Advice for teachers -
Visual Communication Design

Unit 4 – Area of Study 1: Development, refinement and evaluation

Outcome 1

Develop distinctly different concepts for each communication need and devise a pitch to present concepts to an audience, evaluating the extent to which these concepts meet the requirements of the brief.

Examples of learning activities

Activities for developing concepts:

Create a table that lists selected concepts and identifies a range of methods (manual and digital), media and materials as well as design elements and design principles that may be suited to each concept and appropriate to the design field. This table ensures that a range of design components have been trialled and explored.
Conduct a SWOT analysis to critically evaluate the range of concepts for each of the communication needs against the requirements of the brief; consider functional and aesthetic factors of each design.
Study earlier research of the target audience, context, purpose and format which may provide a range of references from which to identify suitable methods, material and media to incorporate in the development of chosen concepts.
Select methods that are appropriate to the design field and that enable clarity of communication and suitability for context, purpose and audience; consider two- and three-dimensional approaches.
Expand on a chosen concept by deliberately exploring an opposing option; i.e. if the concept is balanced symmetrically then deliberately explore an asymmetric composition. This can be done with many of the design principles. Substitute different materials or lighting effects to develop concepts.
Create type using textures and manual methods.
Produce mock-ups to trial two- and/or three-dimensional presentation formats to size or to scale; apply design elements and principles to reﬁne composition; manage, manipulate and apply type, testing effective legibility and composition; reﬁne digital methods.
Create a range of mock-ups for one concept; using a group of individuals as an audience, test and evaluate how each mock-up gains and maintains audience engagement.
Select at least two methods to develop proﬁciency; these may include manual and digital methods of generating visuals, photography, printing, three-dimensional mock-ups or mixed media collage. Seek feedback to clarify direction.

Activities for refining and evaluating concepts:

Create several small exploratory works before building compositions, adding type as required, and use a variety of materials and media. Apply design elements and principles, experimenting with hierarchy and evaluate impact on the target audience; for example, if photography is one of the methods, the various capabilities of a digital camera may be used (focus, micro/macro, panorama, ﬁsheye etc.) while compositional consideration should be shown through angles, close-ups, wide shots etc. as well as a sensitive use of natural and artiﬁcial lighting, and an awareness of background detractions. Images can be further enhanced and manipulated using digital imaging programs and sized to ﬁt proposed presentation formats. Use of digital design applications is documented and hardcopies annotated, applying critical and reﬂective thinking.

Activities for evaluating concepts:

Create a selection process, developing clear checkpoints developed from the brief with reference to the client’s needs, purpose and audience. Evaluate each of the ideas generated for their effectiveness; use a scaling or rating device to assess and compare concepts; select those with the greatest potential to solve the requirements of the brief that offer innovative and creative thinking; select a variety of possible directions to pursue further.
Annotate concepts, explaining the thinking behind ideas and how they will satisfy the requirements of the brief, speciﬁcally how it appeals to the intended audience, satisﬁes purpose and conveys style.
Show critical and reﬂective thinking in annotations during development and reﬁnement of concepts through considered evaluation and reﬂection; regular reference should be made to the brief, and feedback from the client and target audience may be sought.
Test legibility and visual impact on sample target audience groups; make adjustments and reﬁnements where necessary.
Conduct a short pitch of the final concept and intended resolution to either the class or a small panel. Document feedback in a grid that covers all the assessment criteria; this can be used for evaluation and reflective thinking before incorporating it (where practicable) into the refinement of the final presentation.
Practise presenting the pitch, explaining the thinking behind the final concept and intended resolution; use original drawings or digital images and any supporting background information. Other research may be used as evidence to demonstrate the impact concepts may have in given environments and the expected responses from the target audience. Record responses from teacher and class members in terms of strengths and weaknesses of concepts, appropriateness of methods, media and materials, and choice of presentation formats; record this in the developmental folio to stimulate further design investigation.

Detailed example

Developing proficiency in methods

Students refer to their generation of ideas created in Unit 3 and select distinctly different concepts for development and refinement. Concepts are critically thought about with the assistance of design thinking strategies such as a PMI chart and decisions are made about methods to employ.

Students select at least two methods in which to develop proficiency. Development of concepts occurs with deeper exploration of selected methods that are appropriate to the chosen design field and the two communication needs. For example, if manual printing is one of the methods, the student may investigate relief printing processes, printing on different materials with deliberate investigation of line styles, colour blocking and patterns and textures.

Small exploratory works are created to develop proficiency in chosen methods which allow students to trial different materials and media. Annotations discuss design decisions made during the exploratory trials, including technical problems and future directions.

Both two dimensional and three dimensional methods are utilised to develop concepts and may include digital drawing, 3D printing, photography, three-dimensional mock ups or mixed media collage. Students seek feedback to clarify direction.

Conventions associated with technical drawing are adhered to and demonstrate students transfer of knowledge and skills. Images created through manual methods may be further enhanced and manipulated using digital imaging programs and scaled to fit proposed presentation formats. Use of digital design applications is documented for authentication purposes and hard copies are annotated applying critical and reflective thinking.

Throughout development of methods students apply and document the use of design elements and principles with consideration to their function and aesthetic factors. This may include deliberate adjustment of contrast in photography or mixing a colour scheme for a screen print to meet an expectation listed in the brief.

Detailed example 2

Presentation of a pitch

After developing and refining concepts, students create mockups of their potential final presentations. The mockups are used to present their refined concepts to the class as a mock client presentation.

A class discussion is used to establish the components of a pitch and students research documents online that support class discussions about strategies for effective pitch presentations. Students discuss the purpose of the pitch to make a visual and audible impression upon the client. The pitch is developed where students address the established components when planning their presentation.

Using the mockups, students present their pitch, articulating ideas concisely and explaining the thinking behind them, with any supporting background information. This will include the reasons for their selection and use of particular materials, media and methods, design elements, design principles and presentation formats and how these relate to the needs of their brief. Other research may be used as evidence to demonstrate the impact concepts may have in given environments and the expected responses from the target audience. The pitch should be informed and use appropriate terminology to communicate effectively. An effective pitch is pithy, interesting and succinct.

Teacher and class members provide verbal responses in terms of the strengths and weaknesses of concepts. Comments can be sought regarding appropriateness of methods, media and materials, and the choice of presentation formats. Students record and evaluate responses and reflect on feedback using design thinking strategies such as SWOT. They annotate mockups in regards to final decisions that relate to refinement.

Advice for teachers - Visual Communication Design