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VCD Unit 3 AOS 3 Developing a brief and generating ideas

U3O3-SAT.

Developing a brief and generating ideas.

Outcome 1

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

  • apply design thinking in preparing a brief with two communication needs for a client, undertaking research and generating a range of ideas relevant to the brief.

What you will do

This is the first of three stages for your SAT (School Assessed Task). This is the commencement of your design processes.

In this outcome you will;

  • determine a client
  • determine communication needs
  • write a brief that describes the client and communication needs referring to
    • audience,
    • purpose,
    • context,
    • constraints and
    • presentation formats
  • conduct wide ranging research referring to
    • characteristics of your target audience
    • desk research and
    • field research
    • and observational drawing
  • generate a range of ideas with visualisation drawings that describe a range of approaches that could be taken for the design of concepts
  • practice design thinking to
    • clarify,
    • reflect on,
    • broaden ideas,
    • sort,
    • drive annotations
    • and inform your design process.

How to use these pages

The image at right shows you where you will find the tasks for the assessment of this outcome.

Right now you are on 'Unit 3 Outcome 3' page.

Essential references

Before you go any further you must ensure that you have downloaded and read the sections on this outcome for the VCD SAT (School Assessed Task) in Unit 3 and 4.

These references included guidelines, rules, permitted approaches, authentication and assessment advice.

Quick menu

Model answer

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Amy Nguyen, 2018.
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Alana Monteleone, 2009.
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Amy Nguyen, 2018.
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Kate Gaylor, 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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The brief.

Development of a brief that defines the communication needs of a client.

Your first task is to imagine you are a real designer at work. Consider and determine how and for whom you work and what it is they want you to design and present. Clarity at this stage is essential to drive your design process successfully.

design thinking that underpins the application of the design process

the role of the design process in the creation of visual communications

the contents of a brief and its role in guiding the development of visual communications

(VCAA VCE VCD Study Design 2018-22 Key Knowledge for this Outcome)

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Get your head around this the SAT

Students will be asked to select or nominate a client and describe two different communication needs leading to two different presentation formats. 

Students will write one brief that outlines all of this.

Students will then undertake two different design processes (usually done in two separate folios). Each process involves research, generation of ideas, development and refinement of concepts and resolution of presentations separately.

Students must read the conditions and requirements set out in the School Based Assessment (link provided above). They are required to work within these rules and restrictions.

Two useful rules are;

  • remember is work in at least two different methods must be evident, including manual and digital methods (p15 VCD SBA 2020).
  • the two final presentations must be different in intent and presentation format (p23 VCD SD 2018-22).

A good way to ensure that students meet these targets is for them to work in two different design fields or to deliberately construct their two presentation formats that involve two and three-dimensional methods respectively.

This is not the extent of the rules so please read them. These two tips just help you get started.

Here is a sample brief. This one is written under subheadings. This is permitted but is not essential.

Sample brief

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Tiea Sacco, 2019.
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Caution

In this task, your teacher is going to ask you to decide what you want to set as your design problem. Yes, that's right, you're going to choose today!

To explore design pairs turn to pages 262 - 263 in your text book. There is a great range of communication needs, stemming from a client.

We are using; Jacinta Patterson , Joanne Saville 2013-17, Viscomm, A Guide to Visual Communication Design VCE Units 1- 4 Second edition, Cambridge, United Kingdom. 

Writing the brief

The tasks that support you determining your design communication needs and writing your brief are found by pressing the link in the rectangle below.

This leads you to the dedicated section in my Design Process page.

When you have finished your work there you will be guided back here.

Tasks for this stage

Click the link at left to jump over to my Design Process page to find out how to write your brief.

tasks 1

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Brief
1.1 Draft brief

Complete the tasks on the page linked above to draft your brief.

1.2 Write brief

Complete the tasks on the page linked above to write your brief.

1.3 Sign off brief

Complete the tasks on the page linked above to submit your brief for signing off.

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Research.

Apply design thinking to synthesise research material and observational drawing relevant to the brief.

the role of research and investigation to clarify client needs and to seek inspiration for ideas

techniques for accessing and referencing research sources

methods for recording research and investigation findings, including observational drawings, sketches and annotations

rendering techniques to show form, surface texture, light, shade and shadow

key features and functions of design elements and design principles

trademark and copyright legal obligations of designers when using the work of others

(VCAA VCE VCD Study Design 2018-22 Key Knowledge for this Outcome)

The research stage is a wonderful opportunity to get to know your audience, your market, your visual communications or products and the reasons why they were made.

However, it can be a stage where students simply collect information without synthesising it.

There are no points for simply collecting and displaying material. One must use design thinking to sort, describe, evaluate and propose ways for research to inform new designs.

Finally, regular checks of the assessment criteria are essential to ensure the work done is staying on track.

Total immersion

Research is intended to be the roots of a design journey. What has been made is in the past. What has yet to be designed is in the future. A designer must be aware of audiences, trends and the designs of the past in their design field in order to design the future.

You come up to speed. You collect, sort, analyse and synthesise.

Authentic research

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A stunning and informative page of research. The student has done a site visit and shot her own photos. She has then analysed the forms with drawings and annotations.Tori Salvaggio, 2014.
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How separate are the research for my two communication needs?

Remember that SAT requires you to work through two complete design processes.

When you begin your research begin with the elements that are common to each other in your brief. This will usually include your audience.

However, when you begin to examine similar products or visual communications you will have to make this investigation for each communication need separately.

What you do for one communication need, you do for the other.

Use a variety of sources for your research

Remember to visit and collect from a wide range of sources for your research. A complete list is on the attached page. Link below.

Tasks for this stage

Click the link at left to jump over to my Design Process page to find out how to research and synthesise.

tasks 2

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Research
2.1 Describe your audience

Complete at least two of the tasks in Tasks 3 in the linked page above.

2.2 Understand your products or visual communications

Complete at least four of the tasks in Tasks 4 in the linked page above.

2.3 Synthesise it

Use the prompts in the design thinking section on the page linked above to synthesise what you have found in your research. Do it visually and in writing.

2.4 Observational drawing

Complete all of the tasks in Tasks 5 in the linked page above.

2.5 Critical and reflective thinking and annotations

Refer to my separate page on Critical and Reflective Thinking (in Design Thinking page) for ways to organise and process your research and the way your understanding has been enriched.

You need all three Design Thinkings - Creative, Critical and Reflective to be explicitly shown in your research.

2.6 copyright, trademark and legal

Ensure that all your non-original material is referenced correctly. Refer to Task 6.

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Generation of ideas.

Use of visualisation drawings with annotations to generate ideas relevant to the brief.

Student's greatest idea base is created in this phase of the design process. Every effort must be made to work creatively and divergently to visualise as many ideas, using as many approaches as can be devised.

Creative thinking is used to assist forming new ideas. Critical and reflective thinking is used to describe, analyse and evaluate ideas, to document the design process and to inform future growth.

methods to support the recording of ideas, including visualisation drawings (two- and three-dimensional), sketches and annotations

(VCAA VCE VCD Study Design 2018-22 Key Knowledge for this Outcome)

Visualise ideas

Create a broad range of ideas and approaches to meeting the communication needs in your brief.

As you go, be mindful of the use of Design Thinking (Creative, Critical and Reflective) to power new ideas and to propel meaningful reflections and annotations.

Above all, don't be critical of your own work in this stage. Anything is good.

Variety is the key

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A wonderful page of initial ideas. Note that each one is linked to its stimulus. Line drawings are sufficient, the addition of a bit of colour helps. Tori Salvaggio, 2014.
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Generate ideas ideas

Remember that SAT requires you to work through two complete design processes. Therefore you are required to generate ideas for each communication need separately.

What you do for one communication need, you do for the other.

Stay true to your research

When students are generating ideas they need to be mindful that their ideas can stray away from their research.

Students should place their printed research in front of them at all times to ensure that they make use of the learning they have done in that stage.

One Creative Thinking Routine that ensures research is used is Forced Associations. Try it.

Tasks for this stage

Click the link at left to jump over to my Design Process page to find out how to generate ideas.

tasks 3

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visualise ideas and approaches
3.1 Visualise ideas

Complete Tasks 7.1 in the linked page above.

3.2 Creative thinking to expand and enrich ideas

Use a range (at least three) of the Creative Thinking Routines in Tasks 7.2  in the linked page above, to enlarge your ideas base widely and creatively.

Don't forget to label your pages with the names of Creative Thinking Routines you use.

3.3 organise and group ideas

Use Critical Thinking to group ideas into concepts. Annotations are made that describe the range of approaches to meeting the communication need that are emerging.

3.3 critical and reflective thinking to describe journey

Complete the work shown in Task 7.3.

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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.
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

The current (2020) assessment criteria for this outcome within the SAT is shown below.

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.

Unit 3 Outcome 3

1. Development of a brief that defines the communication needs of a client.

Evidence

MEDIA PRODUCTION PROCESS: DEVELOPMENT

BRIEF – RESEARCH

  • 600 minimum word limit.
  • Identification of a client.
  • Two communication needs which are problems to be solved.
  • Definition of audience characteristics, the purpose of each communication need, the contexts where the proposed visual communications are going to be used, the constraints for the two final presentations.
  • Use of terminology.
9–10 (very high)

Relevant information is provided in a brief that identifies and describes the client and two distinct communication needs.

The audience characteristics, the purpose of each communication need, the contexts in which the proposed visual communications are going to be used, and the constraints for the two final presentations are insightful and supported with examples throughout the brief.

From: VCE Visual Communication Design: Administrative information for School-based Assessment in 2020. Copyright VCAA, 2020.

Unit 3 Outcome 3

2. Apply design thinking to synthesise research material and observational drawing relevant to the brief.

Evidence

RESEARCH – GENERATION OF IDEAS

  • Annotations explain and link the research and observational drawings and direct further exploration.
  • Use of referencing, citations, trademark, copyright and legal obligations in research.
  • Examples of design thinking are used – Critical, creative and reflective design thinking.
  • Use of direct observational drawing to represent form, structure and function of existing objects and/or spaces drawn from the research.
  • Use of direct observational drawing and rendering techniques to show form, surface, texture, light, shade and shadow of existing objects and/or spaces relevant to the research.
9–10 (very high)

Use of research and investigation that synthesise and direct the generation of a range of ideas informed by the brief.

Use of design thinking to clarify and direct the design process with insightful relevance to the brief.

Use of direct observational drawings and rendering to represent form, structure and function of existing objects and/or spaces that support the generation and development of ideas relevant to the brief.

From: VCE Visual Communication Design: Administrative information for School-based Assessment in 2020. Copyright VCAA, 2020.

Unit 3 Outcome 3

3. Use of visualisation drawings with annotations to generate ideas relevant to the brief.

Evidence

GENERATION OF IDEAS – DEVELOPMENT OF CONCEPTS

  • Use of visualisation drawings to establish directions to address the client needs and to explore and generate ideas for two final visual communication presentations.
  • Visualisation drawings refer to the research undertaken relevant to the brief.
  • Annotations to explain connections to the research and direct the generation of ideas relevant to the brief.
  • Applications of design thinking to create, analyse, evaluate and reflect on the development of concepts relevant to the brief.
9–10 (very high)

Visualisation drawings and annotations establish a range of directions that addresses the client needs and shows the exploration and generation of a number of ideas for two final presentations.

Visualisation drawings that synthesise research and annotations that show a generation of ideas that connect directly to the brief.

Use of design thinking to explain connections and generate ideas identifying specific relationships to the brief.

From: VCE Visual Communication Design: Administrative information for School-based Assessment in 2020. Copyright VCAA, 2020.