VCE Visual Comminications

Unit 3: Design thinking and practice

Outcome 3: Developing a brief and generating ideas

Curriculum

Key knowledge

  • the contents of a brief and its role in guiding the development of visual communications
  • the role of research and investigation to clarify client’s needs and to seek inspiration for ideas
  • techniques for accessing and referencing research sources
  • methods for recording research and investigation findings, including observational drawings, sketches and annotations
  • trademark and copyright legal obligations of designers when using the work of others

Key skills

  • document a brief that states two distinct client needs
  • access and reference research material from a range of sources
  • annotate drawings to explain connections to the brief and research

Digital tools

Screencasting tool

Jing

Jing or

Debut Video Capture

Debut Video Capture

Indesign

Adobe InDesign

Why

  • Screencasting is a digital recording of a computer screen, which also contains audio narration. It allows the teacher to provide verbal feedback while highlighting areas on student work in a short video.
  • Adobe InDesign is an industry standard tool that allows students to layout their answers, manipulate type and demonstrate thoughtful presentation.

Lesson plan

Key knowledge

  • the contents of a brief and its role in guiding the development of visual communications
  • the role of research and investigation to clarify client’s needs and to seek inspiration for ideas
  • techniques for accessing and referencing research sources
  • methods for recording research and investigation findings, including observational drawings, sketches and annotations
  • trademark and copyright legal obligations of designers when using the work of others

Key skills

  • document a brief that states two distinct client needs
  • access and reference research material from a range of sources
  • annotate drawings to explain connections to the brief and research

Learning intention

Students are to write a brief using a template that clearly describes the client and their need. They need to apply terminology and be able to define an audience, context and purpose for both folios. In writing the brief, students’ will demonstrate knowledge and understanding of the role of the brief and to provide opportunities for design thinking in both folios.

Description

Write a design brief using a template for two folios that allows design thinking and exploration. Students will make amendments to their brief following a screencast feedback from the teacher to demonstrate knowledge and understanding of the different components of the brief.

How will digital technologies be integrated into this lesson?

Screencasting tool

  • Screencasting was used by the teacher to give feedback to the students of their draft copy of the brief. It is then saved onto a portable hard drive (the file is too large to email) and handed back to the students for them to download and listen and watch it to make corrections for their final copy of the brief.
  • Screencasting is used as it allows the teacher to give recorded verbal feedback as well as highlight areas they are discussing in their feedback. The teacher is easily able to circle or highlight areas that need to be reworked so the student is clear on the section the teacher is referring to. The student is able to have both their working copy of their draft along with the screencast copies when making corrections and can replay or pause when needed. It allows for clarity as sections that are being discussed can be circled or highlighted so the student is clear what the teacher is referring to.
  • Debut Video Capture is a screen casting tool available on eduSTAR
  • Jing is free screencasting program that can be downloaded from the internet

Adobe InDesign

  • Adobe InDesign is an industry standard tool. It was used for students to type up their brief following the template. They can layout their answers, manipulate type and demonstrate thoughtful presentation.

Indesign

Other tools

Website or blog

Global2

Preparation

Provide an overview of the assessment criteria for the brief and break down each of the sections. Consider showing past student work to lead the discussion.

Establish a template for the design brief

Familiarise yourself with the process of doing a screencast:

  • Open up student brief document and Jing/Debut Video Capture.
  • After reading through the brief and knowing what areas need to be commented on, teacher creates window that visual recording will take place inside around the students’ brief document.
  • The teacher then hits record and starts provided oral feedback on the relevant section.
  • While speaking the teacher can select various tools such as the highlighter to selection the section or sentence they are discussing. The pencil tool can also be used to circle or underline sections of type if desired.
  • If the teacher needs to pause in their feedback, they can push the pause button and both the audio and visual recording will be paused. When the teacher is ready to continue feedback, they can hit pause and continue.
  • If a brief needs to be enlarged as the type is too small to read, pause can also be used to move the document to the next part as well as clear all the previous highlighter and pencil marks on the screen.
  • When the teacher has finished their feedback, they push stop and save the screencast document to the portable hard drive as the files are usually too large to email.

Lesson procedure

  1. Students take notes from the teacher led presentation which goes through each section in writing a brief. It also shows student work samples as a basis for class discussion.
  2. A teacher led demonstration of InDesign includes discussions on appropriate type for headings and body text; layout and presentation of brief.
  3. Students open up a blank document in InDesign and put the title ‘Brief’ at the top. Then complete each of the sections with the section heading at the top. Include a space for both the teachers and students signature at the bottom and a place for the date.
  4. Students email the teacher a copy of their draft when they have completed it. The file is to be saved as a PDF with their full name in the file title.
  5. Teacher reviews PDF using a screencast tool to provide both verbal and visual feedback to the students.
  6. Screencasts are saved on a portable hard drive where students can download video feedback onto their computers and open it along with their draft in InDesign.
  7. Students can make changes to their design while watching their screencast.
  8. Students print out two hard copies. One is to be signed off by the teacher and placed as the first page of their folios, the second is to be kept with them to refer back to throughout the design process for both folios.

Further Information

Student work

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