VCE Visual Comminications

Unit 4: Design development and presentation

Outcome 2: Final presentations

Curriculum

Key knowledge

  • specific presentation formats to communicate design intentions for two different communication needs
  • ways of presenting distinctive final visual communications that meet the requirements of a brief
  • techniques for gaining attention and maintaining engagement of target audiences using visual language
  • methods, materials, media, design elements, design principles and relevant conventions to produce final visual communications.

Key skills

  • select suitable presentation formats that meet the requirements of the brief
  • select and apply a range of methods, materials, media, design elements, design principles, presentation formats and conventions, if appropriate to the brief, to develop final presentations
  • present final visual communications.

Digital tools

Google Forms

Online survey using Google Forms

Why

  • Google forms allows users to add your own images, videos and links. Students customise colours and themes, and choose from a range of question options.

Lesson plan

Key knowledge

  • Specific presentation formats to communicate design intentions for two different communication needs
  • Ways of presenting distinctive final visual communications that meet the requirements of a brief

Key skills

  • Select suitable presentation formats that meet the requirements of the brief
  • Present final visual communications.

Learning intention

On completion of this unit the student should be able to develop distinctly different design concepts for each need, and select and refine for each need a concept that satisfies each of the requirements of the brief.

Description

Students produce final presentations relevant to their brief

How will digital technologies be integrated into this lesson?

Google Forms (online survey)

  • Students will create an online survey where they will upload imagery they create and use the feedback to make decisions about how to present distinctive final visual communications.
  • Other online surveys and polling tools can also be used – see further information for links.

Google Forms

Why

  • Google Forms allow users to add their own images, customise colours and themes, and choose from a range of question options.
  • To promote student directed learning and to encourage students to think of a wider audience.
  • To suit students technology driven lifestyles and to promote professional feedback from a wider and diverse audience.
  • To ensure students are exploring a variety of presentation options are seeking advice and input from others.

Preparation

  • Ensure the class is aware of the importance of generating final presentations that meet the requirements of the brief. They should ensure they are employing the correct use of the various methods, media and materials and elements and principles.
  • Students will need a Google account for Google Forms, or investigate other online surveys such as Survey Monkey.
  • Victorian government schools can access Google Apps for Education via eduSTAR
  • Prepare a checklist to give to students that outlines all of the key knowledge and key skills that must be addressed throughout this outcome.
  • Prepare past student and professional examples and show these to student in the hope of motivating and inspiring them.

Lesson procedure

  1. Students set up an account for their survey
  2. Students generate a survey asking questions that relate to the presentation of work and about what idea of work people may prefer. Students upload images of their work to seek more personalised feedback.
    1. Encourage students to collect a range of feedback about the refinement of their final presentations.
    2. Provide students with a checklist list of things to consider when generating their final presentations.
    3. Initiate a class discussion about the importance of finals and innovative ways to present work that best suits each student's unique design process.
  3. Students collate survey feedback and look for common trends. The teacher can assist students as they analyze their surveys. Encourage them to have vigorous discussion about their results with their peers and help them to make informed decisions. Ask them to keep their survey results in their folio.
  4. If students disagree with any results or are curious to see if you can get more critical feedback encourage them to conduct another survey or explore other feedback techniques such as polls or voting.
  5. Students print off any refinement work onto a range of materials and check to see which material works best for their final presentation. They should record all of these trials and annotate their work.
  6. Those generating a model create a mock-up using different media and seek feedback on what works best and why. Record this feedback.
  7. Students complete test prints and mock-ups in the refinement stage. They will do so to check the layout and experience the physicality of their finals, which is no longer screen based.
    1. Print screens and mock-ups allow both student and teacher to envisage what the final presentations will look and feel like as they sit in three-dimensional space. This process allows for critical discussion about future steps to be made in the refinement stage in order for successful final presentations to evolve into fruition. From this students are able to use problem solving skills and techniques that will allow them to eliminate any early practical or aesthetic problems that arise in the mock-up stage.
  8. The teacher can schedule short meeting times with students to check their progress and discuss the refinement stage. Request that all students bring mock-ups and test prints to the meeting along with their surveys.

Further Information

Google Forms

Other online surveys include:

Online polling

Student work

https://goo.gl/forms/kIc4qUQobvaVu3Ub2

Student work

Previous Page | Next Page