VCE Visual Comminications

Unit 3: Design thinking and practice

Outcome 2: Design industry practice

Curriculum

Key knowledge

  • The practices of contemporary designers from the communication, environmental and industrial design fields.

Key skills

  • Describe the practices, techniques and processes used by designers in establishing briefs and in designing and producing visual communications that fulfill clients’ needs.

Digital tools

Skype

Skype was used to interview a fashion designer

A range of virtual tools could be used including Polycom, Adobe Connect or Microsoft Lync

Virtual tools

Why

  • Virtual tools allow students to connect with industry experts not available locally.
  • Virtual tools exposes students to ways of communicating they will need in the future.

“Due to living in a rural part of Victoria it can be hard to invite guest speakers that are based in Melbourne due to the sheer distance and travel time. Skype is a great alternative for this issue.”

“Skype allows you to text, voice and video make it simple to share experiences with people that are miles away.”

Lesson plan

Key knowledge

  • The practices of key contemporary designers in the communication and/or environmental and/or industrial design fields.

Key skills

  • Describe the practices, techniques and processes used by designers in establishing briefs and in designing and producing visual communications that fulfill clients’ needs.

Learning intention

On completion of this unit the student should be able to describe how visual communications are designed and produced in the design industry and explain factors that influence these practices.

Description

Students investigate three designers from different design fields and partake in a class Skype interview with a Melbourne based fashion designer.

How will digital technologies be integrated into this lesson?

Why

  • Virtual tools allow students to connect with industry experts not available locally.
  • Virtual tools exposes students to ways of communicating they will need in the future.

Preparation

  • Prepare a short biography about the designers work and provide this to students prior to the Skype interview.
  • Communicate with designer prior to interview outlining what you would like them to discuss for example; copyright, application of the design process, collaboration with other specialists and details about the design field they works in.
  • Ensure Skype is working and organize a test session if possible.

“The designer we chose was Victoria Lewis. Two - three emails were sent between myself and Victoria outlining details and times. I also sent a document outlining what I wanted her to discuss for example; copyright, her application of the design process, collaboration with other specialists and her details about the design field she works in. Victoria also emailed me a copy of her portfolio of works which I shared with the class.”

Lesson procedure

  1. Students read the biography about the designer and view their portfolio as a whole class or via the class blog.
  2. Provide students with a criteria sheet and series of questions that they must answer in response to the interview with the designer
  3. A lesson is dedicated to exploring copyright including at various government documents and relevant websites, such as copyright information from Prezi and supporting websites below.
  4. Students prepare some questions that they may like to ask during the interview.
  5. The teachers leads a class discussion about how 21st century designers, clients and specialists may never actually meet in person, they may only communicate via Skype, email or dropbox.
  6. On the day of the interview, students take notes and ask questions.
  7. Students prepare a short report on the designer and their application of the design process.

Further Information

Copyright:

Useful Links

Student work

Download (.pdf)

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