SAMPLE COURSE OUTLINE DESIGN GENERAL YEAR 11

SAMPLE COURSE OUTLINE DESIGN GENERAL YEAR 11

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1 Sample course outline Design General Year 11 Unit 1 and Unit 2 Unit 1 Design fundamentals Overview of Unit, including structure of the course, timelines, expectations and assessment requirements Introduction to design fundamentals What is design? Meet a designer live or on YouTube; what do they do? Draw a series of cartoons showing a designer doing what they do Explore codes and conventions that will help best communicate the designer s work Post on the class share drive, blog or virtual class Begin to keep a journal of design language. Collect and define first words for illustrated design glossary. (Commence Task 1) Term 1 1 5 6 7 Identify the design process research, investigation, ideation, design development, and evaluation. Explore the characteristics of the elements and principles of design in a variety of exercises Make a pair of card dice. Represent an element on each side. Do the same with selected principles. Throw a mini design task Draw an iconic designer object in detail, turn it into a simple closed shape, cut several copies of the shape out of coloured paper (use a pair of complementary colours) and arrange to make patterns. Annotate using correct design language Make a collage of fabric swatches that represent all of the elements. Photocopy in colour the page and illustrate a number of principles. Annotate, identifying the various elements and principles In pairs, collect colour swatches from magazines; collect a colour. Come together to create a group colour wheel, label it and scan it for the design glossary Who has the most versions of their colour? Debate the controversial categorisation Play games with colour swatches e.g. warm and cool divide Task 2: In class response (Due 5 Term 1) Describe and explain the dominant design elements and principles in a selected image. Unpacking the design process Introduction to and application of a design process, including basic documentation of each of the following stages: research and/or investigation, ideation, development, refinement, production and reflection Introduce research/investigation Use brainstorming as a tool to begin this stage of the design process Identify the features of a good brainstorm. Use examples from the internet Brainstorm body adornment Explore the notion of body adornment as a form of communication: personal and social Who wears what? Identification of stakeholders Representation and stereotype and how they relate to the design brief Explore stereotypes introduce the concept of audience/consumer Where are the students coming from? Push them to expand their realm of experience and understanding perhaps look at body adornment in another culture Asian or Aboriginal and Torres Strait Islander peoples Introduction to copyright and personal responsibilities, acknowledging the source of the images Sample course outline Design General Year 11

2 Action design and problem solving Introduction to materials and their application to the design brief Use recycled card and other materials to create instant body adornment (set restraints and limitations according to the ability of the group) Record the results and discussion, including reflection of solutions and design problems creativity and originality introduction to basic concepts of semiotics relevant to the design context by discussing simple notions of form and function durability, wearability possible audience introduction to basic communication models relevant to design introduce Shannon and Weaver sender (encoding), signal (transmission), noise, receiver (decoding) to evaluate simple solutions and who might wear the body adornments potential for future designs and the possibility of using sustainable materials Review illustrated design glossary (Task 1) so far. Check words to be defined Clarify definitions as a class. Scan or photograph examples to illustrate Introduction to the production processes, methods, skills and techniques Draw from life shells and other natural objects Analyse the shape, patterning, textures Find objects from which to make a simple plaster mould Teach a suitable method for mould making and casting process Explore the process and begin to manage it creating several repeated pieces 8 10 Introduce Occupational Safety and Health (OSH) concepts relevant to production process Begin to document the process using a story board layout Do the same process for small man made objects e.g. plastic animals Alternatively collect post industrial waste i.e. man made materials where there are multiples of (see REmida). Consider materials and their application to the design brief Continue to explore the elements and principles of design Task 1: Illustrated design glossary (Due 9 Term 1) Compile glossary digitally using student s generated illustrations of the elements and principles of design and other terminology from the syllabus Introduce the brief for Task 3 Developing a portfolio to showcase student s control and manipulation of design skills. Prepare for presentation, at the end of the unit, the best results of exercises and the design process Term 2 1 2 Review tasks so far and earmark possible pages/3d objects for portfolio Select fonts and stylistic design elements and principles that will unify portfolio Rework and develop aspects of the task Revise ideation and design development techniques Introduction to creation of diagrams, layouts, plans and design drawings Outline and apply the visual development process, from thumbnails through to development roughs, with basic annotation to possible designs Select the most effective design and develop a design page; include some selected original drawing from life Develop new pages where necessary Consider effective layout and drawing style and create appropriate diagrams, layouts, and drawings to enhance pages to be included in portfolio Task 4: Vignette creation formats of presentation (Due 2 Term 2)

3 3 5 Examination weeks 6 7 Depending on the quality of the work so far, and if not too much reworking is required; there may be time to introduce another relevant production process to experiment with. Consider how to present portfolio if it includes 2D and 3D pieces 2 hour extended workshop session to select and assemble Unit 1 portfolio Task 3 (Due 7 Term 2) Unit 2 Personal design Overview of Unit 2 and assessment requirements Distribution and interpretation of the design brief Identify constraints and purpose If body adornment is a form of communication, discuss its purpose, both social and personal Consider this when exploring audience and stereotypes Begin to set personal qualifications to the overall brief Consider its place in the design process Clarify terms and design language used Discuss simple concepts related to semiotics of wearing jewellery or body adornments Colour theory Colour meanings and their application in design, with reference to exercises from Unit 1 Colour choices in design development, and document them in design portfolio Term 2 8 10 Introduce a relevant communication model Investigation of audience/consumer/wearer as stakeholder in the framework of the Berlo model of communication Discuss representation and stereotype and how they relate to the design brief Introduce the digital template for the My Design Process PowerPoint Commence Task 6 (Due at the end of the unit) Consider the codes and conventions of communicating their design process in a PowerPoint form Introduction to and application of design process Basic documentation of each of the following stages: research and/or investigation, ideation, development, refinement, production and reflection Introduction to basic concepts of semiotics relevant to the design context Apply the elements of design when putting together pages of portfolio Begin to consider budget and timing constraints and possible target audience Refer back to brainstorm from Semester 1 Revise exercises completed last semester as a model to initiate inspiration for original design solutions to the brief Review copyright and personal responsibilities Identify further research required to meet the brief; perhaps product information, trends, styles and conventions

4 Employ the visual development process from thumbnails through to development roughs with basic annotation Employ appropriate elements and unifying design principles and apply them effectively in design: balance, contrast, emphasis, repetition, movement, rhythm, scale and proportion, unity, variety, pattern, volume harmony when developing designs use correct terms when annotating designs Document some initial ideas using thumbnails, collage and brief concise annotations Control and manipulation of design skills Consider use of fonts in design of pages of portfolio Use the PowerPoint template to map out a work plan for each stage of the design process Initiate the idea of ongoing evaluation at all stages of the design process Development of production processes, methods, skills and techniques relevant to the defined context. Formats of presentation for design solutions Students select a production process experimented with in Semester 1 and explore it further to see if it matches initial design ideas, development of production processes, methods, skills and techniques relevant to the defined context Selection of materials and their application to the design brief Term 3 1 4 Work with the production process to develop technique and make test samples Evaluate and make changes Introduce layout and design drawing, including diagrams and plans Create 1 or 2 pages of designs that show the evolution of the final design from inception to final product Creation of diagrams, layouts and plans Visually show change and annotate key reasons for decisions Draw final product in 3D, using sample pieces as models Develop the best examples from the response to the design process and prepare them for PowerPoint Time plan for production 5 8 Task5: Portfolio for Unit 2: Design work for final product (Due 4 Term 3) Studio production time for development of prototype(s) Ongoing evaluation of prototype against the brief and the functional criteria identified in earlier design planning. Monitoring of work practices and OSH compliance Students photo document the production process used to make the prototype. (Use in design process PowerPoint) Evaluation of personal design process in terms of appropriateness of design, target audience, and design brief 9 10 Evaluation of design development choices and alternative options Reflection of solutions to design problems Evaluation of final design solution in relation to design brief, target audience, and introducing sustainability Apply the Shannon & Weaver Model of communication as an evaluation tool Collate material for design process PowerPoint (Task 8)

5 Task 6: Prepare a simple questionnaire to collect feedback on final product Would you buy it? Would you wear it? How much would you pay for it? Collate feedback and suggest how it might change the product Submit findings in PowerPoint Respond to feedback and evaluation process Complete prototype pieces Task 7: Prototype set of personal jewellery (Due 1 Term 4) Term 4 1 4 Examination weeks 5 6 Task 8: Make a simple PowerPoint explaining the design process and showcasing the product (Due 10 Term 3) Plan display formats of presentation for design solutions Work within the given space Locate and arrange display dummies, pin boards and other display paraphernalia Make display elements if time allows Task 9: Display final 3D prototype(s) with support design material (Due 4 Term 4) Respond to feedback on product Students invite others to see their work in a mini expo and receive feedback