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Advice for teachers -
Visual Communication Design

Unit 2 – Area of Study 3: Applying the design process

Outcome 3​

Apply stages of the design process to create a visual communication appropriate to a given brief.​​

Examples of learning activities

  • using one broad theme as an overview for the task (e.g. resolving ‘rough sleeping’ in our streets), select one brief and apply the design process to create a presentation appropriate to the brief. Within this theme there are three briefs that are specific to each of the design fields: Council ‘Safe’ Shelter (environmental), personal transportable shelter (industrial), public awareness campaign on rough sleeping or homeless (communication).
  • Example icon for advice for teachers
    ​​investigate packaging structures for a specific function such as freshness, protection, convenience, economy or sustainability, as well as the surface graphics for the communication of ideas and information. Use existing containers and develop a new use and design the surface graphics for the packaging.​​
  • design a book cover and page layout for a children’s book, with an interactive or a moving component.
  • design a brand identity for a retail store (e.g. boutique clothing store, organic food store, homewares and décor store) that includes a logo and collateral material such as a business card, web banner, signage swing tags, labels or shopping bags. As a starting point, establish the target audience and gather research into similar stores and ones that target the same audience.
  • design a compact, multi-use cutlery set for camping, outlining constraints such as the need for it to be lightweight and easy to store.
  • design a hotel lobby based on a theme of ‘lux’, ’vintage’, ‘retro’ or ‘avant-garde’. Develop and refine presentation drawings of the interior from different views, detailing furnishings, architecture and surface details.
  • unpack a specified brief by researching the suggested topic, audience and context. Research for understanding (observational drawing of something relevant to the brief); research for information (look at competitors and market place, visit the site); research for inspiration (use Pinterest to create a board of possible themes relating to the topic). Use correct referencing to acknowledge the work of others.
  • brainstorm a page of ‘endless possibilities’ and take a selection of these words to create a list of word associations. Select one of the possibilities from the list and create visualisation sketches around that word or theme.
  • select an idea from visualisation drawings and develop further by using creative design thinking strategies such as SCAMPER or ‘Forced Associations’ to encourage divergent thinking and to develop design options.
  • identify a set of appropriate design elements and design principles to develop design variations and alternative solutions for that initial idea using manual or digital methods.
  • take a developed concept and use critical design thinking strategies (PMI, SWOT) to determine the most effective resolution to the brief. Base further development and refinement of the final resolution on feedback received.
Example icon for advice for teachers 

​​Detailed example

Packaging design

Brief:

A new package and surface graphics for the promotion of unprocessed foods for healthy body awareness is required for t-shirts, socks, stockings, singlet or beanies. Teenagers are the target audience. The product is manufactured in strong bold colours with names relating to fresh healthy foods ( e.g. vitamin-packed bananas, juicy apples, spicy chilli, fresh snap peas, fresh blueberries). The target audience has a design-conscious approach to their appearance and a sense of humour. They have part-time employment to enable them to make personal purchases outside of ‘essentials’. The purpose of the packaging is to promote the brand and advertise the product, as well as to package the product in an unconventional manner relating to a healthy food theme, to reignite interest in a relatively ordinary product. The surface graphics must attract the audience using a vibrant look that relates to their interests. The packaging must also carry information about its contents to inform buyers.

Students complete the following activities:

Research and analyse information relevant to the design task. Look at existing packaging that provides a variety of functions. Research products and graphic styles aimed at this target audience and design that uses humour as a device to attract attention. Analyse the use of design elements and principles.

Assess the amount of volume to be taken up by the product, folding, rolling, and scrunching, to evaluate and select possible directions to investigate further. Draw and record dimensions and shapes.

Begin with observational drawings of existing packages. Draw from different angles to consider shelf view. Use manual freehand visualisation drawings and annotation to generate a range of ideas. Use pencil, fineliner and marker to draw quickly and loosely. Use some two-dimensionally aligned views to explore ideas.

Apply critical and reflective strategies to note reasons for selecting the most effective options and record in annotations. Refer to the purpose and audience to reflect on how these have been addressed. Refer to the research material to assess if ideas stand out from the competition. Construct presentation drawings using one or two point perspective or paraline drawing methods. Use colour rendered three-dimensional views to show form/structure/materials, including details such as opening and closing, windows etc. Return to visualisation drawing and research to explore ideas for surface graphics using the defined compositional spaces of the selected package.

Evaluate ideas and select the most effective solutions to develop into concepts using appropriate methods, including photography, illustration, manual and/or digital methods of production, vector drawing and image alteration. Annotate reasons for choice.

Refine selected concept on computer-scan originals, download digital photographs, draw packaging nets and insert artwork. Print final designs on a range of paper finishes. Present final design including labels and wrappers attached to the package, or as full-colour perspective or paraline drawings, manually or digitally rendered to show surface design as seen in retail context.

Reflective thinking: gather feedback and evaluate final visual communication solution referring to the purpose and audience as described in the brief. 

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