2012 DVC Externals Level 1

1. 2012 DVC Externals Level 1 Lesley Pearce National Coordinator April 2013

2. 1.30 91063 Produce freehand sketches that communicate design ideas.

3. Design Contexts • Contexts with a decent function worked the best. • such as craft knives, torches, lighting and seats were successful whereas briefs such as packaging, drink bottles and coffee cups were less successful. • Product design briefs = more in-depth sketches focussing on functional aspects • Architectural briefs = sketches that explore aesthetics and proportion in greater detail • Be aware that the use of very poor design briefs limit the evidence that students can provide

4. Think of contexts that engage students

5. Aiming for Excellence sketches should show… • a comprehensive range of sketches that explore and develop design ideas in a deliberate and effective way • an excellent level of accuracy with regard to the line quality of the sketching techniques used • detailed understanding of the function and construction of design ideas through accurate use of exploded views, sectional and informative sequential sketches • ademonstration of a thorough understanding of the functional and aesthetic features • design sketches that are appropriate, accurate and complex • convey the intent of the design idea by placing it in the intended environment or by holding in a hand which demonstrate ergonomics

7. Selection of sketches • Awarding of Achievement is determined by the student recognising what was their best work and hence affirming their understanding of the standard.

9. Textile Context 2012 • Can be difficult to mark • A higher proportion of submissions were awarded Merit than in 2011 • Success = they met the criteria for proportion, shape and form, and detail • The award of Excellence was limited as detailed sketches mostly showed surface views only.

10. Excellence from WHS

12. 1.31. 91064 Produce instrumental, multi-view orthographic drawings that communicate technical features of design ideas

13. Success • design ideas that allow details to be shown • third-angle orthographic projection and shows evidence of projection between the views • aminimum of two views within a drawing • used suitable conventions, scale • distinguished between line types i.e. construction lines, outlines, section lines • design drawings support orthographic drawing • apply conventions

14. Be aware… • Projects based on the modification of a standard design, for example, a toy digger or a toy with movable components, make it difficult to differentiate between what was the students own design ideas and what were standard components

15. CAD evidence • Results for CAD drawings can be varied. • Some schools construct views on programmes like Illustrator -effective in their use of line types and projection. • Other schools appear to ‘grab’ views from their 3D modeling software and position within a third angle orthographic layout, adding in some construction lines and conventions. • Sometimes views were over-complicated by trying to show too much information about internal features with too many hidden detail lines that were confusing. • Many CAD drawings were very well done as long as students understood how to change line types and sizes for titles and labels

17. Remember • Students who only entered 1.31 should also submit work to show that the design is their own idea and not from a class exercise. • This is very important especially if the features of their design are basic.

18. Aiming for Excellenceensure there is… • sound knowledge of drawing conventions and used effectively • effective line-work, neat and precise, enabling clear communication of the drawing • design features communicate accurately the use of key line types • accurate drawings using correct construction techniques • more than one drawing to show detail and purpose • understanding of conventions and attention to detail • sectional views that are selected with intent and are able to communicate in-depth information about the structure and use of design ideas • effective use of CAD programmes to produce accurate line weight in drawings and correct dimensioning. (if using CAD)

20. 1.32 91065 Produce instrumental paraline drawings to communicate design ideas.

21. To achieve students • were able to use instruments to produce a recognised paraline drawing method. These were often isometric, oblique and planometric • were able to construct the drawings using correct line types e.g. construction lines and outlines and with the aid of templates. Compasses were used infrequently in the construction of circles and curves • produced drawings communicating the exterior of the design idea • produce drawings to a suitable scale and measurement • submitted a paraline drawing of their own design that was simple but correctly drawn

22. Advice • Draw detailed drawings that clearly related to the main paraline drawing • Use instruments, understand instrumental drawing techniques and conventions to communicate design ideas • More than one drawing is generally better than just one • Produce an accurately drawn, well-considered set of drawings that communicate the functional and aesthetic features in detail effectively • Consider the views to be shown and pay attention to detail.

23. CAD advice • The most successful drawings communicate the form and internal features in a well-considered set of complete, sectional, detail and exploded views. • If a student has simply chosen to show their 3D form from multiple different angles, they are unable to communicate in-depth information about the structure and use of the design

24. Context • Product design contexts are the most successful in communicating in-depth functional and aesthetic information • Spatial design contexts often focus only on aesthetics

25. Don’t render paraline drawings • Submit un-rendered material for this standard - it is difficult to find evidence of construction lines in rendered material • Also don’t send in justifications for the methods chosen, this is unnecessary, as is perspective submissions

26. Aiming for Excellence • produce related drawings (often two drawings) to communicate design ideas • communicated the design ideas using cut away and exploded views to showed detail • use the most appropriate view point for the drawing • demonstrate design intent correctly and appropriately through exploded views, sequential views or cut away views. These views show the function and aesthetic qualities of the design • produce drawings that had a scale, so accuracy in measurement is clarified • use construction lines that are the correct weight and do not interfere with the communication of the design intent. • precise line intensity and clarity • use outlines of the correct weight and consistently applied to the correct areas of the drawing • demonstrate a higher level of thinking, with workable clear construction details of the design, or working components, to correct proportions • leave in construction lines and evidence of how circles or complicated shapes are constructed

28. Level 2