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VCD Unit 3 AOS 1.4 Communication design practice

Practice communication design.

Outcome 1

(Full Outcome statement for the six part Area of Study)

On completion of this unit the student should be able to;

  • Create visual communications for specific contexts, purposes
    and audiences that are informed by their analysis of existing visual communications in the three design fields.

What you will do

This task is from the field of communication design. 

This is the sixth task in the six part Area of Study 1 in Year 12 Visual Communication Design.

In this task we create promotional, advertising and packaging visual communications for an exhibition at the Melbourne Museum on Kakadu National Park. We then revise and learn typographic and layout conventions.

There will be three different practice tasks. One for each design field.

Read below for instructions.

Quick menu

Model answer

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A completed client presentation board for a similar task. Luke Condello, 2014.

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A representation of the tram design from a similar task. Adrian Cirianni, 2014.

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Learning intentions

Learning intentions should be set at the commencement of each unit, then at regular intervals during the task.

Read through the content on this page. Discuss what you think could be learnt and form them into three 'learning intentions'.  Use sentences like, 'I will learn about making 3d drawings', or I will learn about 'media codes'.

Write your three learning intentions.

For advanced learning intentions, go with 3 different levels. 

  • 1 - What you will learn. (For example, the media code of camera describes the techniques camera operators use to record a scene)
  • 2 - How what you will learn can be used to create meaning or structure. (For example, camera techniques are combined with sound and/ or editing to create suspense).
  • 3 - How could your understanding of the learning be extended or related to other learnings. (For example, the use of camera has changed over the years and the invention of digital formats have allowed anyone to become cinema photographers)
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Success criteria

Success criteria should be negotiated between students and their teacher. The class group agrees about what is successful completion of the task. Identification of success criteria is done at the commencement of each unit, then at regular intervals.

Now that you are familiar with what you will learn in this task, it's time to lock in how you will be able to demonstrate that you know it, or can do it. 

Write three success criteria, using sentences like the examples in the next column.

I will demonstrate that I have mastered the learning by;

  • 1 - I Can identify all of the camera techniques used in the selected clip.
  • 2 - I can use a camera to film clips in the ways I have identified.
  • 3 - I can explain how camera is combined with other codes to create meaning in a narrative.
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Getting started

Our first task is will be to read and understand this brief. It is fairly long and complex so take it in slowly. Following this you will begin a mini design process to guide your through the development of the communications needs and presentations required.

Brief

Brief

Personal transportation device

The client, Melbourne Museum requires a range of functional and promotional visual communications for an upcoming exhibition on Kakadu National Park. These communication needs are for a;

  • Tram-design, based on the Melbourne Art Trams, to promote the exhibition,
  • A ticket design for entry to the exhibition,
  • A package for a small, collectable plastic model of the Segway used in the park.

The target audiences for these communications are;

  • Tram design; the general public comprising males and females aged between primary school children and retirees living in Victoria with an interest in travel and the outdoors
  • Ticket; people who have purchased admission to the exhibition, also with an interest in wilderness parks
  • Package design; people who have seen the exhibition, also with an interest in wilderness parks and collectables

The purpose of these communications is to advertise and promote and inform the target audience about the exhibition through type and imagery.

The contexts are;

  • Tram design; On the sides of trams around Melbourne city. There is much visual noise in these contexts so the designs need to use overscaled designs and type
  • Ticket; On line and at the exhibition venue
  • Package design; in the Museum shop at the exhibition venue

The presentation format required for the client is one A2 landscape presentation board to show the suite of designs together.

The constraints are;

  1. The use of a cohesive style of colours, type and image in all of the designs
  2. Imagery to represent key feature/s of Kakadu National Park
  3. Colours to represent the Top End
  4. Elements and principles of design: Strong aesthetic quality achieved through dominant use of shape, point and/or texture. Asymmetrical balance, cropping and contrast to dominate over other visual distractions of the contexts. These aesthetic constraints apply across each design.
  5. Process
    1. The final design must include hand generated ‘artwork’, clearly visible as a major component in each presentation format
  6. Content
    1. Tram design
      1. Melbourne Museum logo, Kakadu NP logo, date of exhibition: 1 September to 30 October 2020, Opening times 7:00 am to 5:00 pm:, location 11 Nicholson St, Carlton.
    2. Ticket
      1. MM logo, Kakadu NP logo, date and time of ticket admission, time
    3. Package
      1. Mm logo, Kakadu NP logo, name of product, illustration or 3rd Angle Orthogonal of Segway (from task U3O1.4)

tasks 1

1.1 Understand brief

Copy the brief , print it and place it in your visual diary. Read brief carefully. Highlight important areas. Clarify concerns or questions with teacher.

A process for developing multiple presentations

At the senior secondary level of Visual Communication Design, students are often confronted with a brief that requires several presentation formats.

Teachers are frequently asked how should students go about designing for these needs? Should they go through the design process independently for each separate presentation or spread their work evenly across each presentation as they progress through the stages of the design process?

In accordance with this brief I have created an order to support student's work in this task. Read the following table to understand how the tasks for each stage are linked to each presentation format.

Brief

work flow order
 
 

General imagery as applying to all designs
 

Tram design
 
 

Ticket design
 
 

Packaging design
 
 

Task 1.1

Understand brief

 

 

 

Research

work flow order
 
 

General imagery as applying to all designs
 

Tram design
 
 

Ticket design
 
 

Packaging design
 
 

Task 2.1

Creative inspiration

 

 

 

Task 2.2

Type types

 

 

 

Task 2.3

Like research

 

 

 

Task 2.4

Synthesis

 

 

 

Generation of ideas

work flow order
 
 

General imagery as applying to all designs
 

Tram design
 
 

Ticket design
 
 

Packaging design
 
 

Task 3.1

General imagery

 

 

 

Task 4.1

 

Applied ideas

 

 

Task 4.2
 

 
 

Design thinking and annotations

 
 

 
 

Task 4.3
 

 
 

Select preferred ideas
 

 
 

 
 

Generation of concepts

work flow order
 
 

General imagery as applying to all designs
 

Tram design
 
 

Ticket design
 
 

Packaging design
 
 

Task 5.1
 
 

Design elements and principles manual methods

 
 
 

 
 
 

 
 
 

Task 5.2
 

Materials, methods and media: Manual

 
 

 
 

 
 

Task 5.3

Scan and save imagery

 

 

 

Task 6.1
 

 
 

Materials, methods and media: Digital

 
 

 
 

Task 6.2
 

 
 

Typographic and layout conventions

 
 

 
 

Task 6.3
 

 
 

Design thinking and annotations

 
 

 
 

Task 7.1

 

 

Research tickets

 

Task 7.2

 

 

Create template

 

Task 7.3

 

 

Application of design

 

Task 7.4

 

 

 

Research packaging

Task 7.5

 

 

 

Research packaging nets

Task 7.6
 

 
 

 
 

 
 

Generate ideas for packaging net

Task 7.7

 

 

 

Create template

Task 7.8

 

 

 

Application of design

Refinement of presentations

work flow order
 
 

General imagery as applying to all designs
 

Tram design
 
 

Ticket design
 
 

Packaging design
 
 

Task 8.1
 

 
 

Refine designs for each presentation format
 

Task 8.2
 

 
 

Extension task
 

Research

After understanding the brief, designers respond by immersing themselves in the world for which they are designing.

 The research stage for this project is relatively short. You are to determine and record your points of inspiration and analyse equivalent visual communications for information that will help inform your work.

The tasks below lead you into research. You may turn first to the internet but more successful responses use information gleened from a variety of sources. Try;

  • Books, travel brochures, real tickets,
  • Your own photos in gardens,
  • Photos or drawings of plants from gardens
  • Scrap-booking

tasks 2

2.1 Creative inspiration

Make a search of things that will power your creative for Kakadu imagery. Save off a page of Kakadu visual details. (For this task you may go broader and visit Central Australia as well as the Top End). Collect 10 images from two categories;

  • Landscape colours and patterns
  • Rock art
  • Aboriginal festivals
  • Plants and trees of Kakadu
  • Animal shapes
  • Animal skins, animal tracks
  • Indigenous painting styles
  • Transport systems, tyre tracks
  • Maps

You may crop the images to get just what you want. Sort your images into pages based around colours, geometric shapes or other categories.

2.2 Type types

Collect a page of 10 different fonts you think might be suitable. Collect a wide variety and sort them into the different applications you would use type for including;

  • Display type,
  • Body type,
  • Other details.
2.3 Like research

Collect images that illustrate the same presentation formats that are listed in the brief. Search up Melbourne Art Trams, tickets and packaging. Annotate them to describe and evaluate the ways they meet target audience, purpose, context, design elements and principles and materials, methods and media.

2.4 synthesis

Make sure that you do some hand sketching, combining and/ or elaborating, sorting, stretching next to the images you stick in.

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Visualising ideas

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Developing concepts

Getting into the ‘flow’ is an essential stage to generating a range of ideas for designs. Get yourself comfortable, surround yourself with your research and inspirations, shut yourself off from the world with music and sketch!

Generation of ideas

General imagery

I have structured these tasks so students begin by initially proposing imagery that can be used across all of the designs. This task is intended to stimulate creativity without the restrictions of each presentation format. Subsequently, students begin to apply their ideas to one of the formats, the tram side. They also describe their process, making it visible, by using selected design thinking practices.

visualisation sketches

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A group of ideas responding to the brief in a general way. Brett Lambert, 2014.

tasks 3

3.1 General imagery

Make six sketches brining some of your type and imagery together. Work freely creating designs that work well together. Don’t worry too much about the application for the designs yet.

Tram design

Having created some imagery that could be applied to any of the presentation formats, consider how your ideas might look on the tram. This is still generation of ideas stage, so ensure that you are proposing a range of different ideas, not developing any one concept yet. Consider the images below.

Applied ideas

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Two concepts being developed for the tram. Laura Degiorgio, 2014.

Applied ideas

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A broad range of developing designs. Tory Salvaggio, 2014.

tasks 4

4.1 Applied ideas

Generate a range of different ideas for the tram design stemming from your experiments done in the ‘general imagery’ stage above. Make four separate idea sketches. Do these on a second A3 page. You can use a tram template if you want.

4.2 Design thinking and annotations

Annotate your sketches to describe:

  • how you are using elements and principles of design and imagery to meet the target audience, purpose and context
  • suggestions that describe how they could be improved in the light of the point above
  • your selections and rejection of ideas
4.3 Select your preferred ideas

Make sure you clearly identify the ideas you want to develop. Ensure that you have ideas. You must develop more than one – then you refine the actual chosen design. So, clearly label ideas that are selected for development.

Development of concepts

Students make their ideas real designs in this stage. Work quickly and freely developing and improving your manual art techniques for use in the final digital-based designs.

Again in this stage students are asked first to develop their overall image concept using manual methods (as required by the brief). This overall image concept will be used on each of the presentation formats.

Following the development of original, manually created imagery students then swing back to developing its application with type to the side of the tram. In this stage they must re-visit the brief and ensure that the constraints and other requirements are being met. This included work within the typographic and layout conventions detailed in the tasks.

Once the tram design has been developed the other presentation formats can be designed and developed.

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Teachers will have to source a template for a tram for themselves. I am using one adapted from the 2009 VCV trial paper.

Development using manual methods

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Developing concepts with manual methods. Julia Carocci, 2014.

Development using manual methods

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Developing concepts with conte and watercolour. Ashley Ripper, 2014.

Refinement using digital methods

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A stunning example of refinement using digital methods printed for the visual diary. You can clearly see how the student has used manual artwork as the basis of a digital presen. Kate Gaylor, 2014.
 

General imagery

We will begin by developing concepts that could be applied to any of the designs. This helps create the manual artwork that gets combined with type later.

tasks 5

5.1 Design elements and principles: Manual

Trial six different uses of elements and principles of design. Do three focused on emphasizing elements and three emphasizing principles. This can be done by re-arranging components in different ways. Label the elements and principles of design that you are emphasizing in each drawing.

*You can incorporate creative experimentation with materials, methods and media in this stage, or you can make that investigation later.

5.2 Materials, methods and media: Manual

Ensure that your process includes creative experimentation with a variety of manual and digital materials, methods and media. As shown *above you may have incorporated a range of materials and media into your development of the elements and principles of design.

Check that you have used at least two different papers [materials] and two different wet (paints, inks, print making) and two different dry (pencils, pastels) media.

In this task the brief requires you to use manually generated artwork in your final presentations, so this is the stage where it will be created. Usually manual imagery will be created separately from your type and other digital components.

5.3 Scan and save imagery
Scan and save your imagery as jpgs or png files in Photoshop. Make the resolution 300 ppi at full scale image size.

Tram design

Compositions with imagery and type

It’s time to turn our attention to developing the actual tram design. The tasks below will enable students to work with typographic and layout conventions in digital media.

tasks 6

6.1 Materials, methods and media: Digital

As you develop your tram design imagery, begin to implement typographic and layout conventions. Some methods are to;

  • Maximize hierarchy with type sizes, weights and colours
  • Organize your components with grids, tilted grids or alternative grids

Implement these skills in both manual and digital work.

You will now have an unrefined mock-up of the type and imagery design to be used on the tram.

6.2 Typographic and layout conventions

Ensure that your process includes creative experimentation with a variety of manual and digital materials, methods and media. As shown *above you may have incorporated a range of materials and media into your development of the elements and principles of design.

Check that you have used at least two different papers [materials] and two different wet (paints, inks, print making) and two different dry (pencils, pastels) media.

In this task the brief requires you to use manually generated artwork in your final presentations, so this is the stage where it will be created. Usually manual imagery will be created separately from your type and other digital components.

6.3 Design thinking and annotations

Annotate your work to describe:

  • how you have improved your use of elements and principles of design and imagery to meet the target audience, purpose and context – since you last annotated them
  • descriptions of typographic and layout techniques and conventions (grids, alternative grids, type forms, sizes, kerning, tracking, leading, etc.) you have used
  • selections and rejection of ideas

Other presentation formats

Now that the tram design is developed sufficiently, the visual style should now be rolled out across the other presentation formats. Use the following tasks to complete this work.

Ticket

tasks 7

7.1 Research tickets

Collect four different kinds of tickets. Find out what sizes they can be. Find out the size of the ‘printable’ area. Most tickets have no-print zones for barcodes and other information. Annotate your research briefly to describe what you have learnt about ticket shapes and print zones.

7.2 Create template

Design your template for the ticket based on your research. Show the no-print zone with a grey line. Create a page in Illustrator. Duplicate your template several times. Print this sheet for generation of ideas.

7.3 Application of design (from Tram design stage)

Consider how you will have to change the proportions of the components of your tram design to fit and be legible on your ticket template. Make three quick and different idea sketches for how you can arrange the components using pencil.

Model Segway package

tasks 7

7.4 Research packaging

Collect four images of simple box packaging that could be used to package a model Segway. Annotate your research briefly to describe what you have found about packaging shapes.

7.5 Research packaging nets

Collect one image of a packaging net using the line conventions we use in VCE VCD. Not all examples you find use this convention. Our convention is;

  • Solid lines = cutting lines
  • Dotted lines = fold lines
  • Tabs = required where necessary, sides at 45 degrees, barbs or catches on tabs not required

Annotate the image to explain how the conventions have been applied.

7.6 Generate ideas for packaging net

Make three three-dimensional sketches of ideas for your package. Then imagine the package as a net. Sketch a packaging net freehand to explore how you can represent the form in two-dimensions

Refinement of all presentation formats

The final stage of the design process used here is to refine and produce the presentation format required by the brief. This will be a natural continuation of the work as it has been progressing.

Take a look at the fine presentation below. This should give you an indication of how this task can be presented.

Completed client presentation board

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A completed client presentation board for a similar task. Luke Condello, 2014.

tasks 8

8.1 Refine designs

Create files in Illustrator where you can refine each presentation format concurrently. Refine your designs.

8.2 Extension task

Create one file and combine your presentations in one ‘client presentation board’. Use drop shadows and captions to enhance your work.

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Evaluation and deeper learning

In this section we will think about the learning we have done. We will review the main topics and evaluate our learning. Follow the steps in the tasks shown here to prepare your folio for presentation and grading.
What have I learnt?

Quite a bit I would have thought. Think back to what the section on two-point perspective taught you. Do you feel more confident in your drawing and your technical abilities now?

Putting it together

Find where you wrote up what you thought the success criteria might be. Check that you have done something for all of the steps you wrote down.

Print final and organise your written answers and visual diary for submission.

Check the assessment criteria below to see if you have prepared your work for each criteria. If not, take the time to complete it.

Hand up your work on the due date as instructed.

tasks

Evaluation and deeper learning
Evaluate your folio for accuracy and completion.
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Assessment criteria

Below is shown a broad indication of the evidence a student should show.

Click here to download a complete assessment rubric for this task

The extent to which the student demonstrates:

  1. Techniques for gaining attention and maintaining engagement of audiences using visual language
  2. Drawing methods to visualise ideas and concepts
  3. two-dimensional (plans and elevations) and three-dimensional (perspective: one and two point) and paraline (planometric) drawing methods to represent forms
  4. Methods of converting two-dimensional representation to three-dimensional representation drawing and the reverse
  5. Technical drawing c­­onventions appropriate for specified purposes, including layout, dimensions, labels, symbols and lines
  6. Techniques for creating visual communications using manual and digital methods
  7. Methods, materials and media used for different visual communications
  8. Purposes of visual communications, including to advertise, promote, depict, teach, inform, identify and guide

Please note:

To achieve good marks in criteria based assessment you must remember to include some work for each part of the task required. Spread your time evenly across the task.