1Apply the design process to produce a final visualcommunication presentation that satisfies aspecified communication need.

Outcome 2Analyse and evaluate the effectiveness of a rangeof visual communications.

Total marks

*School-assessed coursework for Unit 3 contributes 33 per cent to the study score.

A folio.

The analysis and evaluation should take one ofthe following forms: an essay, a written report, atest – structured questions, an annotated visualreport, or another appropriate format.

100

20

Outcome 3Discuss the roles and relationships involved in thedesign and production of visual communications inthe context of professional practice.

The task should take one of the following forms:an essay, a written report, a test – structuredquestions, an annotated visual report, or anotherappropriate format.

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Unit 4: Designing to a brief

The main purpose of this unit is to enable students to apply their knowledge of the components of thedesign process in the preparation of one design brief. Students apply their practical skills to thedevelopment and production of two distinct final visual communication presentations throughapplication of the design process and based on the requirements of the brief.

AREA OF STUDY 1

The briefThis area of study focuses on the preparation of a brief that proposes and defines the communicationneed of a client. The brief identifies the need of the client (including two possible distinct finalpresentations on two presentation formats), identifies the audience/s, purposes and contexts, andspecifies any related constraints and expectations. In this area of study, the terms ‘need’ and ‘purpose’can be understood either as one or more needs or purposes.

Outcome 1On completion of this unit the student should be able to prepare one brief that describes a client’scommunication need and specifies possible resolutions, and proposes two distinct final visualcommunication presentations suitable for a stated audience/s.



• the communication need of a client, including constraints and expectations;• the purpose, including the audience characteristics, of each visual communication;• the context and presentation format of each visual communication; for example, a billboard located

on a freeway, an interactive website, an A4 full colour magazine page, an architectural model forpublic display.

VCE STUDY DESIGN 29



• identify the communication need of the client;• describe the purpose of each visual communication, including audience characteristics;• propose possible resolutions to the brief for the production of two distinct final visual communication

presentations on two presentation formats.

AREA OF STUDY 2

Developmental work

This area of study focuses on the application of the design process to produce developmental workconsistent with the requirements of the brief. The design process initially involves researching andanalysing information related to the brief. Initial concepts based on this analysis are then developedand refined. This part of the design process involves experimentation with materials, methods(including freehand drawing), media, design elements, design principles and presentation formats inorder to develop imaginative solutions for the proposed two distinct final visual communicationpresentations. The selection of the preferred options for final presentations involves the productionof mock-ups. Throughout the design process the developmental work (including mock-ups) isevaluated to ensure client need/s, intended purpose/s and audience/s are being satisfied. Final creativeand technical decisions are made about the developmental work in order to satisfy the requirementsof the brief.

Outcome 2On completion of this unit the student should be able to prepare developmental work that exploresdesign concepts relevant to the requirements of the brief developed for Outcome 1 and fulfils therequirements of that brief.



• the cyclical nature of the design process, including ongoing evaluation in response to the brief;• information researched, analysed and interpreted to fulfil the specifications of the brief;• the range of design concepts explored, developed and refined through the application of materials,

methods, including freehand drawing, media, design elements, design principles, andpresentation formats (for example, two-dimensional surfaces and three-dimensional models);

• two-dimensional and three-dimensional applications, for example two-dimensional layout, three-dimensional form;

• selection and further development of possible solutions to satisfy the brief in terms of the clientneed/s, purpose/s, and intended audience/s;

• the layout of the information to refine the preferred options, including concept drawings andmock-ups.

30 VCE STUDY DESIGN



• apply the design process appropriate to the brief;• research, analyse and interpret information relevant to the brief;• generate, explore and develop design concepts using and applying design elements, design

principles and presentation formats;• experiment with the application of media, methods and materials;• use two-dimensional and three-dimensional applications;• select and further develop possible design solutions appropriate to the brief;• refine the layout of the information of the preferred option;• apply appropriate Australian Standards conventions if required by the brief;• annotate and evaluate the design concepts explored in the developmental work.

AREA OF STUDY 3

Final presentationsThis area of study focuses on the final phase of the design process. Two distinct final visualcommunication presentations are produced on two presentation formats. These are in addition to thework completed as part of the developmental work for Outcome 2. Each final presentation should bebased on the content of the brief, and the approach taken and solutions developed during the designprocess in the application of materials, methods, media, design elements and principles. The finalpresentations should reflect technical competence in the methods developed and refined during thedesign process and be consistent with Australian Standards conventions, where appropriate.

Outcome 3On completion of this unit the student should be able to produce two distinct final visual communicationpresentations that satisfy the requirements of the brief developed for Outcome 1.



• ways of presenting information effectively and imaginatively in the two distinct final visualcommunication presentations in relation to the specifications of the brief;

• development of two distinct final visual communication presentations on two presentation formatsin relation to the specifications of the brief.


• produce two distinct final presentations that are distinguishable in terms of purpose (whereappropriate), context and presentation format;

• produce two distinct final presentations that are clearly distinguishable from the developmentalwork through, for example, labelling and/or identification of how the final presentations will beused by the client;

VCE STUDY DESIGN 31


• produce two distinct final presentations on two presentation formats that satisfy client need/s,purpose/s, and intended audience/s;

• produce two distinct final presentations that demonstrate the application of appropriate material/s,method/s, media, design elements and principles;

• produce two distinct final presentations that demonstrate technical competence in the productionof visual communications.

ASSESSMENT

The award of satisfactory completion for a unit is based on a decision that the student has demonstratedachievement of the set of outcomes specified for the unit. This decision will be based on the teacher’sassessment of the student’s overall performance on assessment tasks designated for the unit. TheVictorian Curriculum and Assessment Authority will publish an assessment handbook which willinclude advice on the assessment tasks and performance descriptors for assessment.


Assessment of levels of achievement

The student’s level of achievement for Unit 4 will be determined by a school-assessed task and anend-of-year examination.

Contributions to final assessment

The school-assessed task for Unit 4 will contribute 33 per cent to the study score.

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which willcontribute 34 per cent to the study score.

School-assessed taskAssessment for Visual Communication and Design includes a school-assessed task. For this assessmentteachers will provide to the Victorian Curriculum and Assessment Authority a score representing anassessment of the student’s level of performance in achieving Outcomes 1, 2 and 3 in Unit 4 accordingto criteria published in an assessment handbook. This assessment will be subject to review by a panelappointed by the Victorian Curriculum and Assessment Authority.

32 VCE STUDY DESIGN


End-of-year examinationDescriptionStudents will be required to answer a series of questions related to Units 3 and 4. The questions willfocus on:

• knowledge of drawing methods and skill in drawing and rendering;• development of solutions to visual communication tasks;• analysis and evaluation of examples of visual communication;• processes and procedures used to produce visual communications.

Units 3 and 4 are a sequence in which the key knowledge and skills of the study are consolidatedover the year. In particular, Unit 3 Outcome 1 drawing methods, including orthogonal, paraline andperspective, skills in rendering and the ability to apply the design process in the production of visualcommunications, are further developed and refined in Unit 4. The end-of-year examination providesthe opportunity for students to demonstrate a better understanding of and practical skills in theproduction of visual communications. Unit 4 Outcome 1 is not examinable.

FormatAll questions will be compulsory for all students.

The examination will contain questions that will require students to:

• draw and/or render solutions to visual communication tasks;• design solutions to visual communication tasks that involve developmental work and/or final

presentations;• apply knowledge of drawing methods and the design process to stimulus material and/or the

student’s own work completed during the examination;• write extended and short responses which may require the preparation of drawings to accompany

these responses.

Outcomes Marks allocated* Assessment tasks

Outcome 1Prepare one brief that describes a client’scommunication need and specifies possibleresolutions, and proposes two distinct final visualcommunication presentations suitable for a statedaudience/s.

Outcome 2Prepare developmental work that explores designconcepts relevant to the requirements of the briefdeveloped for Outcome 1 and fulfils therequirements of that brief.

A written brief for a client that includesa description of two distinct visualcommunication presentations.

A developmental folio.

Subject toexternalreview

Outcome 3Produce two distinct final visual communicationpresentations that satisfy the requirements of thebrief developed for Outcome 1.

Two distinct final visual communicationpresentations on two presentation formats.



VCE STUDY DESIGN 33


All question types may not appear year to year.

Some questions will require students to respond to stimulus material such as drawings, writtenpassages, diagrams, advertisements, graphs, tables and other visual images. Practically based questionswill include:

• drawing;• rendering;• designing;• applying knowledge of drawing methods and the design process.

The marks in the examination will be allocated in the following way:

Outcomes examined Approximate mark allocation in finalexamination paper (%)

Practically based questions (Unit 3 Outcome 1 60–70%and Unit 4 Outcomes 2 and 3)

Analysis of visual communications (Unit 3 Outcome 2) 15–20%

Professional practice (Unit 3 Outcome 3) 15–20%

Students will not be required to use information and communications technology in the examination.

The examination will be set by a panel appointed by the Victorian Curriculum and AssessmentAuthority.

ConditionsThe examination will be completed under the following conditions:

• Duration: one and a half hours.• Date: end-of-year, on a date to be published annually by the Victorian Curriculum and Assessment

Authority.• Victorian Curriculum and Assessment Authority examination rules will apply. Details of these

rules are published annually in the VCE Administrative Handbook.• The examination will be marked by a panel appointed by the Victorian Curriculum and Assessment

Authority.

Contribution to final assessmentThe examination will contribute 34 per cent to the study score.

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Advice for teachers

DEVELOPING A COURSE

A course outlines the nature and sequence of teaching and learning necessary for students todemonstrate achievement of the set of outcomes for a unit. The areas of study broadly describe theknowledge required for the demonstration of each outcome. Outcomes are introduced by summarystatements and are followed by the key knowledge and skills which relate to these outcomes.

Teachers must develop courses that include appropriate learning activities to enable students to developthe knowledge and skills identified in the outcome statements in each unit.

For Units 1 and 2, teachers must select assessment tasks from the lists provided. Tasks should providea variety and the mix of tasks should reflect the fact that different types of tasks suit different knowledgeand skills. Tasks do not have to be lengthy to make a decision about student demonstration ofachievement of an outcome.

In Units 3 and 4, assessment is more structured. For school-assessed coursework, examples ofassessment tasks are listed. The contribution that each task makes to the total school-assessedcoursework is also stipulated. Assessment for Units 3 and 4 also includes a school-assessed task. Theschool-assessed task will be initially assessed by teachers using criteria published annually by theVictorian Curriculum and Assessment Authority and will be subject to external review.

Uses of visual communication

Graphic DesignMultimedia DesignAdvertising/Marketing

➜IllustrationPackage/Surface DesignCorporate DesignTypography

Typical field of practice

Information designDesigning and presenting visual information that usescombinations of materials, methods and media to conveyinformation with sketches, concept and working drawings,and associated mock-ups.

Architectural DesignDraftingInterior Design

➜Landscape DesignCartographySet DesignExhibition/Display Design

Environmental designDesigning and presenting visual information of built/constructed environments with sketches, concept andworking drawings, and associated models/constructions,maps, diagrams or illustrations.

Engineering DesignIndustrial Design

➜Furniture DesignFashion Design

Product designDesigning and presenting visual information of manufacturedproducts with sketches, concept and working drawings, andassociated models/constructions, diagrams or illustrations.

VCE STUDY DESIGN 35

VISUAL COMMUNICATION AND DESIGN Advice for teachers

Establish:

• client needs• purpose/s• audience/s• context/s

Requires

Research skillsincluding:• collection• analysis• interpretation

of information

Requires

Application ofresearched informationand inspiration through:• the exploration of a

range of ideas• annotated and critical

appraisal.

Implementation of avariety of trialled:• materials• methods• media• design elements• design principles• presentation formats.

Selection, refinementand implementation ofbest solutions accordingto established:• client needs• purpose/s• audience/s.

and application ofselected:• materials• methods• media• design elements• design principles• presentation formats.

Requires:

• mock-ups ofpresentation formats

• evaluation of mock-ups

• production of finalpresentations

Components of a design processThe production of a piece of visual communication involves definition of the communication need,research and use of examples for the inspiration, generation, development and refinement of ideas,ongoing evaluation and the production of final presentations. The table below identifies the componentsof a design process.

Definition of the ➜ Research – for ➜ Generation, development ➜ Production and

communication need information and ideas and refinement of ideas evaluation

36 VCE STUDY DESIGN

Advice for teachers VISUAL COMMUNICATION AND DESIGN

DRAWINGfreehandorthogonalparalineperspective

PRINTINGmonoprintreliefintagliooffsetsilk screen

PHOTOGRAPHYblack and whitecolourpositivereversal

PHOTOCOPYblack and whitecolour

COMPUTERimagetype

3-D PROCESSconstructionmoulding

pencil, paint,ink, dye marker,pastel, crayon,airbrush

ink, dye

dye, emulsionfilmdigital

toner

digitalinformation

knife, glue,scissors

pointlineshapeformtonetexturecolourletterform

figure–groundbalancecontrastcroppinghierarchyscaleproportion

pattern– repetition– alternation

map

graph

symbol

diagram

chart

illustration

instrumentaldrawing

architecturaldrawing

3-D model/ form

poster

flyer/brochure

package

logo/corporateidentity

signage

2-D layout

multimedia

Producing visual communicationsIn the production of a visual communication, materials are modified by methods and media, accordingto design elements and design principles, to create final presentations. The table below identifiesmaterials, methods, media, design elements, design principles and presentations that could be usedin the production of a piece of visual communication.

Materials ➜ Methods ➜ Media ➜ Design ➜ Design ➜ Finalelements principles presentations

papercardwoodglassmetalclaystoneplastictextile

VCE STUDY DESIGN 37


Design elements and design principlesThe list of design elements and principles included in this study design have to be studied. However,others may be incorporated as appropriate.

Design elementsDesign elements could be considered as the marks we make on the surface or page. In this studydesign they are considered to be: point, line, shape, form, tone, texture, colour, letterform.

Point

This is a mark which may indicate position and location. It canrepresent a point of measure or be used in a purely decorativeway. Examples worth considering are computer pixels, film grain,pointillism, map indicators, a bulleted list and dot rendering.

Line

Essentially, line represents a single dimension, length. It can bestraight, curved or irregular and combine with other elements.It can create shape, tone, form and texture. The weight andquality of the line may vary depending on its intended use.Examples worth considering are pencil grades, cross hatchingand etchings.

Shape

Shape is the space contained within lines. Shapes can be organicor geometric and can be used in conjunction with other elementsto create form. Shape is two-dimensional. Examples worthconsidering are geodesic domes, Stonehenge, The Bauhausand Marc Newson.

Form

Form may be created by the joining of two or more shapes. Itmay be enhanced by tone, texture and colour. Form isconsidered three-dimensional. It can be illustrated orconstructed. Examples worth considering are the pyramids, thearchitecture of Frank O’Gehry and three-dimensional computermodelling.

38 VCE STUDY DESIGN


Texture

Texture may be achieved by the combination of elements suchas point and line. It may be applied in a realistic or abstract styleto create an arbitrary pattern or to simulate the finish of a material.Examples worth considering are frottage, mixed media, tapestryweaves.

Colour

Colour should be considered in conjunction with the otherelements. If used well it can add interest and excitement to apiece of visual communication. Colour may be used to specifyareas, distinguish form, and highlight compositional aspects suchas hierarchy. Examples worth considering are Fauvism, stainedglass windows, RGB monitors.

Letterform

Letterform can be an abstract physical representation of thespoken word and can be manipulated to have an impact on thequality of the visual message. Letterform can be used to expressa word visually and to creatively reinforce the meaning of a wordor act solely as a decorative device. Examples worth consideringare film credits, corporate logos, book titles.

Tone

Tone may be used to describe form in terms of its shadows andhighlights, and to create the effect of two-dimensional and three-dimensional volume. Examples worth considering are black andwhite photography, cross hatching, Chiaroscuro.

VCE STUDY DESIGN 39


Design principlesDesign principles are simply ways of arranging or organising design elements. In this study designthey are considered to be: figure–ground, balance, contrast, cropping, hierarchy, scale, proportionand pattern (repetition and alternation).

Figure–ground

Figure and ground work together within images to establishthe importance of visual information within a picture plane.‘Figure’ refers to images that are more visually dominant thanthe ground on which they are placed within a composition.Figure may also be known as ‘positive space’ or ‘form’. Groundcan be known as ‘background’, ‘negative space’ or ‘counterform’. Examples worth considering are optical art, interiordesign, Man Ray’s photography, Henri Matisse, AlexanderCalder’s mobiles and typography.

Balance

This may be ‘symmetrical’ where elements are mirrored onopposite sides of a visual axis to create a stable and formalcomposition, or ‘asymmetrical’ where balanced elements, notmirrored on opposite sides of a visual axis, create a dynamicinformal composition. Examples worth considering areBrunelleschi’s architecture, magazine layouts and furnituredesigns.

Contrast

All effective combinations of forms are based on qualitativecontrasts. Contrast should always be thought of in terms ofcreating tension between opposites: large–small, light–dark,soft–hard, etc. Examples worth considering are serif and sansserif type, transparency and opacity, matt or gloss surfaces.

Cropping

An image can be modified by selecting an area of interest toemphasise, create dominance or simply to clarify information.Examples worth considering are viewfinders and Pop Art.

40 VCE STUDY DESIGN


Hierarchy

Visual information can be arranged in order of importance.Factors determining the hierachy may be the size, colour orplacement of the visual components and/or the arrangement ofthe information. For example, the focal point of a compositiondraws attention to specific information. Examples worthconsidering are letterheads, newspapers and magazines.

Scale

Scale generally refers to the size of the figure on the ground. Itsrelative size and scale will determine the hierarchy of visualcomponents within the presentation. Examples worthconsidering are Andy Goldsworthy’s sculpture, Ladislav Sutnarand Piet Mondrian’s paintings.

Proportion

This is the comparative relationship between the size ofcomponents or parts of components within a visual presentation.Examples worth considering are the Golden Section, Palladio’sarchitecture and ergonomics.

Pattern

Pattern is the repetition or alternation of one or more componentsto create a visual unit. Any visual element can be used to createa pattern. Repetition can be very powerful in creating a sense oforder in a piece. Alternation can create more complex patternsthan those created by repetition alone. Examples worthconsidering are textile design, aerial photography, camouflageand the Seagram Building.

Repetition Alternation Pattern

VCE STUDY DESIGN 41


Drawing methodsThe drawing systems are orthogonal, paraline and perspective.

Two-dimensional

Orthogonal: Three-dimensional objects are drawn in separatebut aligned two-dimensional views: a top view, and front andside views which may include sectional views.

(The Australian Standards Association publication, TechnicalDrawing for Students, SAA/SNZ HBI: 1994, Standards Australia,Homebush NSW, provides explanations of rules andconventions.)

Three-dimensional

Paraline: Objects are drawn with the receding lines remainingparallel to each other (hence the term ‘para-line’). Paralines maybe:

Oblique: The front of the object is drawn straight on and thesides usually recede at 45 degrees.

Isometric: Both sides of the object recede at 30 degrees.

Planometric: The base and top of the object retain their trueshape, but are drawn on an angle so that both sides recede at45 degrees (or one side recedes at 30 degrees and the other at60 degrees).

Perspective: Objects are drawn in a way which approximateshuman vision because the receding lines converge towards thehorizon rather than remain parallel to each other.

42 VCE STUDY DESIGN


USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY

In designing courses and developing learning activities for Visual Communication and Design, theuse and application of information and communications technology such as computer-based learning,multimedia and the World Wide Web is an integral component of Unit 1 Outcome 3, Unit 2 Outcome3 and Unit 3 Outcome 1.

The use of computers, digital cameras, scanners, printers and reprographic equipment, such asomnichrome, photocopiers and cameras, are also encouraged in other outcomes in this study.

A range of software programs can be used in the completion of outcomes. These might include CADprograms such as AutoCAD or QuickCAD, digital imaging programs such as Adobe Photoshop orIllustrator, Corel Draw and Macromedia Freehand, publishing programs such as QuarkXPress orPageMaker and Microsoft Word for written tasks. Other programs may be selected as appropriate.

KEY COMPETENCIES/EMPLOYABILITY SKILLS

Students undertaking the following types of assessment, in addition to demonstrating their understandingand mastery of the content of the study, typically demonstrate the following generic/employability skills.

Task type Generic/Employability skills

Folio Planning and organisation

Developmental folio Self management, planning and organisation

Written response Planning and organisation, (written) communication

Written brief Initiative and enterprise, teamwork (with ‘client’)

Oral report Planning and organisation, (oral) communication

Test Problem solving, planning and organisation, (written) communication,self management

Structured questions Problem solving, planning and organisation

Annotated visual report Initiative and enterprise, technology

Essay Planning and organisation, (written) communication

LEARNING ACTIVITIES

Examples of learning activities for each unit are provided in the following sections. Exampleshighlighted by a shaded box are explained in detail in accompanying boxes. The examples that makeuse of information and communications technology are identified by this icon .

VCE STUDY DESIGN 43


Students draw a freehand view of a simple blockform.

Add another block, offset on the first, and producea freehand oblique drawing.

Add another block, again offset and produce afreehand isometric drawing.

Using this same arrangement produce aplanometric drawing.

Using instruments, redraw the samearrangement as an orthogonal drawing.

Using instruments, produce a measuredisometric drawing.

Apply fineliner to ink in the completed drawingsaccording to conventions.

This task can be extended by using a morecomplex base form such as a triangle orirregular shaped blocks such as an ‘L’.

Detailed example

INTRODUCE PARALINE DRAWING METHODS

Unit 1: Visual communication

AREA OF STUDY 1: Instrumental drawing

Outcome 1 Examples of learning activities

Completeinstrumentaldrawings using arange of paralinedrawing systems.

introduce two-dimensional orthogonal drawing and related ASA conventions, thenintroduce the three-dimensional drawing methods through explanation,demonstration and application using a worksheet that gradually increases the levelof expertise required

progressively use simple block based objects to develop understanding of moretwo-dimensional and three-dimensional complex forms

provide a worksheet with a range of different orthogonal problems, increasing indifficulty; students may sketch the solutions to these problems prior to commencingthe instrumental response in their development books; introduce the skills ofinstrumental drawing using manual drawing techniques

introduce the skills of electronic instrumental drawing through the development oforthogonal views using programs such as Corel Draw/Adobe Illustrator or Autodesk,AutoCAD/Graphsoft MiniCAD

introduce three-dimensional paraline drawing systems by providing students with aworksheet with a range of simple three-dimensional objects that are to bereproduced in all three drawing systems, i.e. oblique, isometric and planometric,using manual and/or electronic drawing methods

taking two-dimensional orthogonal drawings produce a three-dimensional paralinedrawing in response; then reverse this process by presenting a paraline drawing/s,requiring an orthogonal response using a manual and/or electronic instrumentaldrawing method

provide simple three-dimensional objects (grouped arrangement of licorice blocks;cup, saucer and teapot; plumbing pipes such as plastic straights, joins, elbows) andproduce these as a set of orthogonal and related paraline instrumental drawings; toadvance students, select objects with more complex forms such as a toaster, kettle,mobile phone

44 VCE STUDY DESIGN


AREA OF STUDY 2: Freehand drawing and rendering


Draw from directobservation, inproportion, andrender thedrawings.

introduce one- and two-point freehand perspective drawing and locate horizonline, vanishing point/s from existing images

draw buildings to explore freehand perspective drawing and observe how lightfalls on surfaces, and how shade and shadow impacts on buildings

select one object and redraw using a range of media and rendering techniques;set up a ‘still life’ arrangement of objects, draw and observe and recordproportion, scale and relationships, applying rendering skills

use freehand drawing and rendering methods to explore a range of differenttextured objects

using both one- and two-point perspective, draw from observation randomlyplaced pencils to demonstrate their form and relationship

Detailed example

OBSERVATIONAL DRAWING AND RENDERING TECHNIQUES

Students draw from observation a simpledomestic object such as a coffee mug, a waterjug, a spanner.

Students draw the object from observation usingfreehand drawing and a lead pencil to tonallyrender the object, indicating an awareness of alight source, and the shadow cast.

Students redraw this object a number of timesusing a range of rendering methods such asstippling, hatching, etc. to visually expand theperception of the object.

Students draw the object by using a range ofmedia such as markers, ink, and coloured

pencils, to expand the richness of the object andhighlight surface textures and finishes.

Using this knowledge, students then explore asimple composition of related objects, drawingfrom observation, noting how light, shadow andshade behave.

Students then produce a freehand rendered imageof the same composition and apply an appropriaterendering technique using related media to visuallyenhance the image. This may be a literal orimaginative interpretation drawn from the initialexercise.

VCE STUDY DESIGN 45


AREA OF STUDY 3: Design elements and design principles


Explore and applydesign elements andprinciples to satisfy astated purpose.

use manual freehand drawing to apply design elements and principles to generate arange of initial concepts for a logo to promote a favourite study at school

provide a stated purpose that develops a series of images to instruct users on howto best care for and operate a product

provide a stated purpose that generates initial ideas for skateboard surface design tovisually enhance its appeal

manually generate concepts using design elements and principles to satisfy aspecified purpose, for example symbols to identify types of activities at an adventurecamp such as beach/surf, ski/outdoors, artistic pursuits, etc.

learn about the scanning process and then scan two preferred concepts into imagemanipulation software such as Photoshop; use computers to develop and refinesymbols further

use circular and rectangular shapes to explore the relationship between designelements and principles; for example, work with a circle shape as ‘figure’ and arectangular shape as ‘ground’; provide an image of a circle repeated five times toform a horizontal line which is placed symmetrically across the rectangle; redraw thisarrangement to demonstrate an asymmetric composition

Detailed example

USING DESIGN ELEMENTS AND PRINCIPLES TO MEET A STATED PURPOSE

Stated purpose: Produce initial concepts for aseries of images to instruct users on how to bestcare for and operate a product.

Students are provided with a verbal statementoutlining a four-step process to be placed on theside of cookware packaging.

Students use freehand drawing to developimagery. They explore selected design elementsand design principles to represent ideas that bestdepict the object and the related instructions.

Students use digital photography to trialdifferent placements of the product andrelationships with the rest of the composition.They select the best placement of componentswithin the composition. They transfer eitherdeveloped drawings or photographs (or a mix ofboth) using image manipulation software toenhance the visual quality of each image. Studentscheck to ensure an audience can clearly followinstructions. A caption may be added to supporteach image.

46 VCE STUDY DESIGN


AREA OF STUDY 4: Design process


Describe thenature of thedesign process inthe production ofvisualcommunications.

discuss examples of communication needs and the methods that may be used togather and organise information about these needs

identify purposes of visual communications and discuss how they may relate tothe needs of clients and be relevant to specific audiences; explain how specificdesign elements and principles have been used to achieve those purposes

analyse different examples of visual communication; discuss how the designprocess determined material/s used, method/s applied and media used;describe how these decisions affected each type of final presentation

research and prepare an oral report on how an example of a visualcommunication was designed by designer/s in an organisation; include visualmaterial to illustrate how the designer/s went about their work

watch a video of a designer working through a brief and use a series ofannotated drawings to document stages or aspects of the process followed bythe designer; explain how the visual communication was produced to satisfy thecommunication need

Detailed example

DESCRIBING THE DESIGN PROCESS

Students are given a copy of the table‘Components of a design process’ on page 35 ofthe study design. This table outlines a designprocess. The process and ideas are discussedand defined.

Using the written structure of the designprocess, students create an explanatory diagramof this process.

Students listen to a speaker or view a videodescribing how the design process is applied toresolve a communication need in a particularcircumstance and/or by a specific individual.

Students prepare an oral report comparing andcontrasting the design process followed in anindividual circumstance with that outlined in thetable ‘Components of a design process’.

Students prepare written notes to accompany anoral presentation as well as a diagram showinghow the design process was followed in theindividual case. The table should identify researchundertaken, ways of generating ideas, audienceand client factors, use of materials, methods,media and presentations completed, andevaluative strategies undertaken.

VCE STUDY DESIGN 47


Unit 2: Communication in context

AREA OF STUDY 1: Representing and communicating form


Use freehand andinstrumentaldrawings todevelop imagesthat represent andcommunicateform.

provide students with an orthogonal drawing of a lounge chair and have them add asectional view from an indicated direction to reveal its inner structure (advice on theframing and filling materials will need to be included with the orthogonal drawing)

manually draw three letters as isometric forms; the arrangement should include bothstraight and curved letterform; the three objects should be placed to create a visuallyappealing composition

complete a fully dimensioned third-angle orthogonal drawing of a juice carton with ascrew top, following ASA conventions; draw the object using paraline drawing; add asurface design and letterform to identify the product to extend instrumental drawingskills

measure a plastic lemon juicer; produce a series of paraline instrumental drawingsfrom direct observation

design a beach house that incorporates environmental efficiency; produce a planview and elevations

Detailed example

PARALINE DRAWING

Revise theory on paraline drawing methods ofisometric and third-angle orthogonal drawing.

Students construct an orthogonal drawing of aplastic lemon juicer on a drawing scale 1:1; theythen dimension, label (letterform) and ink thedrawing following ASA conventions.

Next they produce a full cross section throughthe line that divides the spout and grip.

Students construct to half scale the ‘plasticlemon juicer’, taking into account the series ofcurved/hexagonal shapes using the isometricdrawing system.

They trace over the constructed drawing and addtwo constructed shapes to form a compositionalrelationship with a glass and half a lemon.

Students produce an orthogonal view of either thethree-dimensional glass or sectioned lemon.

Extension work

Students establish shadows and light source, thencolour render in pencil to show the textures andtonal qualities of the fleshy/pithy lemon, the highcontrast reflections of transparent glass and thesoft tonal qualities of the frosted blue plasticlemon juicer. They then produce one of thedrawings as a digitised image.

48 VCE STUDY DESIGN


AREA OF STUDY 2: Developing imagery


Use freehanddrawings in thedevelopment ofrendered three-dimensionalimages.

use freehand drawing to generate a name or word using one-point perspective; makemultiple copies of this and then render to create different surface textures such aschrome, wood, denim, wool

explore a natural object through drawing from observation and explore through theapplication of design elements

from observation draw a child’s toy such as a car, a karaoke player or soft toys; usethis drawing to create a three-dimensional book character; include different viewssuch as a bird or worm’s eye view to form a composition demonstrating knowledge ofhierarchy and relationship; use these as a basis for a rendered concept illustration orcaricature, with consideration of light, shade and shadow

generate quick tonal freehand drawings using a 6b pencil to capture a busy settingsuch as the local train station, canteen queue, lockers at bell time, sets or rehearsalfor the school play

use a mouse to electronically freehand draw an object (pencil, sharpener) using thefreehand line tool, to capture form, light, shade and shadow; change the balance ofdesign elements to generate a number of interesting visual interpretations

Detailed example

EXPLORING A NATURAL OBJECT

Sketch a natural object such as a shell, flower,rock, seedpod or leaf.

Sketch from a variety of viewpoints and explorea range of media and rendering styles (dot,hatching, tonal) to visually enhance the object.

Using five 100 x 100 mm squares, explore thevisual qualities of the object drawn by simplifyingthe design elements to create two-dimensionalimages.

Using five 100 x 100 mm squares, developpatterns based on the evolving imagery; considermodifying colour, shape and form.

Evaluate and select the best solution and adaptthis to become a repeated tile pattern for abathroom or for the surface decoration of a tissuebox or packaging.

VCE STUDY DESIGN 49


AREA OF STUDY 3: Developing visual communication solutions


Apply a designprocess todevelop a visualcommunicationsolution to a settask.

revise the stages in a design process; generate possible solution/s to demonstrateability to apply materials, methods, media, design elements and design principles toexplore possible solutions; for example, produce a brochure for sporting teams in acompetition which presents concept illustrations of uniforms to be worn; theseimages are scanned into the computer and placed into a brochure demonstratinglayout knowledge

use a design process to develop a map for Year 6 students that suggests similaritiesand differences between primary and secondary school; encourage rapid freehanddrawing to generate initial ideas; use materials and different media to add a youthfulenergy to the imagery; use design elements and principles to increase the diversityof design options; use information and communications technology to further exploreimagery; encourage the use of ongoing evaluation using annotations to focus ondecisions made throughout the design process

use a letterform to explore possible solutions to represent a specific music genrefor an identified audience and context

apply a design process to develop possible solution/s for a movie poster; developimagery and letterform appropriate to the poster which is to be used to attractmembers of the public interested in a special midnight movie festival; select a themesuch as ‘thriller’, ‘romance’, ‘comedy’ as a focus for exploration

an Xtreme sports promoter requires logos for competition categories such as skate,inline, bmx, MotoX; the possible solution/s need to target an Xtreme sportsaudience; use information and communications technology to develop and refinepossible solution/s for one or more logo/s; refinement could include simplifying thelines, shapes, tones or colours to maximise visual appeal

Detailed example

THE DESIGN PROCESS AND CREATIVE LETTERFORM

Students select a name or word to represent amusic genre; for example, hip-hop, grunge,gothic, alternative, techno, hard rock, classic,easy listening. Research characteristics of themusic genre and collect images related to thegenre.

Students then select a sans serif font tofamiliarise themselves with the shapes ofcharacters in that word. Using design elementsand freehand drawing, they experiment with arange of media, methods and materials totransform it manually to something more

expressive. For example ‘white-out’ may be usedto delete some of the letterform detail from theword ‘grunge’ or a word may be cut into lino tocreate a raw or rough textured letterform.

Students then experiment with informationand communications technology to

transform their modified word into a letterformthat reflects the chosen mood.

Research to establish initial concepts.Development and refinement of the ‘word’ toreflect the chosen mood should be evidentthroughout the design process.

50 VCE STUDY DESIGN


AREA OF STUDY 4: Visual communication in context


Describe andanalysecontemporaryand historicalexamples ofvisualcommunicationsand explain howtheycommunicateideas, presentinformation andreflectinfluences.

discuss the visual presentation of information and ideas presented in contemporaryposters for such market niche groups as ‘sports fans’, ‘holiday goers’, ‘architects’,‘retirees’; different approaches used by the designers to achieve their intendedpurposes are identified during the discussion, for example, provision of detailedinformation, use of vivid imagery, appeal to emotions

provide examples of visual communications produced in different eras; in groups,discuss the influence of cultural and historical factors on these examples, and howcontemporary visual communications would present the ideas and informationevident in the visual communications from these eras; provide verbal feedback

select two examples of contemporary visual communication and produce a written/oral report which discusses the influence of current attitudes and values evident inthem

research historical style/s and movement/s, for example, Bauhaus; discuss howhistorical style/s and/or movement/s have influenced the production of acontemporary visual communication/s; use examples from the visualcommunications in the discussion

describe how materials, methods, media, design elements, design principles andfinal presentations communicate information and ideas in one contemporary andone historical example of a visual communication

VCE STUDY DESIGN 51


Unit 3: Visual communication practices

AREA OF STUDY 1: Visual communication design


Apply the designprocess to producea final visualcommunicationpresentation thatsatisfies a specifiedcommunicationneed.

provide a sample communication need/s statement that gives basic information todefine the focus of the final presentation/s; discuss the information provided andrelate this back to the design process; devise own communication need/s statement

provide a diverse list of communication needs; for example, external signage for aresort, a CD cover for a band, a takeaway package to contain a fish and chip meal;an object used in the home such as a razor, high chair, can opener, electrictoothbrush, computer monitor, mobile phone; objects for leisure such as a car,boat, deck chair for camping; environmental changes such as a landscaperedesign with barbeque; select a communication need to pursue; outline in writingthe communication need in order to provide a direction for the design process

negotiate a communication need with a ‘real’ client

Detailed example

EXTERNAL SIGNAGE FOR A RESORT

Students define the communication need: LaireResort requires external signage.

The resort is located in a popular holidaydestination. The imagery should reflect thenatural environment of the location. Informationrequired on the sign/s is the name of the resort‘Laire’ and an accompanying visual. The clientwishes to give her establishment an ‘arty’atmosphere. Work from artists such as DeborahKline or Margaret Preston could be used forinspiration.

Students research and analyse information tocommence generating annotated concepts. Thiscould include researching the art style, collectingadditional visual information about the flora andfauna of the region and drawing local flora andfauna from direct observation.

Students use freehand drawing to explore arange of ideas in the development of imageryand related letterform. Students use perspectiveand paraline two-dimensional and three-dimensional drawing to convey informationrelated to the structure of the proposed sign/s.Annotations are used to monitor the designprocess.

Students produce a range of designalternatives manually and by applying

information and communications technology. Forexample, students use freehand illustration tocapture the spirit of the area and then exploreletterform to create a unique interpretation of theword ‘Laire’. Students continue to explore possibleresolutions by developing computer-generatedimagery to generate a series of images or takephotographs of the area and digitally enhancethem to extend their range of design alternatives.

Students investigate applications of materials,methods, media, design elements and designprinciples relative to the proposed finalpresentation/s format/s throughout thedevelopment and refining stages.

Students refine preferred options andestablish through evaluation any required

changes. They test, as appropriate, technicalreproduction details such as application of media,page set up, DPI, cmyk conversions prior toprinting.

Finally, students produce a final presentation of theproposed visual and a concept presentation or athree-dimensional model of the proposed signage.

52 VCE STUDY DESIGN


AREA OF STUDY 2: Visual communication analysis


Analyse andevaluate theeffectiveness of arange of visualcommunications.

research two examples of visual communications that have a similar theme but adifference audience; for example, fashion advertisements, furniture brochures, CDcovers or posters; identify how different audiences can be targeted through the useof different materials, methods, media, design elements and principles, and evaluatethe effectiveness of these visual communications

undertake a thematic approach to the three areas of study in the unit

discuss how design elements and design principles are applied in collaboration inexamples of visual communications

discuss how two design elements that are significant in a visual communication, forexample, shape and form, are used in the arrangement of the design principles toconvey information and/or ideas; discuss how each of these contributes to theeffectiveness of the communication of information and ideas

discuss how, for example, cropping and pattern, are used to convey information andideas in appropriate visual communications

discuss how standards and/or conventions (for example, third-angle conventions,mapping conventions, headings and labelling) are used in examples of visualcommunications to present information and ideas

discuss how examples of visual communication that are intended for the sameaudience and purpose use different ways to attract and maintain interest

analyse a range of visual communications that demonstrate a diversity of methods(see page 41 of the study design for examples of ‘methods’); present a report thatanalyses and evaluates examples of visual communications (these could include twoletterheads, two illustrations and two advertisements); this analysis could beundertaken as a series of activities

Detailed example

THEMATIC UNIT APPROACH

In this thematic approach to Unit 3, Outcome 2is completed initially. Then Outcome 3 isundertaken in order to model how aprofessional designer/s approaches anarchitectural drawing brief. Finally Outcome 1in which the communication need/s is definedin terms of an architectural project iscompleted.

Students complete the following tasks:

Analyse and evaluate the effectiveness of realestate billboards or advertising targeted at thehome buyer, and a brochure directed at corporateclients. Present a report that analyses the

audience, materials, methods and media used intheir production, and the application of designelements and principles used in each example.Include the visual material in the report.(Outcome 2)

Investigate, through an interview or listening to aguest speaker, the design process undertaken byan architect in the development of architecturaldrawings to meet the needs of a client.(Outcome 3)

Develop a set of plans, elevations and a model fora specified architectural project. (Outcome 1)

VCE STUDY DESIGN 53


AREA OF STUDY 3: Professional practice in visual communication


Discuss the rolesand relationshipsinvolved in thedesign andproduction ofvisualcommunicationsin the context ofprofessionalpractice.

interview a professional designer in the local and/or school community, focusing onthe roles and relationships involved in the design and production of visualcommunication for a client

screen a video/s that shows the roles and relationships involved in the design andproduction of visual communication/s in professional practice

identify and describe the skills applied by professional designers and specialist/s atstages throughout the design and production stages

interview a professional designer that works alone; discuss his/her application of thedesign process, considering decisions made and implemented throughout thedesign and production stages of a design brief to meet the client need/s; look at therelationship and interaction between the client and the designer; describe ways inwhich the designer responded to the brief at stages throughout the process

use information and communications technology such as the Internet and CD-ROMsto research information regarding processes employed by professional designers

discuss similarities and differences between examples of design briefs focusing onhow each establishes and defines a communication need/s

discuss how information and communications technology is used in the design andproduction of three different examples of visual communications

prepare a table that summarises decisions made about the choice of materials,methods, media, design elements and design principles in the production of twoexamples of visual communications

identify different stages in the production of visual communications; describe thesignificance of the client at each of these stages

Detailed example

PROFESSIONAL PRACTICE REPORT

Show a video/s about professional designersworking in professional practice that focuses onroles and relationships involved in the designand production of visual communication/s.Students take notes. Teachers may provideworksheets to highlight those aspects that dealwith the processes and procedures used inprofessional practice.

Attend a presentation given by a professionaldesigner.

Students prepare a report that discusses thedesigner/s at work on a brief as explored in thevideo or the presentation.

54 VCE STUDY DESIGN


Detailed example

A DESIGN BRIEF

(name and address supplied)

Dear ...,

The Hobart Consolidated have just registered asa sporting team. The new team, as yetunnamed, requires:

• a logo/corporate stationery

• a launch promotional poster.

My board has expectations that the imagery willreflect the dynamics and passion of the new clubto the broader sporting community. The short-term objective is to develop an identity through alogo that will quickly raise awareness of this newteam among the general public, to generateinterest and entice players signing up, and toattract sponsorship to provide much neededfinancial support. A promotional poster, whichwould also include the logo, is also required tobe placed in prominent locations such asschools, train stations, shopping centres andsporting venues. The designs required should be

non-gender specific but rather reflect thedynamics of our team. Although reflective of ayouth market, the imagery should have a broadmarket appeal.

The constraints include a time line of four weeksto develop design alternatives and an initialbudget of $10,000 to produce concepts to theclient for consideration. The client would like thedesign to be limited to three colours; however,the poster will be left completely to you.

The name and logo should be drawn fromimagery that reflects Tasmania’s natural assets.The final presentations must be complementaryto, but distinctively different from, existingsporting logos and corporate applications.Presentation formats should also be identified.

Note: Additional information could beprovided to ensure there is enough detail forboth final presentations without being tooprescriptive.

Unit 4: Designing to a brief

AREA OF STUDY 1: The brief


Prepare one briefthat describes aclient’scommunicationneed and specifiespossibleresolutions, andproposes twodistinct final visualcommunicationpresentationssuitable for astated audience/s.

list topics or generate, through discussion, a list of topics of interest, for example aset of stamps and related promotional material; a poster and logo for a MelbourneFestival; a promotional flyer and CD cover for a newly formed music band; anarchitectural model and a concept brochure for a construction company; a movieposter and tickets for a cinema; a website design for the zoo including interactivelocation guide and related promotional material; an animation to use in anadvertisement for an animal rescue centre and stationery/logo

formulate a fictitious brief that will show strengths in at least two preferred methodssuch as photography and computers, or printmaking and freehand drawing

write a letter from a fictitious client outlining clearly the client’s needs,the purpose of the visual communication and the limitations placed upon itsdevelopment

prepare a brief negotiated with a real client; conduct an interview with the client andcollect additional information through research prior to completing the brief

VCE STUDY DESIGN 55


AREA OF STUDY 2: Developmental work

Outcome 2 Example of a learning activity

Preparedevelopmental workthat explores designconcepts relevant tothe requirements ofthe brief developedfor Outcome 1 andfulfils therequirements of thatbrief.

direction is determined in Outcome 1; the following detailed example is based onthe sample brief provided for Outcome 1

Detailed example

DEVELOPMENTAL WORK

Brief

Develop a logo, corporate stationery and alaunch promotional poster for HobartConsolidated. (See detailed example on p. 54.)

Research

The flora and fauna of Tasmania, use ofthe Internet to obtain additional information suchas a map of Tasmania, major tourist attractions,historical or cultural features of the state. Collectexamples of opposition team logos and anypromotional material, look further afield toidentify excellent sporting logos in other sportsareas. Use annotations and initial freehanddrawing to develop initial ideas.

Generate, develop and refine ideas

Explore a range of ideas to develop a name andlogo. (Presentation 1) This could include theTasmanian tigers, sharks, crays, whales, apples.Further explore initial concepts; considermaterials, methods, media, design elements andprinciples within the context of the presentationformats defined in the brief.

Evaluate the options through critical appraisaland annotations.

Select and refine preferred options for furtherexploration:

• Consider the use of both two- and three-dimensional approaches.

• Use design elements and principles todetermine the compositional components ofthe logo and letterform.

• Select one or two solution/s for furtherdevelopment, noting the reason/s for theselection. Perhaps seek client feedback atthis point.

• Explore media and materials relative to a rangeof methods, including the use of informationand communications technology.

• Refine the composition using design elementsand principles to ensure effectivecommunication of ideas and/or message.Check the brief to ensure the client andaudience needs are met.

• Ensure conventions, if appropriate, areobserved.

Explore a range of ideas for the poster. Then trialmaterials, media and presentation formats.(Presentation 2) Some decisions made will beinfluenced by the direction chosen inPresentation 1.

Using the initial research and developed ideas,produce a range of freehand-drawn options.

Select preferred options for furtherrefinement through the use of design

elements and principles, exploration of materials,methods and media which could be manual and/orinformation and communications technologybased.

Evaluate and refine for final production ofpresentation.

Use coloured mock-ups of both presentations toensure technical and creative content clearlycommunicates the required communicationneed/s.

56 VCE STUDY DESIGN


AREA OF STUDY 3: Final presentations

Outcome 3 Example of a learning activity

Produce two distinctfinal visualcommunicationpresentations thatsatisfy therequirements of thebrief developed forOutcome 1.

produce two distinct final visual communication presentations on twopresentation formats

Detailed example

EXAMPLES OF FINAL PRESENTATIONS

Example 1

Final Presentation 1: corporate stationery setPresentation format: cardboard. All three partsof this final presentation are presented to truescale and mounted on cardboard to demonstratevisual unity.Part a: corporate letterhead on an A4 pagePart b: corporate logo on an envelopePart c: corporate logo adapted to a businesscard

Final Presentation 2: carry bagPresentation format: three-dimensional model(prototype)Part a: constructed model showing physicalcharacteristics of the carry bagPart b: surface design on the carry bag

Example 2

Final Presentation 1: logoPresentation format: any two-dimensionalsurface

Final Presentation 2: brochurePresentation format: folded paper surface withvisual information applied

Example 3

Final Presentation 1: logoPresentation format: T-shirt

Final Presentation 2: posterPresentation format: any flat two-dimensionalsurface (may be window mounted)

Example 4

Final Presentation 1: logoPresentation format: cap

Final Presentation 2: brochurePresentation format: any flat two-dimensionalsurfacePart a: outer brochure layout demonstratingplacement of visual informationPart b: inner brochure layout displaying placementof visual solution

Example 5

Final Presentation 1: concept design of aninteractive multimedia game platform

Presentation format: three-dimensional scaledrepresentation of the platform

Final Presentation 2: garment design (for acharacter in an interactive multimedia game)Part a: orthogonal information presented as a one-fifth scaled patternPresentation format: two-dimensional surfacePart b: illustration of proposed garmentPresentation format: A3 illustration boardPart c: constructed garmentPresentation format: three-dimensional prototype

continued

VCE STUDY DESIGN 57


Detailed example (continued)

Example 6

Final Presentation 1: concept design of anappliancePresentation format: three-dimensional scaledmodel (to represent the appliance)

Final Presentation 2: multimediapresentation concept

Part a: the data file on appropriate monitor/display unitPresentation format: computer filePart b: storyboardPresentation format: paper

Example 7

Final Presentation 1: working drawings of abuilding; room layout using composite orthogonalinformation showing dimensioned floor plan andelevationsPresentation format: two-dimensional surface, forexample, paper

Final Presentation 2: visual display of buildingcharacteristics

Part a: building interiorPresentation format: three-dimensional modelPart b: constructed illustration(s) using isometric,planometric, and/or perspective drawing methodsPresentation format: paper

58 VCE STUDY DESIGN


SCHOOL-ASSESSED COURSEWORK

In Unit 3 teachers must select appropriate tasks from the assessment table provided for the unit. Advice on theassessment tasks and performance descriptors to assist teachers in designing and marking assessment tasks willbe published by the Victorian Curriculum and Assessment Authority in an assessment handbook. The following isan example of a teacher’s assessment program using a selection of the tasks from the Unit 3 assessment table.

Outcomes Marks allocated Assessment tasks

Unit 3

Outcome 1

Apply the design process to produce a finalvisual communication presentation thatsatisfies a specific communication need.

Outcome 2

Analyse and evaluate the effectiveness of arange of visual communications.

A folio of work that is based on the development of apackage design and related surface imagery. Thefolio should demonstrate the clear application of thedesign process, including:• Research and analysis of information relevant to

the communication need.• Manual drawing including freehand drawing and

drawing from direct observation.• Application of a range of materials, media, design

elements, design principles, drawing methodsincluding two-dimensional and three-dimensionaldrawings and information and communicationstechnology.

• Application of Australian Standards conventions,where appropriate.

• Selection, development and refinement of designalternatives that suit the initial communicationneed.

• Production of a final presentation to satisfy theinitial communication need.

Total marks for Unit 3 100

Outcome 3

Discuss the roles and relationships involved inthe design and production of visualcommunications in the context of professionalpractice.

A series of structured questions taken under testconditions that enable students to clearlydemonstrate an understanding of the roles andrelationships that exist in professional practice in thedesign and production of visual communications.

An essay requiring the analysis and evaluation ofthree examples of visual communication; anadvertising poster, website and logo.

60

20

20

VCE STUDY DESIGN 59


Outcomes Marks allocated Assessment tasks


Unit 4

Outcome 1

Prepare one brief that describes a client’scommunication need and specifies possibleresolutions, and proposes two distinct finalvisual communication presentations suitablefor a stated audience/s.

Outcome 2

Prepare developmental work that exploresdesign concepts relevant to the requirementsof the brief developed for Outcome 1 andfulfils the requirements of that brief.

Write a brief detailing the need for a logo and apromotional website for a film production company.Identify audience/s, purpose/s, context/s andpresentation formats.

Outcome 3

Produce two distinct final visualcommunication presentations that satisfy therequirements of the brief developed forOutcome 1.

Produce the two distinct final presentations on twopresentation formats that fulfil the need/s of the clientas detailed in the initial brief.

Prepare a folio of visual communicationdevelopmental work for two final presentations.Final Presentation 1: logo and Final Presentation 2:a promotional website. The folio should include:• Research for inspiration and ideas that show

analysis and interpretation of material relevantto the brief.

• Generation and exploration of a range of designconcepts related to the brief through applicationof methods, media, material, design elements,design principles and possible presentationformats.

• The production and evaluation of mock-ups.



SCHOOL-ASSESSED TASK

In Unit 4 teachers must provide students with the opportunities to complete the school-assessed task.The following is an example of a teacher’s assessment program based on the tasks from the Unit 4assessment table.

60 VCE STUDY DESIGN


SUITABLE RESOURCES

Courses must be developed within the framework of the study design: the areas of study, outcomestatements, and key knowledge and skills.

Some of the print resources listed in this section may be out of print. They have been includedbecause they may still be available from libraries, bookshops and private collections.

GENERAL

Books

Aldrich-Ruenzel, N & Fennell, J (eds) 1991, Designer’s Guide toTypography, Phaidon, New York.

Carter, DE 1989, E.V.Olution of Design, Art Direction Book Co,New York.

Craig, J 1990, Basic Typography: A Design Manual, Watson-Guptill, New York.

Cropper, M & Haller, L 1994, Fresh Ideas in Corporate Identity,North Light Books, Ohio.

DL Design Library, 1996, Poster Art, Rockport, USA.

Feierabend, P (ed.) 1999, Graphic Design, Page One PublishingPty Ltd, Singapore.

Itten, J, 1975, Design and Form: The Basic Course at the Bauhaus,John Wiley & Sons, New Jersey.

Lawson, B 1998, How Designers Think: The Design ProcessDemystified, 2nd edn, Butterworth Architecture, USA.

Livingston, A & Livingston, I 1992, The Thames & HudsonDictionary of Graphic Design and Designers, Thames & Hudson,USA.

Lupton, E 1996, Mixing Messages: Contemporary Graphic Designin Contemporary Culture, Cooper Hewitt National DesignMuseum, Smithsonian Institute and Thames & Hudson, USA.

Macleod, K & Three Deep Design 2002, Bird, Three Deep Design,Australia (fashion design).

McQuiston, L & Kitts, B 1991, Graphic Design Source Book,Chartwell Books Inc., UK (a visual reference to 20th-centurygraphic design).

PBC International Staff 1989, Great Packaging-Graphics, PBCInternational Inc, Glen Cove, New York.

Poynor, R (ed.) 2000, Typography: Now the Next Wave, Booth-Clibborn, UK.

Shimizu, Y 1990, Marker Works from Japan, Graphic-sha PubCo, Tokyo.

Supon Design Group 1997, Breaking The Rules – In graphicDesign, Rockport Publishers, USA.

Swan, A 1997, The New Graphic Design School, John Wiley &Sons, USA.

Thorgerson, S & Powell, A 1999, 100 Best Album Covers, DorlingKindersley Limited, UK.

UNIT 1

Books

Ainsworth, R & Ainsworth, J 1993, The Sketching Book,Scholastic, USA.

Ching, F 1990, Drawing: A Creative Process, Van NostrandReinholdt, USA.

Ching, F 2002, Architectural Graphics, Wiley, USA.

Doyle, ME 1999, Color Drawing, Van Nostrand Reinholdt, USA.

Edwards, B 1985, Drawing on the Right Side of the Brain,Fontana, UK.

Fair, D & Kenny, M 1987, Design Graphics, Hodder, UK.

Giesecke, FE 1988, Technical Drawing Problems, MacmillanPublishing, USA.

Gill, RW 1984, Rendering With Pen and Ink, Thames & Hudson,Australia.

Holland, DK 1997, Design in Depth, Rockport, USA.

Industrial Design Workshop 2, 1994, The creative process behindproduct design, Meisei Publications, Japan.

Kemnitzer, RB 1998, Rendering with Markers, Watson-Guptill,New York.

Parramon, JM 1988, How to Paint With Colored Pencil, Watson-Guptill, New York.

Parramon, JM 1991, Light and Shade, Watson-Guptill, New York.

Peterson, BL 1996, Using Design Basics to Get Creative Results,North Light, USA.

Shimizu, Y 1990, Creative Marker Techniques, Graphic-sha PubCo, Tokyo.

Standards of Australia, 1994, General Principles of TechnicalDrawing AS1100 Australian Standards Association, Homebush,NSW.

Taylor, T et al. 1996, How to Draw Cars Like a Pro, Motor Books,USA.

Ungar, J 1985, Rendering in Mixed Media, Watson-Guptill, USA.

Wilde, J & Wilde, R 1991, Visual Literacy, Watson-Guptill, USA.

Wong, W 1993, Principles of Form and Design, Van NostrandReinholdt, USA.

VCE STUDY DESIGN 61


UNIT 2

Books

Ainsworth, R & Ainsworth, J 1993, The Sketching Book,Scholastic, USA.

Alexander, R & Batstone, K 1994, A Handbook for GardenDesigners, Ward lock, UK.

Ashford, J & Odahn, MJ 2000, Start with a Scan, Peachpit, USA.

Blackwell, L 1999, Twentieth Century Type: Remix, LaurenceKing, UK.

Bossert, J 1998, Children’s Book Illustration: Step By StepTechniques, Roto Vision, Switzerland.

Carter, DE (ed.) 1997, Fun With Fonts, Hearst Books International,USA.

Ching, F 2002, Architectural Graphics, John Wiley, USA.

Drake, N 1994, Fashion Illustration Today, Thames & Hudson,UK.


Heller, S 1995, The Business of Illustration, Watson-Guptill, USA.

Howard, RJ 1992, The Illustrator’s Bible, Watson-Guptill, USA.

Industrial Design Workshop 2 1994, The creative process behindproduct design, Meisei Publications, Japan.

Kemnitzer, RB 1998, Rendering with Markers, Watson-Guptill,USA.

Miller, AR & Brown, JM 2000, What Logos Do and How They DoIt, Rockport, USA.

Pathak, H 1998, Structural Package Design, Pepin, Amsterdam.

Sawahata, L 1998, Building Great Designs on a Limited Budget– Graphic Ideas Resources, Rockport, USA.

Seaman, J 1996, Fashion Illustration: Basic Techniques, Batsford,UK.

Shimizu, Y 1990, Marker Works from Japan, Graphic-sha PubCo, Tokyo.

Takamura, Z 1991, The Use of Markers in Fashion Illustrations,Graphic-sha Pub Co, Tokyo.

Walker, T 1999, Plan Graphics, Wiley, USA.

Ward, D 1988, Creative Ad Design and Illustration, North Light,USA.

Wozencroft, J 1988, Graphic Language of Neville Brody, Thames& Hudson, UK.

Wozencroft, J 1994, Graphic Language of Neville Brody 2,Thames & Hudson, UK.

Ziegler, K & Greco, N 1996, Digitalink: Digital Design andAdvertising, Dimensional Illustrators, USA.

UNITS 2 AND 3

Books

Bogle, M 1998, Design in Australia, Craftsman, Australia.

Cato, K 1995, Cato Design, Thames & Hudson, London.

Cutting Edge (series of 7), Thames & Hudson, UK:Farrelly, L 1998, Tibor Kalman.Kingswell, T 1998, Red or Dead.Polhemus, T 1998, Diesel.Sweet, F 1998, Alessi: Art and Poetry.Sweet, F 1999, Frog: Form follows emotion.

Design Icons (series of 8), Viking, Australia:Attwood, D 1997, Radio.Clark, P 1997, The Phone.Clarke, P 1998, The Watch.Colombo, S 1997, The Chair.Julier, G 1999, The Teapot.McIntyre, K 1998, The Desk Lamp.Woodham, JM 1997, The Kettle.Woodham, JM 1998, The Pen.

Golding, S 1997, Photomontage, Rockport, USA.

Heller, S 1988, Graphic Style, Thames & Hudson, UK.

Heller, S & Chwast, S 1989, Graphic Styles, Abrams, USA.

Ireland, JP et al. 1992, Introduction to Fashion Design, Batsford,UK.

McDermott, C 1997, 20th-Century Design, Viking, UK.

Meggs, PB 1998, History of Graphic Design, Wiley, USA.

Peterson, BL 1996, Using Design Basics to Get Creative Results,North Light Books, USA.

Phaidon Press 1998, The Fashion Book, Phaidon, Australia.

Radice, B 1985, Memphis, Thames & Hudson, UK.

Rowland, A 1997, Bauhaus Source Book, Quantum, UK.

Tambini, M 1996, The Look of the Century, Dorling Kindersley,UK.

Yusuf, N 1998, Georgina Von Etzdorf: Sensuality, Art and Fabric.

UNIT 3

Books

Beddard, P et al. 1996, Nocturnal:Global Highflyers, Booth-Clibborn, UK.

Blackwell, L 1995, The End of Print: The Graphic Design of DavidCarson, Laurence King, UK.

Cato, K 1998, Hindsight: Lessons for Young Designers,Craftsman, Australia.

Fiell, C & Fiell P 2000, Industrial Design A-Z, Taschen, USA.

Gabra-Liddell, 1998, Alessi: The Design Factory, Academy, UK.


62 VCE STUDY DESIGN


Grey, J 1997, Kitchen – Home Design Workbooks, DorlingKindersley, UK.

Heller, S 1995, That’s Entertainment, PBC, USA.

Industrial Design Workshop 2 1994, The creative process behindproduct design, Meisei Publications, Japan.

Martin, D 1996, Street Smart, North Light Books, USA.

Martin, D 1997, Graphic Design: Inspirations and Innovations 2,North Light Books, USA.

Supon Design Group, 1995, Breaking Rules in Graphic Design,Rockport, USA.

UNITS 3 AND 4

Books

Dover, L (ed.) 1995, Print’s Best: Logo’s and Symbols 4, RCPublications Inc, New York.

Fashion Memoir (series), 1997, Thames & Hudson, USA.

Sidles, CJ 2000, Building Innovative Design through CreativePre-press Techniques, Rockport Publishers, USA.

Stafford C (ed.), 1999, 50 Trade Secrets of Great DesignPackaging, Rockport Publishers, USA.

Swan, A 1989, Layout Source Book, Wellfleet Press, USA.

Wozencroft, J 1994, The Graphic Language of Neville Brody (1and 2), Thames & Hudson, USA.

UNIT 4

Books

Blackwell, L 1996, Contemporary Graphic Design, Laurence King,UK.

Byars, M 1999, 100 Designs/100 Years, RotoVision, East Sussex.

Byars, M 1999, 50 Sports Wares, RotoVision, East Sussex.

Cropper, M 1994, Fresh Ideas in Corporate Identity, North LightBooks, USA.

Cullen, CD 1998, The Best Direct Response Design, Rockport,USA.

Haller, L 1994, Fresh Ideas in Promotions, North Light Books,USA.

Holland, DK 1997, Marketing by Design, Rockport, USA.

Landa, R 1996, Graphic Design Solutions, Decmar, USA.

Mambo 1994, Art Irritates Life, Mambo Graphics, Sydney.

Walton, R & Duncan, B 1998, Sight for Sound, Hearst BooksInternational, USA.

Zappaterra, Y 1998 Illustration: Real World Projects, RotoVision,East Sussex.

UNITS 2, 3 AND 4

Books

Carter, DE 2000, Cool Cards 2, Watson-Guptill, USA.

Carter, DE 2000, The Big Book of Logos, Watson-Guptill, USA.

Couture, LA 2001, New London; the Edge of Graphic Design,Rockport, USA.

Frankel, S 2001, Visionaries, Interviews with Fashion Designers,V & A Publications, London (resource for fashion).

Heller, S & Fink, A 1999, Less is More; the New Simplicity inGraphic Design, North Light Books, USA.

Mason, D (ed.) 2001, Experimental Packaging, RotoVision, EastSussex.

Miyake, I et al. 1999, Issey Miyake Making Things, First ScaloEdition, Germany (resource for fashion).

Rashid, K 2001, I Want to Change the World, Thames & Hudson,UK (industrial design).

Rashid, H 2002, Asympiote: Flux, Phaidon Press, London(industrial design).

Rowland, A 1997, Bauhaus Source Book, Quantum Books, UK.

Williams, N 1993, Paper Work – the potential of paper in graphicdesign, Phaidon, London.

AUDIOVISUAL

Videos

Advanced Technical Drawing 1998, Classroom Video, Australia.

Art of Design Series, 2 programs 1998, UK, distributed by VideoEducation Australia.

Creating an Australian Icon: The Rip Curl Logo 1996, LearningEssentials, Malvern, Australia.

Creating a Corporate Image 1994, Video Education Australia,Australia.

Designing a Magazine 1994, Video Education Australia, Australia.

Designing a product 1994, UK, distributed by Video EducationAustralia.

Designing and Marketing of a New Product 1994, MarcomProjects, Australia.

Designing Dream Machines 1996, UK, distributed by VideoEducation Australia.

Graphic Designer (On the Job series) 1997, Video EducationAustralia, Australia.

Making Money 1995, Learning Essentials, Malvern, Australia.

Mambo – Wearing the Image 1995, Video Education Australia,Australia.

Right from the Start 1996, Video Education Australia, Australia.

Technical Graphics 1997, Classroom Video Australia.

The Zoo Brief 1996, Learning Essentials, Malvern, Australia.

VCE STUDY DESIGN 63


GENERAL

Journals and periodicals

Architecture Australia

Emigré, 4475 ‘D’ Street, Sacramento, CA 95819, USA

Eye Magazine: The International Review of Graphic Design,quarterly, by subscription from Readerlink, Audit House, 60 FieldEnd Road, Westcote, Middx HA4 9LT, UK, Fax 144 (0) 181 9563020

Linea Grafica, Progretto Editrice srl, C.so Garibaldi 64 20121,Milano (available through Technical Bookshop, Melbourne)

Monument, Australia (architecture), from newsagents

Step by Step Graphics, by subscription from Dynamic GraphicsP/L, 17 Anzac Avenue, Collaroy, New South Wales 2097

Your House, a Teacher Resource Kit, Royal Australian Instituteof Architects

GENERAL

Websites

At the time of publication the URLs (website addresses) citedwere checked for accuracy and appropriateness of content.However, due to the transient nature of material placed on theweb, their continuing accuracy cannot be verified. Teachers arestrongly advised to prepare their own indexes of sites that aresuitable and applicable to the courses they teach, and to checkthese addresses prior to allowing student access.

It is not possible to organise this list in any more than generalterms. Sites with links to other sites are listed first, single-interestsites are listed later. Generally the title given is the title of thepage; where this is not possible a description of the content isgiven.

The WWW Virtual Library catalogue. Click on category or search.www.vlib.org

Using the search engines Yahoo and Google, search using theterm ‘arts design’. You can choose companies, desktoppublishing, fonts, graphic arts, institutes or magazines.

Alessi design (work of famous designers, including PhilippeStarck)www.alessi.com

Andy Warholwww.artcyclopedia.com/artists/warhol_andy.html

Art and design linkswww.calarts.edu/~graphic/links.html

Australian Design Awardswww.designawards.com.au/HOME

Clio Award Winners (examples of print, packaging, radio,television, cinema, World Wide Web and Hall of Fame)http://clioawards.com

Clio award-winning Honda Home Pagewww.honda.com.au

Coca Cola Home pagewww.cocacola.com

Design magazinewww.metropolismag.com/html/archives/index.html

Famous designers archivewww.io.tudelft.nl/public/vdm/fda/fda02.html

Flag designwww.ausflag.com.au/home.html

Furniture design Frank historywww.iserv.net/~plucas/

Guggenheim Museum, Bilbao, Spain (designed by FrankO’Gehry)www.bm30.es/homegug_uk.html

Guggenheim Museumswww.guggenheim.org

Mambowww.mambo.com.au

Omega watchwww.omega.ch/omega/co_home

Swatch Watchwww.swatch.com

Toaster art, design, historywww.toaster.org/museumintro.html

Visual Arts Dictionarywww.artlex.com/ArtLex

William Morriswww.lbwf.gov.uk/wmg/home.htm

General Visual Communication (Art) websites

Art Attack – art and visual imageswww.artattack.co.uk/

Art History Resources on the Webhttp://witcombe.sbc.edu/ARTHLinks.html

Artchive – general art, visual imagery websitewww.artchive.com/

Artist terminologywww.axisartists.org.uk/links/artterminology.htm

Arts Edge – resources, images and lesson plans about designartshttp://artsedge.kennedy-center.org/

Ask Art – database of American art works and artistshttp://askart.com/

Eyes on Art – general art, visual imagery websitewww.kn.pacbell.com/wired/art2/index.html

Graphic Design Basicswww.graphicdesignbasics.com/index.htmlwww.boondocksnet.com/gallery/index.html

MOWA – Museum of Web Artwww.mowa.org/enter.html

The Metropolitan Museum of Artwww.metmuseum.org/home.asp

64 VCE STUDY DESIGN


Specific Visual Communication (Art) Topics

Arc Space – architectural design and imagerywww.arcspace.com/html/studio.htm

Architectonicshttp://darkwing.uoregon.edu/~struct/

Art Studio Chalkboardwww2.evansville.edu/studiochalkboard/drawing and paintingtechniques

Causes of Colourhttp://webexhibits.org/causesofcolor/index.html

Counter Space – typography and its historyhttp://counterspace.motivo.com/

Color Matterswww.colormatters.com/

Crayola Creativity Centrewww.crayola.com/index.cfm

Décor Artwww.art-deco.com/

Fonts.comwww.fonts.com/fontent/fontent_home.asp?con=type101

Great Buildingswww.greatbuildings.com/

History of Fashionwww.teacheroz.com/fashion.htm

History of Furniturewww.maltwood.uvic.ca/hoft/

History of the Motorcarhttp://spaghoops.com/squelch/histcars.htm

History of Post Cereals and Snackswww.kraftfoods.com/postcereals/heritage.html

Kellogg’s character historywww.kelloggs.com/company/marketing/history/index.html

Medicine and Madison Avehttp://scriptorium.lib.duke.edu/mma/

Olympic Revivalwww.fhw.gr/projects/olympics/revival/

The Incredible Art Department – art information and imageswww.princetonol.com/groups/iad/

TrueType – fonts and typography especially digital fontologywww.truetype.demon.co.uk/

ORGANISATION

Visual Communication Victoria Inc. (VCV)Locked Bag 12Hawthorn 3122Tel: (03) 9810 3119Website: www.vcv.asn.au

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