Design and Visual Communication webcasts

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.