Internal assessment resource Design and Visual Communication 3.

31 for Achievement Standard 91628 PAGE FOR STUDENT USE

Internal Assessment Resource

Achievement Standard Design and Visual Communication 91628: Develop a visual presentation that exhibits a design outcome to an audience Resource reference: Design and Visual Communication 3.31 Resource title: My exhibition space Credits: 6
Achievement Develop a visual presentation that exhibits a design outcome to an audience. Achievement with Merit Develop a visual presentation that clearly exhibits a design outcome to an audience. Achievement with Excellence Develop a visual presentation that effectively exhibits a design outcome to an audience.

Student instructions Introduction

This activity requires you to use visual communication techniques to produce a presentation for a specified audience within an exhibition space. The audience could be, for example, a client, a community group, family members, a peer group, or a tertiary institution. Visual presentations that could be exhibited to an audience include, for example, designs for a beachfront cafe, conceptual design ideas for a property developer, holiday house designs for family members, landscape design ideas for the local council for a community project, or renovation designs for an iwi to turn a country hall into a wharenui. The visual information should be presented in such a way within the exhibition space that it conveys the intent and qualities of the design outcome to the audience without your physical presence. The exhibition could include design sketches, instrumental drawings, models, photographs, digital media, display boards, or installations, depending on your selected mode of visual communication. You will be assessed on how effectively your visual presentation exhibits a design outcome to an audience. Aim to integrate techniques and formats skilfully to promote the design intent in a convincing manner. Your informed designer decisions should draw from and integrate exhibition design knowledge and the nature of the design outcome. Demonstrate the effectiveness of your exhibition with support from audience feedback.

Research
Look at a range of exhibition designs and evaluate the design features in terms of the relationship between visual communication techniques, principles of composition, the exhibition space, the audience, and the design outcome being exhibited. You could

Internal assessment resource Design and Visual Communication 3.31 for Achievement Standard 91628 PAGE FOR STUDENT USE

use exhibitions from any source, for example, exhibitions you have visited, and those in reference books, advertising, and on the Internet. Use these focus questions to help you organise and record your research: What is the design intent of the exhibition? Who is the audience? What are the features of the exhibition space (for example, size, lighting, and audience movement when seated, standing, or moving)? What visual communication media are used (for example, digital and/or traditional)? What drawing techniques are used? How are the features of the design outcome communicated to the audience? What principles of composition are used? How are these principles used? What is their effect? How do they achieve a cohesive presentation, that is, how does the presentation work as a whole? How do they integrate presentation techniques and formats, that is, how do they combine presentation techniques and formats so they work well together? How do they integrate presentation techniques and formats to promote the design intent in a convincing manner to the audience within the exhibition space? (The design intent is the ideas, concepts, and criteria that the owner defines as important.) How do they integrate exhibition design knowledge with the nature of the design outcome, the needs of the audience, and the constraints of the exhibition space?

Task
Choose a focus for your presentation and determine your brief.
Target Audience is, Parents, High school students, Teachers / staff.

Record initial ideas Create a needs/opportu nities table.

Decide what you want to present in your exhibition space.

Brainstorm / list these ideas.

Explore audience needs and understandings, and the opportunities that exist to exhibit your design outcome. Consider, for example, audience participation, interactivity, the size the design outcome needs to be, and static/dynamic exhibits. Record a variety of layout ideas for presenting your drawings and any other materials as thumbnail sketches. The inspiration for your initial ideas can be from any source, for example, your research material, other ideas you have seen, and your own creative ideas. Consider the following to help plan your layout: the main layout features of your presentation ideas for the exhibition space whether your presentation ideas have the visual impact you want audience needs

These should be of how your exhibition space will look.

Internal assessment resource Design and Visual Communication 3.31 for Achievement Standard 91628 PAGE FOR STUDENT USE

exhibition space opportunities and/or constraints.

Develop your design idea

Choose your best idea, considering the following: why you have chosen the idea how you think the idea can be developed further.

Develop and refine your idea in a convincing and effective way, using visual communication techniques
As you develop an idea, think about the decisions you make and record your thoughts. Consider: how your changes improved the idea what other changes you could make to further improve the exhibition how you have used exhibition design knowledge to inform your ideas.

ANNOTATE

Carry out additional research if it will help you to develop your idea further. Create your exhibits using your best presentation idea. Ensure that your images (for example, sketches, instrumental drawings, and photographs) are presented accurately, clearly, and precisely. Make sure your exhibition shows the skilful application and integration of presentation techniques and formats to communicate cohesive visual information. The presentation techniques and formats selected should also promote the design intent of the outcome in a convincing manner within the exhibition space to the selected audience. Support your exhibition with evidence of the designer decisions you made when developing the exhibition that were informed by research, the needs of the audience, the exhibition space available, and the nature of the design outcome being presented. The design decisions for your exhibition space should demonstrate an integration of exhibition design knowledge, understanding of the design outcome being exhibited, audience considerations, and exhibition space opportunities and/or constraints.

Internal assessment resource Design and Visual Communication 3.31 for Achievement Standard 91628 PAGE FOR TEACHER USE

Assessment schedule: Design and Visual Communication 91628 My exhibition space

Evidence/Judgements for Achievement The student has developed a visual presentation that exhibits a design outcome to an audience. They have selected and applied presentation techniques and formats to communicate visual information to an audience within an exhibition space(s). This means:

Evidence/Judgements for Achievement with Merit The student has developed a visual presentation that clearly exhibits a design outcome to an audience. They have integrated presentation techniques and formats to communicate a cohesive visual presentation. This means:

Evidence/Judgements for Achievement with Excellence The student has developed a visual presentation that effectively exhibits a design outcome to an audience. They have skilfully integrated presentation techniques and formats to promote the design intent of the outcome in a convincing manner. This means:

The student has used compositional development and exploration of modes and media in their presentation. The development of the visual presentation for the exhibition space shows consideration of compositional principles such as central alignment and the rule of thirds; however, the application may be inconsistently applied across the whole visual presentation. To move this submission higher, the consideration of layout would need to be addressed further. The final presentation within the exhibition space conveys the intent and qualities of the outcome without the designer being present.

The student has integrated presentation techniques and formats to make a cohesive presentation.

For example: The student makes a presentation of design ideas for a beach house for family members. They submit a visual diary that shows evidence and understanding of design principles. Compositional development and exploration of modes and media are evident. The final presentation within the exhibition space is cohesive; the student has explored and refined the principles of design to create a solution that works as a whole. For example, they use a hierarchy of type and appropriate colours, fonts, and textures. Colour has been used to create balance, a focal point, or contrast, or has been applied in a minimal way to emphasise particular aspects of the exhibition. The use of colours, a beach theme (for example, a sand background), and the Comic Sans font produce a cohesive presentation in the exhibit space. The student has not entirely taken into account the audience requirements. For example, the drawings

The student will typically have explored a wide range of options for techniques and formats as evidenced by the variety of ideas in their visual diary, and they will have combined these to make informed decisions that work well together and accurately target the audience. It is convincing as a whole, and the final design shows consistent understanding of visual communication techniques in an exhibition setting. The exhibit looks professional, is relevant to the intended audience, and is appropriate for the exhibition space. It captures attention and is logical.

For example: The student makes a presentation of design ideas for a beach house for family members. The student has made design decisions to develop an exhibition that is informed by research, the needs of an audience, the exhibition space, and the nature of the design outcome being presented. The student submits a visual diary and creates a visual presentation that shows evidence of

For example: The student makes a presentation of design ideas for a beach house for family members. As soon as a visitor enters the room, the exhibition catches their eye. The colours reflect the beach theme, the imagery is clear and of a professional standard, and the beach theme is consistent and carried through in all imagery (for example, by using shells, sand, and waves). There is a hierarchy of information and the text is legible and

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Internal assessment resource Design and Visual Communication 3.31 for Achievement Standard 91628 PAGE FOR TEACHER USE research and understanding of the design principles for an exhibition space, the needs of the audience viewing the presentation and what type of outcome is being presented. For example: The student has researched the needs of the audience and analysed the exhibition space and site. The examples above relate to only part of what is required, and are just indicative. are of a good standard but not all of them are clearly visible, particularly during the evening viewings when there is less light. The student has used layering to integrate a variety of modes and media within the final presentation. The submission shows accuracy of layout. The student has made informed design decisions that draw from exhibition design knowledge and the nature of the design outcome. For example: The student provides evidence of expert knowledge that has been used to guide some of their decisions as they develop the presentation for the exhibition space. They have also considered the nature of the outcome, for example, they show some understanding of the familys expectations that it will be a house used for family holidays and leisure. The student has done some planning of their promotion, which has strengthened the selection and presentation of material. There is some purposeful selection and application of visual communication techniques appropriate for an exhibition space. The family felt the student had captured the intent of the beach house. The examples above relate to only part of what is required, and are just indicative. in keeping with the beach theme (for example, an informal font is used). ArchiCAD has been used successfully to communicate pictorial views of the beach house and its surroundings. The beach house has been modelled and photographed. Digital manipulation of photos has produced in situ pictures that add authenticity to the exhibit space. The student has made informed designer decisions that integrate exhibition design knowledge and the nature of the design outcome. The student has interviewed several experts in the field of exhibition design, and the understanding gained from this is evident in the display. They show awareness of the relationships between the viewer, the design outcome, and the exhibition space. For example: There is consideration of ergonomics: the beach house exhibit is at the correct size and height for the audience to easily view it from a reasonable distance. The student has taken into account the dim lighting in the room by using greater contrast in their drawings to produce clarity. There is a range of pictorial views showing both interior and exterior angles. These are images that would interest the family members and the audience likely to attend, few of whom would have an extensive understanding of architectural drawings. The drawings show a realistic understanding of how the family intends to use the spaces, and they effectively consider, for example, the family indoor and outdoor eating areas, colour schemes, surface treatments, and scale.

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Internal assessment resource Design and Visual Communication 3.31 for Achievement Standard 91628 PAGE FOR TEACHER USE There is obvious understanding of compositional media and modes as well as presentation techniques and formats. The family was full of praise when they viewed the final exhibit and felt the student had clearly captured in the beach house exhibit the rest and relaxation holiday mode they intended. They also commented that the exhibit was inviting and was presented in a format that they were able to understand easily. The student s values, tastes, and views as a designer are evident in the design ideas and annotations. The examples above relate to only part of what is required, and are just indicative.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.

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