Video transcript
Kia ora and welcome.
This webcast is intended to provide guidance and advice on aspects of the standard that has been identified during external moderation.
The webcast is intended to support assessors.
This webcast is intended to provide guidance and advice on the requirements for the Design and Visual Communication standard 92000, Generate product or spatial design ideas using visual communication techniques in response to design influences.
Specifically, this webcast will explore the evidence requirement for students to achieve this standard.
This slide is from the ‘Unpacking the standard’ document on the Ministry of Education NCEA website. It describes the intent and purpose of the standard, where design influences are used to inform the student’s own design thinking and design idea generation. The standard introduces students to divergent thinking, by asking questions that explore novel possibilities and challenge the scope of the problem.
The Achieved descriptor is:
‘Generate product or spatial design ideas using visual communication techniques in response to design influences’. This involves using visual communication techniques to generate own design ideas that relate to the characteristics of source materials.
The following key terms are described as follows: Source materials are the design influences from te ao Māori and another design source. Evidence for this would include visual research of physical items that have been generated from both design sources. The evidence may be supported by descriptive annotations.
The design source must be physical so its characteristics can be identified. For physical design influences from te ao Māori its significance and its origins (including whakapapa and pūrākau) can also be acknowledged, and their use should consider tikanga Māori (which is a Māori concept incorporating practices and values from mātauranga Māori) to ensure authentic, respectful, and responsible use of design ideas.
The origin of the source materials (generally seen as images downloaded from the internet or photos taken of a display) must be acknowledged to respect the authors and to meet the NCEA authenticity requirements.
The standard requires a rationale for each design influence. This describes the reason for the selection of the design influence and may be written or a collated set of images.
There must be evidence that the characteristics of the design influences (the source material) have been selected and identified. The characteristics can be identified by describing the visual elements through analytical sketches and/or annotations. The design elements include, for example, shape, form, rhythm, balance, proportion, colour, contrast, harmony, movement, pattern, and many others.
For Achieved, (and the higher grades), the evidence must show the identified characteristics of the design influences in the product or spatial initial ideas generated by the student using visual communication techniques.
Also for Achieved either aesthetics or functionality must be shown in the initial ideas. Aesthetics are the ‘qualities of appearance’. Function is how something works and what its purpose is.
For Merit the key word is ‘develop’, which in this standard means to explore and experiment with the product or spatial design ideas, showing different and varying ideas. Both function and aesthetics should be explored in the student’s design ideas.
For Excellence, the key words are ‘extend product and spatial design ideas’, and ‘apply divergent thinking to regenerate new design ideas’. There must be evidence of the generation of different and new product or spatial ideas through experimentation and exploration. The emphasis is on ‘different and new’, not a variation on an earlier theme. This includes both function and aesthetics. At this stage, the idea generation can move away from links to the source material.
For more explanation and examples of what is required, see the DVC Moderator’s Report and exemplars on the NZQA website, and the Assessor Practice Tool on Pūtake, for annotated samples of student evidence that cover the assessment criteria of various standards.
Achievement in standard 92000 (6:02 mins)
Helpful guidance on the evidence requirement for students to achieve standard 92000.
Video transcript
Kia ora and welcome.
This webcast is intended to provide guidance and advice on aspects of the standard that has been identified during external moderation.
The webcast is intended to support assessors.
This webcast is intended to provide guidance and advice on the requirements for the Design and Visual Communication standard 92001, ‘Use representation techniques to visually communicate own product or spatial design outcome. ‘
Specifically, this webcast will explore the evidence requirement for students to achieve this standard.
This slide is from the ‘Unpacking the standard’ document on the Ministry of Education NCEA website, particularly the intent of the standard. It describes the purpose of representation as a visual communication tool to communicate design ideas to others, summarised in the last sentence. Representation is about how the student can effectively communicate the purpose and benefits the design idea has for the people and context it was designed for.
To achieve the standard, students are required to show evidence of applying representation techniques to visually communicate the three-dimensional form, features, and materiality of their own product or spatial design outcome using (for example), hand-rendering via pencils, pens, and/or markers; physical models utilising materials such as card, foamboard and balsa wood; and rendered digital models and animations.
There must be evidence of utilising the appropriate drawing system/s techniques and views that best illustrate the form, purpose, use and features of the design. Drawings include the paraline drawing systems of isometric, oblique, planometric, and one-point and two-point perspective.
For rendered drawings, evidence is required of the application of tone, light and shade by using a light source. This is shown by the different tone values on the different surfaces of a three-dimensionally drawn form. Normally the light source is from above the form, and the surfaces of the form that are perpendicular to the light source are rendered in a light tone. The surfaces of the form that are at an angle to the light source and further away are subsequently darker.
Shadows and highlights are also a result of a light source and can be cast onto the surface that the design sits on and on the design itself.
Highlights are seen on edges perpendicular to the light source.
Evidence is required for materiality, this is communicated through the use of tone, local shadows and highlights to indicate texture such as timber, fabrics, and ceramics and reflective surfaces such as glass and metal. This can be shown through rendering techniques for drawings and digital models and the use of modelling materials for physical models. This slide illustrates woodgrain, transparency and metallic reflections.
For physical models, evidence is required of the understanding of how modelling materials can represent the actual materials. This could be seen in using clear plastic to represent glass, balsa to represent timber, corrugated card to represent roofing iron, and the use of paint and materials such as sawdust, sand, fabric, plastics and foam rubber to represent various textures.
When compiling evidence of physical models for assessment, the evidence must be photographic or digital. A high-resolution camera and strong directional lighting should be used to record images.
For more explanation and examples of what is required, see the DVC Moderator’s Report and exemplars on the NZQA website, and the Assessor Practice Tool on Pūtake, for annotated samples of student evidence that cover the assessment criteria of various standards.
Achievement in standard 92001
Helpful guidance on the evidence requirement for students to achieve standard 92001.