Transcript Visual Communication Design

Victorian Curriculum F–10
Online professional learning session
Introduction to Visual
Communication Design
Level 7 - 10
Kathryn Hendy-Ekers
Curriculum Manager, Visual Arts & Media
Session overview
• Visual Communication Design in the Victorian
Curriculum
o Learning area structure
o Organising ideas
o Working with interdependent strands
o Using the web site
• Curriculum planning and Resources
• Visual Communication terminology
• Curriculum connections
• Content Descriptors & Achievement Standards
• Scoping a Unit of work in Media Arts
Victorian Curriculum F–10
• Released in September 2015 as
a central component of the
Education State
• Provides a stable foundation for
the development and
implementation of whole-school
teaching and learning programs
• The Victorian Curriculum F–10
incorporates the Australian
Curriculum and reflects Victorian
priorities and standards
http://victoriancurriculum.vcaa.vic.edu.au/
Design and structure
Learning Areas
Victorian
Curriculum F–10
Based on eight
learning areas and
four capabilities
The Arts
• Dance
• Drama
• Media Arts
• Music
• Visual Arts
• Visual Communication Design
English
Health and Physical Education
The Humanities
• History
• Geography
• Civics and Citizenship
• Business and Economics
Languages
Mathematics
Science
Technologies
• Design and Technologies
• Digital Technologies
Capabilities
Critical and Creative Thinking
Ethical
Intercultural
Personal and Social
The Arts in Victorian Curriculum
One Learning Area that includes curriculum for six
Arts disciplines that schools use to plan and
deliver a teaching and learning program:
F–10
•
•
•
•
•
7–10
•
Dance
Drama
Media Arts
Music
Visual Arts
Visual Communication Design
Bands
F
1-2
3-4
5-6
7-8
9-10
• The curriculum is represented in two-level bands on a continuum
• An achievement standard is provided for each band
• The Foundation (F) standard signifies the importance of the Arts in
the early years of schooling
• Towards Foundation Levels A–D support students with a disability
Common strand structure
The Arts have a common structure involving four interdependent strands,
each involving making and responding
Explore and
Express/Represent
Ideas
Present
and
Perform
Practices
Respond and
Interpret
Strands
Explore and
Express/Represent Ideas
Practices
Present and perform
Respond and interpret
F-6
Explore ideas and improvising
with ways to express/represent
ideas. Manipulating and applying
the elements/concepts with
intent
Developing and refining
understanding of skills and
techniques. Structuring and
organising ideas into form.
Sharing through performance,
presentation or display.
Analysing and reflecting upon
intentions. Examining and
connecting artworks in context.
7-10
Exploring ideas and improvising
with ways to express/represent
ideas
Manipulating and applying the
elements/concepts with intent
Developing and refining
understanding of skills and
techniques
Structuring and organising ideas
into form
Sharing artworks through
performance, presentation or
display
Analysing and reflecting upon
intentions
Examining and connecting
artworks in context
Exploring &
expressing/representing ideas
•
•
•
•
•
•
imagining
exploring possibilities
visualising
improvising
innovating
responding to stimulus:
visual, audio, kinetic,
written
• experimenting with
techniques or materials
• manipulating elements,
materials or conventions
• devising
• trialling
• shaping ideas
Practices
• ‘ways of doing’ in the Arts discipline or selected form, style,
genre or tradition
• developing and extending skills
• applying conventions
• using materials, techniques and processes
• documenting, recording, notating, annotating
• reflecting, questioning, seeking and responding to
feedback
• developing and extending a personal approach/aesthetic
Present and Perform
• making decisions about how work will be presented:
•
•
•
•
designing the exhibition space (physical or virtual)
situating work within a broader context
introducing the work to an audience
using exhibition conventions
• developing and using individual and collaborative skills,
techniques and practices
• communicating ideas and intentions to an audience
Respond and Interpret
•
•
•
•
•
•
•
•
researching
asking questions
exploring ideas
considering context
seeking and responding to feedback
using materials, skills, techniques and processes
applying conventions
analysing, evaluating, reflecting, refining
Learning as artist and audience
Artwork
Artist
Audience
responding and interpreting using imagination
expressing/representing ideas
presenting and performing
techniques and processes
using materials
practicing skills
instruments
evaluation
exploring
thinking
analysis
media
Making and responding
Making is
informed by
responding &
responding
informs making
Students learn as
artist and as
audience through
making and
responding
What is happening in your
school?
• Is Visual Communication Design taught
specifically?
• Is it taught with another Arts discipline?
• How is the Arts program arranged?
 Semesters?
 Blocks
 A cross arts program
• How is Visual Communication Design
scheduled in levels 9 & 10?
Take the web tour
• Overview
• Introduction
• Using the view
and filter
options
http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/navigate.aspx
Navigating the Website
Access by curriculum or level
supports planning:
Learning areas and
capabilities
Levels
For advice on navigating the website see
http://www.vcaa.vic.edu.au/Pages/foundation10/viccurric
ulum/viccurr-resources.aspx
4 ways of seeing the Arts curriculum
1. Learning Area view
2. Arts discipline view
3. 3 levels view
4. 1 page view – only
content descriptions
and achievement
standards
Learning Area landing page
• About the Arts
• Glossary
• Navigation to Arts
discipline specific
landing pages
http://victoriancurriculum.vcaa.vic.edu.au/the-arts/introduction/about-the-arts
Arts discipline pages
2 sets of information
• Introduction
•
•
•
•
Rationale & Aims
Structure
Learning in the Arts discipline
Scope and Sequence
• Curriculum
• Towards Foundation Levels AD (Students with disabilities)
• F
• 1-2
• 3-4
• 5-6
• 7-8
• 9-10
Link: http://victoriancurriculum.vcaa.vic.edu.au/the-arts/dance/introduction/rationale-and-aims
Curriculum pages
Multiple level view is the
default, the user can
• select different views
such as a single level
• apply filters such as
looking at just the
‘practices’ content
descriptions for Levels
F, 2, 4 and 6
F–10 on one page
Scope and
sequence charts
contain only the
mandated
curriculum of
content descriptions
and
achievement
standards
http://victoriancurriculum.vcaa.vic.edu.au/the-arts/dance/introduction/scope-and-sequence
Curriculum and resources
Curriculum
•
•
2016 school choice between
AusVELS and Victoria Curriculum
F–10
Victorian Curriculum F–10 from
2017
Resources
•
•
•
•
•
General advice
Specific Arts discipline advice
Evolving
Bookmark and check for updates
Email ideas for updates
http://www.vcaa.vic.edu.au/Pages/foundation10/f10index.aspx
Curriculum planning and reporting guidelines
In relation to the Arts 7 – 10:
5-8
an Arts program that at Years 5–6 and 7–8 consists
of at least two Arts disciplines, one from the
Performing Arts and one from the Visual Arts.
(p. 20)
9 – 10
an Arts program that includes in this band of
schooling learning in at least one Arts discipline.
http://www.vcaa.vic.edu.au/Documents/viccurric/RevisedF-10CurriculumPlanningReportingGuidelines.pdf
Curriculum mapping
•
•
Mapping identifies the extent of curriculum
coverage in units of work and clearly links
teaching, learning and assessment while
working with the curriculum continuum.
Mapping templates support teachers to
identify where content descriptions and
achievement standards are being explicitly
addressed within the school’s teaching and
learning program.
Templates
• For each Arts discipline
• F-6
• 7-10
Instructions
http://www.vcaa.vic.edu.au/Pages/foundation10/
viccurriculum/curriculumplanning.aspx
Terminology
• Band/Level descriptions
•
statements that provide an overview to the content descriptions and achievement standard within
the level or band.
• Strands
•
key organising elements within each curriculum area.
• Content descriptions
• specific and discrete information identifying what teachers are
expected to teach and students are expected to learn.
•
Elaborations
•
non-mandated, advisory examples that provide guidance on how the curriculum may be transformed
into a classroom activity or learning opportunity.
• Achievement standards
• statements that describe what students are typically able to
understand, and are the basis for reporting student achievement.
Victorian Curriculum
Learning as artist and Audience/Viewer
Artwork
Artist
Audience
Contexts
Institutions
Exhibitions
Performance
Presentation
Communication
Representation
Learning In Visual Communication
Design
Visual Communication Design Practices
Making and responding form the practice of the designer.
• Students develop understanding and skills when they view and make
visual communication designs in response to audience needs.
• Design fields (Communication, Industrial & Environmental) and styles of
design.
• Different audiences and contexts.
Making and responding involve practical and critical understanding.
• Students consider the intentions of designer to communicate meaning
and how viewers interpret and evaluate visual communication designs.
• Visualisation and presentation of ideas through materials, methods and
presentation formats.
Learning in Visual Communication
Design
Design thinking & the Visual Communication Design Process
• Form a framework for the creation of Visual communications.
• Students respond to and write a brief, research and generate ideas,
develop and refine visual communications.
Students communicate ideas and information through the use of:
• drawing conventions –using a range of media, materials and
methods to visualise ideas.
• design elements and principles – such as line, shape, colour,
tone, texture, form, type, balance, contrast, scale and hierarchy.
• skills, techniques and processes – in a range of methods to
plan, develop and refine visual communications.
Visual Communication Design
strands
Explore and
Represent Ideas
Visual
Communication
Design Practices
Present and
Perform
Respond and
Interpret
Explore and apply,
material, methods,
media, design
elements and design
principles.
Use manual and
digital drawing
methods to create
visual
communications.
Develop and present
visual communications
in response to a brief,
audience and
communication needs.
… reflecting,
questioning,
analysing and
evaluating …
Develop and present
visual
communications.
Design fields:
Industrial,
environmental and
Communication.
Identify and describe
materials, methods
and media in different
historical, social and
cultural contexts.
Curriculum Comparison
Learning continuum L5 - 7
Level 5 & 6 Visual
Arts
Level 5 & 6 Media
Arts
Level 7 & 8 VCD
Practices
Select and apply visual
conventions, materials,
techniques,
technologies and
processes specific to
different art forms when
making artworks
Develop skills with
media technologies to
shape space, time,
colour, movement and
lighting, within images,
sounds or text when
telling stories
Use manual and digital
drawing methods and
conventions to create a
range of visual
communications
Learning Continuum
Level 7 & 8 Visual
Arts
Level 7 & 8 VCD
Level 9 & 10 VCD
Respond & Interpret
Analyse how ideas and
viewpoints are
expressed in art works
and how they are
viewed by audiences
Identify and describe
the purpose, intended
audience and context
in a range of visual
communications from
different historical,
social and cultural
contexts
Analyse and evaluate
the factors that
influence design
decisions in a range of
visual communications
from different historical,
social and cultural
contexts
Critical and Creative thinking
strands
Questions and
Possibilities
Reasoning
Meta-cognition
Explore the nature of
questioning and a range of
processes and techniques to
develop ideas.
Explore how to compose,
analyse and evaluate arguments
and reasoning.
Explore the use of strategies
to understand, manage and
reflect on thinking and
learning processes.
Level 7
Questions & Possibilities
Synthesise information from multiple sources and use lateral thinking techniques to draw parallels
between known and new solutions and ideas when creating original proposals and artefacts
Reasoning
Investigate the difference between a description, an explanation and a correlation and scepticism about
cause and effect
Meta-cognition
Consider a range of strategies to represent ideas and explain and justify thinking processes to others
Relationships: Content Descriptors &
Achievement Standards
Level 9 - 10 Content Descriptors
Explore & Represent
• Develop and present visual communications that
demonstrate the application of methods, materials, media,
design elements and design principles that meet the
requirements of a specific brief and target audience.
• Generate, develop and refine visual communication
presentations.
Visual Communication Design Practices
• Use manual and digital drawing methods to create visual
communication s in specific design fields of
Environmental, Industrial & Communication Design.
Achievement Standard
• Within visual communication design fields, students
develop briefs and visualise, generate and develop ideas
in response to audience needs.
• Students manipulate design elements, design principles,
materials, methods, media and technologies to realise
their concepts and ideas for specific purposes, audiences
and needs.
• Students demonstrate their use of visual communication
design skills, techniques, conventions and processes in a
range of design fields.
• Students manipulate design elements, design principles,
materials, methods, media and technologies to realise
their concepts and ideas for specific purposes, audiences
and needs.
Relationships: Content Descriptors &
Achievement Standards
Level 9 - 10 Content Descriptors
Achievement Standard
Present & Perform
• Develop a brief that identifies a specific audience and
needs.
• Students evaluate, reflect on, refine and justify their
decisions and aesthetic choices.
• Present visual communications that meet the
requirements of the brief.
• Within visual communication design fields, students
develop briefs and visualise, generate and develop ideas
in response to audience needs.
• Students manipulate design elements, design principles,
materials, methods, media and technologies to realise
their concepts and ideas for specific purposes, audiences
and needs.
Respond & Interpret
• Analyse and evaluate the factors that influence design
decisions in a range of visual communications from
different historical, social and cultural contexts.
• Analyse and evaluate the use of methods, media,
materials, design elements and design principles in visual
communications from different historical, social and
cultural contexts.
• Students analyse and evaluate the visual communications
they make and view, and how visual communications from
different historical, social and cultural contexts
communicate ideas and information.
Curriculum planning example: The VC Design process: Logo Design
Content Descriptor
Exemplar
Curriculum Concept: Logo
Design
Explore & Represent
• Develop and present visual communications that demonstrate
the application of methods, materials, media, design elements
and design principles that meet the requirements of a specific
brief and target audience.
• Generate, develop and refine visual communication
presentations.
Visual Communication Design Practices
• Use manual and digital drawing methods to create visual
communication s in specific design fields of Environmental,
Industrial & Communication Design.
Present & Perform
• Develop a brief that identifies a specific audience and needs.
• Present visual communications that meet the requirements of
the brief.
Respond & Interpret
• Analyse and evaluate the factors that influence design
decisions in a range of visual communications from different
historical, social and cultural contexts.
• Analyse and evaluate the use of methods, media, materials,
design elements and design principles in visual
communications from different historical, social and cultural
contexts.
• Students develop a brief for a client with to design a logo for
application in three different contexts. Eg: Letterhead,
packaging, signage.
• Research logos and their application in a variety of contexts.
(Communication Design)
• Explore a range of design elements and principles and their
use in logos.
• Brainstorm logo concepts: symbolic, descriptive, text.
• Generate concepts for logos using freehand drawing with a
variety of materials and media, design elements and design
principles.
• Develop a selected design using both manual and digital
drawing.
• Research various contexts for the application of the logo using
both environmental and industrial design.
• Present the different options for the presentation of the logo
and consider the application using design elements and
design principles.
• Research the application of logos from different commercial
companies to evaluate the effectiveness of design decisions.
This could be conducted through interviews or presentations.
• Select one application of a logo, analyse and evaluate the use
of methods, media, design elements and design principles
with the logo over a period of time and in different cultures.
Curriculum Planning Concept: Achievement
Achievement Standard
Explore & Represent
Within visual communication design fields, students develop
briefs and visualise, generate and develop ideas in response to
audience needs.
Visual Communication Design practices
Students demonstrate their use of visual communication design
skills, techniques, conventions and processes in a range of
design fields.
• Students manipulate design elements, design principles,
materials, methods, media and technologies to realise their
concepts and ideas for specific purposes, audiences and
needs.
Perform & Present
Students evaluate, reflect on, refine and justify their decisions
and aesthetic choices.
• Development of brief for logo application in three different
contexts: audience, needs, presentation format.
• Research of logos and applications to gain ideas for student
development of their own logo – methods, media, audience,
needs and context.
• Demonstrated use of manual and digital drawing in logo
presentations in three different contexts – communication,
industrial and environmental.
• Demonstration of the use of design elements, design
principles, materials, methods and media to develop design
concepts.
• Reflection and evaluation of design decisions and aesthetic
choices in the development and refinement of the logo and its
application.
• Presentation of logo concept in three applications on a
presentation board.
Respond & Interpret
Students analyse and evaluate the visual communications they
make and view, and how visual communications from different
historical, social and cultural contexts communicate ideas and
information.
• Research of company logos and their application in a range of
contexts.
• Analysis and evaluation of the design of a specific logo by a
designer.
Contacts
Curriculum Manager: Visual Arts & Media
Kathryn Hendy-Ekers
PH: 9032 1697
Email: [email protected]