1. VCE Visual Communication Design
Online implementation sessions
Tuesday 1 August 2017
Monday 7 August 2017
Welcome to the VCAA implementation professional development for the new Studio Arts Study design
Presenters to introduce yourself.
Name
School/occupation
Member of the writing team(if relevant)
Experience (e.g. taught VCE Studio Arts for X years)

2. © Victorian Curriculum and Assessment Authority 2016
The copyright in this PowerPoint presentation is owned by the Victorian Curriculum and Assessment Authority or in the case of some materials, by third parties. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968 or with permission from the Copyright Officer at the Victorian Curriculum and Assessment Authority.
Copyright of VCAA
This PowerPoint presentation will be placed on the VCAA website on the Studio Arts page. At the conclusion of all PD sessions.
ATOM will also publish a recording of these sessions on their website with permission from the VCAA.

3. VCE Visual Communication Design study design
Teachers should thoroughly familiarise themselves with the study design including:
Introduction (p. 5)
Structure (p. 6)
Assessment and reporting (p. 8)
Cross study specifications (p. 9–12)
Units 1–4 (p. 13–29)
Teachers need to become familiar with the study design and read thoroughly the introduction, structure and content of each Unit.
The study design is the only prescribed document that must be used in the planning of a VCE Art course.
The study design details the content that is to be taught and how it is to be assessed.
Note: text books are only a resource, they do not prescribe the content of VCE Art
Note: the Study design is only available online, The VCAA no longer prints hard copy study designs. The study design is available on the VCAA website on the VCE Art study page.
School Assessed Task Assessment criteria will be published early in 2017.

4. Assessment weightings p.8
Unit 3 School-assessed Coursework 25 %
Unit 3 and 4 School-assessed Task 40 %
End-of-year examination
35 %
Weightings for Units 3 and 4 have been adjusted. Course work is 25%, SAT is 40% and the exam is still 35%.
However due to the removal of SAC from Unit 4, there is a greater emphasis on the two SAC’s completed in Unit 3.
This acknowledges the importance of the work undertaken in Unit 3.

5. Understanding the study design
Each outcome is described in terms of key knowledge and key skills
Key knowledge
Key skills
Provides the content
Provides the application
For example
explore
develop
generate
investigate
evaluate
apply
Outcomes - key knowledge, key skills
Each outcome is described in terms of key knowledge and key skills.
It is important to read the key knowledge together with the key skills, as the key skills give you the application of the key knowledge, i.e. what students should be able to do.
Note that key skills are examinable. -any of the key skills in Units 3 and 4 can used to formulate questions for the November examination.
A good suggestion is to use the key skills when writing your assessments so that students become familiar with their use and application. Students need to be able to distinguish between what it means to explain, analyse, evaluate, justify

6. Understanding the study design
Unit 3 AOS 1: Analysis and practice in context
On completion of this unit the student should be able to create visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing visual communications in the three design fields.
Key knowledge
Key skills
Key design features of existing visual communications associated with the communication, environmental and industrial design fields.
Analyse existing visual communications in terms of their key features in the three design fields.

7. Cross study specifications p. 9-12
Cross study specifications have been added in the front of the study design to clarify the key concepts that underpin all four units of the study.
Evidence of these are found in each Area of Study.
The Cross study specifications will be assessed in the examination, School-assessed Task and School- assessed Coursework.
The cross study specifications frame the study. The cross study specifications provide a definition for content in the study. They can be assessed in examination. Teachers should refer back to the Cross-Study specifications when they are preparing teaching and learning activities in all four units of the study.
The cross study specifications were developed to provide a good foundation and explanation of terminology within the study design, with clear links between each unit and better clarity and definitions for key language used in the study design.

8. Cross-study specifications
Visual Communications Design
The design and creation of visual communications requires the selection and application of methods, media, materials, design elements and design principles and final presentations. Collectively these are the resources of visual language.
Visual language is integral to the design process and refers to the communication of ideas through experiences, images and objects.
Students use visual language to communicate their ideas at all stages of the process including research, generation of ideas and development of concepts, refinement and resolution.

9. Cross study specifications
Methods Refer to the manual and digital processes used to make visual communications. For this study, drawing, painting, printing, photography, collage, three-dimensional processes and digital-based methods are appropriate. Drawing Observational drawings are freehand drawings from direct observation to represent the form, materials and textures of objects and structures. Visualisation drawings are in the form of quick ideation sketches for conceptualising and communicating ideas. Both observation and visualisation drawing can be completed using manual and/or digital technologies. Presentation drawings are refined and finished and can be drawn using manual and/or digital methods.

10. Cross study specifications
Two-dimensional representation drawings
include orthogonal, plans and elevations, and packaging nets.
Three-dimensional representation drawings
include perspective (one and two point) and paraline (isometric and planometric).
Presentation drawings
can incorporate technical drawing conventions based on the Australian Standards.
Advice on these technical drawing specifications will be published on the VCAA website on the Visual Communication Design study design page.

11. Cross-study specifications
Media
Are the digital and non-digital applications used to make visual communications.
Examples of digital applications are vector-based and raster-based programs.
Examples of non-digital applications are pencils, ink, markers, pastels, acrylic paint, gouache, dye and film.
Materials
Are the surfaces or substrates that visual communications are applied to or constructed from.
Examples are paper, screen, card, textile, metal and plastic.

12. Cross study specifications
Design elements
Are components of visual communications.
For this study they are point, line, shape, form, tone, texture, colour and type.
Design principles
Are accepted conventions associated with arranging or organising design elements.
For this study they include figure-ground, balance, contrast, cropping, hierarchy, scale, proportion and pattern (repetition and alternation).
Final presentations
Are the formats in which visual communications are presented.
They can be print and screen-based presentation formats such as brochures, posters, book covers, signs, point of sale displays, three-dimensional models, packages, websites and screen-based advertising and information displays.

13. Cross study specifications
The design process
Integral to this study is the design process to support the creation of visual communications.
This design process identifies discrete stages, as illustrated in Figure 1, which collectively form a framework for creating visual communications in response to a brief.
The brief can be provided by the teacher or be student generated. In some units there is a focus on specific stages of the process, whereas in others, students must apply the entire process to create visual communications.
The process should not be seen as static or linear; rather it is cyclical or iterative, with stages revisited as required to resolve design problems and extend ideas.
Underpinning the design process is ongoing analysis, reflection and evaluation requiring creative, critical and reflective thinking, referred to as design thinking.

14. Cross study specifications
Design fields
Communication design
Graphic design, information design, digital and web design, advertising, print publication/ book illustration and typographic design, package/surface design, logo design and brand identity. Distinguishing characteristics of this field may include: specific use of type conventions, layouts and use of grids and packaging (nets and surface graphics), print and digital applications and presentation formats.
Environmental design
Architectural design, interior design, landscape design, set design and exhibition/display design. Distinguishing characteristics of this field may include: three-dimensional drawing methods (planometric and perspective) and two-dimensional drawing methods (floor plans and elevations).
Industrial design
Product design and furniture design. Distinguishing characteristics of this field may include: manual and digital three-dimensional drawing methods (isometric and perspective) and two-dimensional drawing methods (third-angle orthogonal drawing). Use of specific conventions including line styles and dimensioning.

15. Cross study specifications
Design thinking
Creative thinking
Requires a curious, open-minded, flexible, divergent, explorative, investigative approach.
Critical thinking
Requires questioning, clarifying, planning, analysing, examining and testing information and ideas.
Reflective thinking
Requires a metacognitive approach, seeking and considering feedback, reflecting on progress and processes, making links and connections with broader issues and the work of others.

16. Cross study specifications
Intellectual property and copyright
Study of other visual communication designs to stimulate student ideas.
Students need to have knowledge of their legal obligations regarding copyright and trademarks as well as conventions for acknowledging sources of inspiration.
Intellectual property is the general term used for property generated through intellectual or creative activity.
Types of copyright:
One requires the registration of original ideas such as patents and trademarks;
One does not require official registration – they are unregistered rights and are referred to as copyright.

17. Cross study specifications
Acknowledging sources of inspiration and support resources
Students are required to acknowledge all sources of inspiration throughout the design process.
This can be done by noting specific titles and publication dates of texts and/or magazines and/or URLs for websites where images have been sourced.
For information acquired from a website, acknowledgment typically includes the title of the website and the date that the website was accessed.
This information should be located at the point where sourced material is used in the design process

18. Sequencing of units
Unit 1: Introduction to visual communication design Unit 2: Applications of visual communication design within design fields. Unit 3: Visual communication design practices. Unit 4: Visual communication design development, evaluation and presentation.

19. Unit 1: Introduction to visual communication design
Area of Study 1
Drawing as a means of communication
Area of Study 2
Design elements and design principles
Area of Study 3
Visual communications in context.
Unit 1
Focus on visual language to communicate ideas and concepts
Applying design thinking as well as drawing skills
Observation, visualisation and presentation drawing methods
Design elements and design principles
Study of design styles and the purpose and place of design
Copyright and intellectual property
Stages of the design process in individual areas of study.

20. Unit 1 AOS 1: Drawing as a means of communication
Underpins some of the stages in the design process – generating ideas, developing concepts and refinement of visual communications
Focuses on the development of visual language and design thinking
Representation of form, proportion, surface textures and relationships between objects
Methods for drawing three dimensional forms – paraline and perspective drawings
Methods for drawing two dimensional forms – third angle orthogonal drawing
Manual and/or digital methods
Range of media and materials to support drawing purposes and methods
Note: One area of change is the inclusion of orthogonal drawing in Unit 1 AOS 1
Outcome 1
On completion of this unit the student should be able to create drawings for different purposes using a range of drawing methods, media and materials.

21. Unit 1 AOS 2 : Design elements and design principles
Experiment with design elements and design principles using manual and digital drawing methods.
Visualise ideas and concepts – generation of ideas and development of concepts.
Investigation of the purposes of visual communication designs
Knowledge of legal obligations regarding the ownership of images applied to their own ideas and concepts.
Techniques for generating and reflecting on ideas.
Features and functions of design elements and design principles.
Outcome 2
On completion of this unit the student should be able to select and apply design elements and design principles to create visual communications that satisfy stated purposes.
Experiment with design elements and design principles using manual and digital drawing methods. – part of the generation of ideas.
Visualise ideas and concepts – generation of ideas and development of concepts.
Investigation of the purposes of visual communication designs – to advertise, promote, depict, teach, inform, identify and guide.
Knowledge of legal obligations regarding the ownership of images applied to their own ideas and concepts.
Techniques for generating and reflecting on ideas – use of design thinking skills
Features and functions of design elements and design principles – how these can be used in relation to the purpose of VCDs. Also consideration of aesthetic and function when applying DE & DP.
Note: Change to respond to given purposes rather than investigate.

22. Unit 1 AOS 3 : Visual communications in context
Students explore how visual communications have been influenced by social and cultural factors, past and contemporary practices in the design fields of communication, industrial and environmental design.
Design styles of past and contemporary designers – connections between practices.
Influences on the use of manual and digital methods, media, materials, design elements and design principles
Outcome 3
On completion of this unit the student should be able to describe how visual communications in a design field have been influenced by past and contemporary audiences, and by social and cultural factors.

23. Unit 1: Assessment p. 16
All assessment of Units 1 and 2 are school-based and the decision of levels of achievement are a matter for school decision.
Suitable tasks for assessment for all three outcomes are:
Folio of observational, visualisation and presentation drawings created using manual and digital methods.
Final presentations created using digital and manual methods.
Written report of a case study
Annotated visual report of a case study
Oral report of a case study supported by written notes and/or visual materials
A presentation using digital technologies

24. Unit 2: Applications of visual communication within design fields
Area of Study 1
Technical drawing in context
Area of Study 2
Type and imagery in context
Area of Study 3
Applying the design process

25. Unit 2 AOS 1: Technical drawing in context
Presentation drawing skills
Technical drawing conventions
Presentation of information and ideas in:
Environmental design OR
Industrial design
(Field examples listed in the Cross study specifications p. 12)
Focus on the design process
Two dimensional drawing methods
Plans and elevations – environmental
Third angle orthogonal projections – industrial
Three dimensional drawing methods
Perspective, isometric, planometric and three dimensional process

26. Unit 2 AOS 1: Technical drawing in context
Rendering techniques
Refinement of drawings using manual and digital methods
Role of the Australian Standards in provide accepted conventions
Methods of drawing to scale using conventional ratios
Environmental – 1:50, 1:100 or 1:25
Industrial – 1:1, 2:1, 1:5, 1:10
Outcome 1
On completion of this unit the student should be able to create presentation drawings that incorporate relevant technical drawing conventions and effectively communicate information and ideas for a selected design field.

27. Unit 2 AOS 2: Type and imagery in context
Meaning and function of typography in visual language
Manipulating type and images to communicate ideas and concepts
Historical and contemporary factors that influence the style and layout of print and screen based presentation formats
Manual and digital methods to manipulate type
Relationships between type and imagery
Legal obligations regarding the ownership of type
Image size and file formats suitable for print and screen
Design thinking for generating ideas and reflecting on options
Outcome 2
On completion of this unit the student should be able to manipulate type and images to create visual communications suitable for print and screen based presentations, taking into account copyright.

28. Unit 2 AOS 3: Applying the design process
The role of the brief
Research and analysis for inspiration and to generate ideas
Visualisation drawings
Development of design concepts using manual and digital drawing.
Use of methods, media, materials, design elements and design principles
Techniques for refinement and presentation
Practices that fulfil legal obligations
Application of design thinking
Outcome 3
On completion of this unit the student should be able to apply stages of the design process to create a visual communication to a given brief.

29. Unit 2: Assessment–p. 20
All assessment of Units 1 and 2 are school-based and the decision of levels of achievement are a matter for school decision.
Suitable tasks for assessment for all three outcomes are:
Folio of technical drawings created using manual and digital methods.
Folio of typography and image ideas and concepts created using manual and digital methods.
Written and/or oral descriptions and analysis of historical and contemporary design examples.
Folio demonstrating the design process using manual and digital methods.
Final presentations of visual communications.

30. Unit 3: Visual communication design practices
Area of Study 1
Analysis and practice in context
Area of Study 2
Design industry practice
Area of Study 3
Developing a brief and generating ideas

31. Unit 3 AOS 1: Analysis and practice in context
Communication
the design and presentation of visual information to convey ideas and concepts
Environmental
the design and presentation of visual information for built/constructed environments
Industrial
the design and presentation of visual information for manufactured products
All listed on Page 12 of the study design in cross study specifications

32. Unit 3 Area of Study 1: Analysis and practice in context
Analyse how design elements, design principles, methods, media and materials are used in the three fields to achieve particular purposes for targeted audiences.
Using stimulus material create visual communications for different purposes, audiences and contexts using a range of manual and digital methods, media and materials.
Two x three design fields = six tasks
Unit 3 Area of Study 1 – should be planned as a series of tasks in the three design fields. Each task should consist of an analysis of an existing visual communication and then the creation of a visual communication using the existing example as stimulus.
The outcome should not be taught as a design folio as the focus is on revisiting and refining knowledge and skills from Units 1 and 2 to prepare students for the SAT.
Outcome 1
On completion of this unit the student should be able to create visual communications for specific contexts, purposes and audiences that are informed by their analysis of existing visual communications in the three design fields.

33. Unit 3 AOS 1: Analysis and practice in context
Key knowledge
Design features of the three fields
Analysing visual communications
Characteristics of audiences
Connections between existing and created visual communications.
Purposes of visual communications
Characteristics and functions of design elements and design principles
Drawing methods to visualise ideas and concepts
Methods for converting two dimensional representational to three dimensional representational drawings, and the reverse.
Techniques for creating visual communications using manual and digital methods.
Methods, materials and media used in different visual communications.
Appropriate terminology
Read through the Key Knowledge and highlight specific areas. Drawings, conventions and typography are highlighted on the next slide. Stress that each Key Knowledge point must be unpacked for each design field.
Knowledge
Analysing visual communications
Characteristics of audiences – age, gender, interests, locations, socioeconomic status and cultural background
Connections between existing and created visual communications.
Purposes of visual communications – to advertise, promote, depict, teach, inform, identify and guide.
Characteristics and functions of design elements and design principles
Drawing methods to visualise ideas and concepts
Methods for converting two dimensional representational to three dimensional representational drawings, and the reverse.
Technical drawing conventions for specific purposes
Techniques for creating visual communications suing manual and digital methods.
Methods, materials and media used in different visual communications.
Appropriate terminology
Key Skills are:
Analyse,
Make and document the design decisions so the idea of the documentation of the process must be stressed.
Design elements and principles, manual and digital methods are appropritae to the different purposes, audiences and contexts.

34. Drawings to represent forms
orthogonal, plans, elevations and packaging nets
Two dimensional drawings
Isometric and planometric drawing
Paraline drawings
Perspective - one and two point drawing
Three dimensional drawings
Technical drawing conventions for specific purposes
Layout, dimensions, labels, symbols and lines
Key characteristics and functions of typography
Kerning, tracking and leading
The drawings are relevant to specific design fields and should be acknowledged as such.
Two dimensional drawings
Orthogonal – Industrial
Plans & Elevations – Environmental
Packaging nets – Industrial, Communication
Paraline drawings
Isometric – Industrial
Planometric – Environmental
Three dimensional
One Point perspective – Industrial, Environmental
Two Point perspective – Industrial, Environmental
Technical drawing conventions
Layout, dimensions, symbols and lines for Industrial and Environmental

35. Unit 3 AOS 1: Analysis and practice in context
Key skills
Analyse the features of the three design fields
Make and document design decisions informed by the analysis of existing visual communications
Key Skills
Highlight that the existing analysis must be documented and there should be evidence of making with a link.
Select and apply methods and drawing conventions appropriate to different purposes, audiences and contexts
Select and apply a range of design elements, design principles, manual and digital drawing methods, materials, conventions and media appropriate to different purposes, audiences and contexts.
Select and apply….purposes, audiences, contexts

36. Unit 3 AOS 2: Design industry practice – Highlighted changes
The roles, responsibilities and relationships between designers, specialists and clients
Processes and practices used for collaboration between designers, specialists and clients when presenting design directions, proposals and final presentations.
Evaluation techniques employed by designers through the design and production of visual communications.
Decisions made during the design and production of visual communications to fulfil a brief
Social cultural, legal, financial and environmental factors influencing designers’ decisions.
Trademark and copyright legal obligations of designers when using the work of others.
Outcome 2
On completion of this unit the student should be able to discuss the practices of a contemporary designer from each of the design fields and explain factors that influence these practices.
The stages of the design process used by visual communication designers.
The roles, responsibilities and relationships between designers, specialists and clients
Distinguishing characteristics of different design fields.
Processes and practices used for collaboration between designers, specialists and clients when presenting design directions, proposals and final presentations.
Decisions made during the design and production of visual communications to fufill a brief
Social cultural, legal, financial and environmental factors influencing designers’ decisions.
Trademark and copyright legal obligations of designers when using the work of others.
Outcome 2
On completion of this unit the student should be able to discuss the practices of a contemporary designer from each of the design fields and explain factors that influence these practices.

37. Unit 3: School-based assessment

38. School-assessed Task

39. Unit 3 AOS 3: Developing a brief and generating ideas – Highlights
Outcome 3 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.
One brief: One client and two communication needs
Apply the design process twice
Design thinking techniques
Referencing research
Use of observational and visualisation drawings.
Trademark and copyright legal obligations.
There has been little change to the Area of Study. The following have been highlighted as identified in audit this year.
One brief: 1 client & 2 communication needs
Design thinking techniques – ensure they are integrated.
Referencing research – throughout the folio and not at the end of the research.
Use of observational and visualisation drawings. – these should be appropriate to the design field.
Trademark and copyright legal obligations.

40. Unit 4: Visual communication design, development, evaluation and presentation
Area of Study 1
Development, refinement and evaluation
Area of Study 2
Final presentations
Use separate design processes to develop and refine concepts.
The ideas for each communication need must be distinctly different in intent and presentation format.

41. Unit 4 AOS 1: Development, refinement and evaluation
Outcome 1
On completion of this unit the student should be able to 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.
Key knowledge and Key skill - Highlights
Design thinking techniques that underpin the application of the design process
Methods for visualising and developing concepts
Techniques for recording decision making including annotation.
Trademark and copyright legal obligations of designers when using the work of others.

42. Unit 4 AOS 1: Development, refinement and evaluation
The following table outlines the key knowledge and skills relevant to the pitch that now has been included in Unit 4, Outcome 1. These will be assessed as part of the School-assessed Task.
Key knowledge
Key skills
Purposes and relevant components of a pitch.
Methods of delivering a pitch to present and explain resolutions to a brief.
Use of the design process as a framework for creating visual communications.
Devise and deliver a pitch that supports the presentation of refined concepts.
Evaluate the design process as a framework for refined concepts
Evaluate the quality of the refined concepts
Refine concepts in the light of evaluation and reflection

43. Unit 4 AOS 2: Final presentations
Outcome 1
On completion of this unit the student should be able to develop distinctly different design concepts for each need that satisfies the requirements of the brief.
Specific presentation formats to communicate design intentions for two different communication needs
Ways of presenting distinctive final communications that meet the requirements of a brief
Techniques for gaining attention and maintaining engagement of target audiences using visual language
Methods, materials, media, design elements, design principles and relevant drawing conventions
Stress the relationship of final presentations to the requirements of the brief.
The use of visual language in final presentations.

44. Examination
Advice about the examination will be published in Term 1, 2018.
Sample questions only will be published that represent changes to Units 3 and 4.
Pge 29 VCD Study Design
All key knowledge and skills that underpin the outcomes of Unit 3 and 4 are examinable.

45. Assessment of coursework and tasks
School-assessed Coursework (SAC) tasks and School-assessed Tasks (SATs) have changed
To ensure authentication of student work
Commercially purchased SATs and SACs must be always modified.
SAT and SAC information used from previous years must always be modified.
It is the responsibility of the teacher to ensure that all SAC and SAT student work is authenticated.
This applies to subject association material and any tasks with sources that are outlined in textbooks.

46. Authentication advice
Please refer to the Authentication information in the VCE and VCAL Administration Handbook, the Advice for Teachers and the information issued with the School Assessment Administration published by the VCAA each year.
The Authentication record form is a record of student’s undertaking of each SAT.
VCAA requires to view and confirm this documentation for Top Arts, Top Designs and Top Screen submissions and for school- based audits.
The Authentication record forms are for the teacher verification that the student work is their own, and that they have sought copyright release.
Students are asked to sign after discussion with teacher. Remind them that they are signing that their work is their own
Teachers need to be aware that the Authentication Record form is the teacher confirming the student work has been verified and all copyright permissions have been addressed.

47. Copyright
Teachers should read through the information regarding seeking copyright approval for application to the Season of Excellence.
Students should apply for copyright clearance early.
Further information regarding copyright is on the Season of Excellence webpage.
KATHY to read
Copyright information for the Season of Excellence includes:
Use of ‘third party works’
Copyright in ‘third party works’
Use of Creative Commons
Cultural copyright and sensitivities
Moral rights of authors and creators
Student protection of their own copyright
This information is ONLY FOR APPLICATION FOR THE SEASON OF EXCELLENCE. Not for an educational setting.
A checklist is provided for students.
‘Selection panels will not consider any student work for inclusion in the Season unless source acknowledgements are adequate and copyright clearances and/or moral rights consents have been obtained and submitted to the VCAA’ (Pge 1 – guidelines)

48. VCAA Bulletin online The VCAA Bulletin VCE, VCAL and VET is now online
A free subscription is available at
See ‘Subscriptions’ at the bottom of the page
Follow the prompts to enter your details
Ensure your address is entered correctly
Stress the importance of subscribing to the VCAA Bulletin during implementation of a new study design.
The VCAA Bulletin is how VCAA provides official communications to teachers and schools.
Subscription is free and enables you to keep up to date.

49. Contact details
Kathryn Hendy-Ekers Curriculum Manager, Visual Arts and Media PH: