Insights
91628: Develop a visual presentation that exhibits a design outcome to an audience
Performance overview:
This standard requires students to exhibit a design outcome that has been developed with consideration of the audience interaction and the graphic composition within a selected space.
The standard was able to be met when evidence included an analysis of the exhibition space, how a potential audience would move through the exhibition space and interact with the presentation, to show how this informed the development of the learner’s presentation.
Evidence is also required of research into existing physical or digital presentation modes and graphic compositions, that could inform the development of the learner’s presentations.
Practices that need strengthening:
Evidence of the development and thinking that underpinned the presentation was required as well as the development of the final presentation. The use of thumbnail images that show little or no development is inadequate, evidence of the development must include progressive development of the alignment and sizes of the graphic images, the headings and type boxes, and where applicable, models.
Evidence is also required of the developed presentation set in the exhibition space (preferably with an audience), the lack of this evidence was the main contributor to this standard not being achieved.
Presentations that use animations need to consider how the audience would access and interact with the screen/monitor to view the animation.
91629 Resolve a spatial design through graphics practice
Performance overview:
This standard requires students to analyse a spatial design context to identify opportunities and constraints that will inform the design brief and the development. The development is required to include exploration and refining of spatial design ideas through graphics practice while showing an understanding of spatial design knowledge.
Students were successful in this standard by identifying a potential site and considering the prevailing climate (rainfall, wind, sunshine), topography and potential aspect (positioning of the spatial design relative to the view, climatic conditions, and access) and establishing the potential opportunities and constraints.
Students were better informed of spatial design knowledge through research into the practice of existing spatial design, architects and designers, materials, construction and spatial design visual communication modes.
Successful students analysed the design context, undertook research to inform the generation of potential initial ideas and selected a preferred option which was then explored and refined through progressive variations of both the interior and the exterior while addressing the brief, and identified opportunities and constraints.
For higher grades, the consideration of wider environmental conditions and human factors related to the design context is required. This could include considering floor plans and room usage, the location of the spatial design on a site, access, views, the effect of climate, neighbouring buildings, trees, and parks.
Practices that need strengthening:
The development of both the interior and exterior must be evident.
The identification of a potential site and consideration of the prevailing climate (rainfall, wind, sunshine), topography and potential aspect (positioning of the spatial design relative to the view, climatic conditions, and access) must be evident.
There also needs to be a progressive development of design ideas beyond a description of design ideas.
Bubble diagrams are not detailed enough as floor plans, they are a means of initiating layout ideas and need to be followed by diagrammatic or scaled floor plans that explore the space and its purpose.
91630 Resolve a product design through graphics practice
This standard requires students to analyse a product design context to identify opportunities and constraints that will then inform the design brief and the development.
The development is required to include exploration and refining of product design ideas through graphics practice and showing an understanding of product design knowledge.
Students were successful in this standard by identifying a potential need and considering the potential users, and possible advantage being sought through the design and ergonomics (the interface between the user and the product) to establish the potential opportunities and constraints.
Students were better informed when seeking a potential need by researching existing solutions, manufacturing and assembly, and product design visual communication modes.
The successful students analysed the design context, undertook research to inform the generation of potential initial ideas, and selected a preferred option they then explored and refined through progressive variations while addressing the brief, and the identified opportunities and constraints.
For higher grades, evidence is required of the consideration of wider environmental conditions and human factors related to the design context, such as the awareness and application of ergonomics, how the product will be used by the user and the products’ operation and assembly.
Practices that need strengthening:
There must be evidence of development (exploration and refinement through progressive variations) of the product design idea beyond ideation or initial ideas that were described through sketches or working drawings.
There must be development of both functional and aesthetic considerations made of the product design idea. This includes exploring and refining the purpose of the product design idea through consideration of how the product will be used by the user (ergonomics) and the products’ operation, assembly, and appearance beyond a single idea.
