DVC Level 2 Part 7 Lesley Pearce National Facilitator technologynz.wikispaces

1. DVC Level 2 Part 7Lesley Pearce National Facilitatorwww.technologynz.wikispaces.com

2. 2.36 Use visual communication techniques to compose a presentation of a design • AS 91343 4 credits Internal • the application of compositional principles, modes and media to present visual information • proximity, alignment, hierarchy and the use of positive/negative space, repetition, contrast, focal point

3. Research • range of graphic design presentations and evaluate the design features in terms of their visual communication techniques and principles of composition

4. Initial ideas • Decide what drawings to present • Record some different layout ideas for presenting -thumbnail sketches (These can be from any source - research material, other ideas seen own creative ideas)

5. Developing design ideas • Choose best idea state why • can the idea be developed further • Develop and refine further in a convincing and effective way, using visual communication techniques. • Annotate decisions made and record design thinking

6. Presentation

10. Presentation sheets • Ensure images (e.g. sketches, instrumental drawings, photographs) are presented accurately, clearly, and precisely • Ensure presentation sheets use visual communication techniques that show a convincing high-quality presentation, with, accurate layout, visual impact and precise execution of techniques to effectively promote a design to the intended audience • Include evidence of compositional techniques

11. 2.36 Draft Assessment

12. “Cheat Sheets”

13. 2.33Use the characteristics of a design movement or era to inform own design ideas AS 91340 3 credits Internal

14. Explore the characteristics of the movement/era • the historical/cultural context and the designers and architects who influenced it. • Design movements include but not limited to; Modernism, De Stijl, Bauhaus, Deconstructivism, New Look • Design eras include but not limited to; Aztec, pre-European Māori, Shogun, Renaissance, Victorian, 1920s, 1960s.

16. Timeline

17. Draft Assessment

18. 2.31Produce working drawings to communicate technical details of a design AS 91338 4 credits External

19. 2.31 • As the standard relates to Orthographic drawings they are 2D elevations of the object, this can be any of the elevations including auxiliary views.“With a set of drawings- if  a student shows drawings on different pages do they do not need to show projection  lines between the pages?” • “There will be links with the object being drawn is the same object, but even scale could be different”.

20. Technical details • refers to the information related to the design. They describe the functional and aesthetic qualities of the design • Working drawings are a set of related 2D (orthographic) drawings which may include but are not limited to: components, assembly, sectional view/auxiliary view/true shape/surface development, construction details

21. Draft Assessment schedule 2.31

22. 2.32Produce instrumental perspective projection drawings to communicate design ideas • As 91339 3 credits External

23. Conventions of instrumental perspective projection drawings include use of picture plane, station point, eye level lines, ground level lines, vanishing points and height lines. • Detail of design features may include but is not limited to the features of such things as windows, door handles, fasteners, reliefs, fittings

24. 2.22 2.32 Angular Perspective

29. Draft Assessment schedule 2.32

30. Accessing other AS’s for assessment

31. 2.1 Undertake brief development to address an issue • Take the previous slides and turn them into student questions in order to help them develop their own brief from a teacher given issue: e.g. ergonomic kitchen utensils - product design • 4 credits, internal

32. Ideas from other Products • It is also very interesting to look at products that are used for completely different purposes but still have design ideas that could be used. i.e. A kitchen cutlery tray used for storing pencils. • Collect pictures of existing/similar products.. You must write information about each picture. You must justify why you have included the picture. Try asking the following questions:- • What do you like about the object's colour, size and shape? What materials are being used and what is the surface texture? How does the object work, is it safe and does it do the job well? Does it look like it is well made and fit for the intended purpose? Could you improve its design and the way it operates? Would your intended users buy this object?

33. 2.10 Demonstrate understanding of sustainability in design • Generic Technology 4 credits External • Sustainability refers to a technology that meets the needs of today without compromising existing or future resource availability through the use of innovation 

34. Innovations may include but are not limited to: • novel use of an existing technology, technique or process and/or an original idea that shifts thinking and understanding, and/or results in an innovative outcome. Innovation often allows issues identified from lifecycle analysis to be addressed. • Lifecycle considerations when designing a technology may include but are not limited to: material selection, energy consumption, waste, social and environmental factors including judgments about the quality of the design of the technology.

36. 2.11 Demonstrate understanding of advanced concepts related to human factors in design • Generic Technology 3 credits Internal

37. Human factors • include ergonomic and aesthetic factors that influence the design of products, systems and environments. • These factors may include but are not limited to the use of anthropometric, psychological and sensory data gathering and analysis techniques. • An understanding of spatial relationships between people, objects and their environments is important when considering human factors in design

38. Customisation techniques used to address personal preference and obtain ergonomic fit may include but are not limited to: • using dressmakers mannequins, patterns, ergonomes • using data from anthropometric, psychological and sensory data, focus groups and test subjects • using investigation and stimuli to establish personal preferences • using functional modelling and prototypes

39. 2.11 Draft Assessment

40. Thank you • What was a key piece of learning for you ? • What will you do as a result of this workshop? • What are your next step learning concepts?