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104 views3 pages

Making 2

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The Brief, Research and Idea

Generation
SAT Unit 3: Outcome 3

Draft Due: Week 15


Brief, Research and Idea Generation should be completed by Term 4 (This wont be
formally assessed until the end of Unit 4)
You will now start the process of developing our Brief for your final Design Folio.

On completion of this unit the student should be able to apply design thinking skills
in preparing a brief, undertaking research and generating a range of ideas
relevant to the brief (VCAA, 2012)
Key knowledge:
design thinking techniques that
underpin the application of the
design process
the role of the design process in the
creation of visual communications
the contents of a brief and its role in
guiding the development of visual
communications
the constraints on visual
communications
the purposes of visual
communications
the characteristics of audiences that
influence visual communications
the role of research and
investigation to clarify clients needs
and to seek inspiration for ideas

Key skills:
apply design thinking skills to
create, analyse, evaluate, reflect on,
and critique information and ideas
document a brief that states two
distinct client needs
access and reference research
material from a range of sources
synthesise research and
investigation findings
apply manual freehand drawing and
rendering techniques to represent
observations of the form, structure
and function of existing objects
and/or spaces relevant to the brief
apply visualisation drawing methods
to explore and generate ideas
annotate drawings to explain

techniques for accessing and


referencing research sources
methods for recording research and
investigation findings, including
observational drawings, sketches
and annotations
methods to support the recording of
ideas, including visualisation
drawings (two- and threedimensional), sketches and
annotations
rendering techniques to show form,
surface texture, light, shade and
shadow
key features and functions of design
elements and design principles
trademark and copyright legal
obligations of designers when using
the work of others
terminology appropriate to the
study.

connections to the brief and


research
use appropriate terminology.

This Outcome includes:


1.
2.
3.
4.

Creating a client which you will base your design brief around
Deciding on two different design presentations you will be creating
Critiquing of two past students design briefs
Creating your first draft of your design brief which the teacher will provide
feedback on
5. Completing your design brief including the categories the client, the
communication needs, the audience, the purpose, the context, constraints,
possible presentation formats and signature of the student (you), the client and
the teacher.
6. Research primary and secondary sources (a range should be included)
a. Research could be broken down into categories such as audience, similar
designs, materials and media, design element and principles, historical or
contemporary design and international trends (Patterson & Saville, 2012).
b. Accurate referencing should be used
c. Be creative with your research
d. Annotations included which address aspects of the communication brief and
justify why you have chosen the image. This should include constant
reflection and analysis (Patterson & Saville, 2012)
7. Generating Ideas
a. Observational drawings should be completed (Be creative with these
drawings!)
b. Visualisation drawings should be used to help generate ideas
c. Experimenting with different media, materials and methods should be
performed
d. Annotations need to be detailed, clear and be of a high quality and using the

correct terminology
e. Using creative thinking strategies such as mind maps, brainstorming,
SCAMPER, word associations to extend idea generation
In Week 15 a draft of your Brief is due which will be marked (yes or no) and
you will be provided with feedback from the teacher

Tick Yes/No
Brief
includes a
client,
communicat
ion need,
purpose,
audience,
context,
constraints,
final
presentatio
ns
The client
has been
researched
and the
target
audience
has been
identified
Two
different
final
presentatio
ns have
been clearly
acknowledg
ed
Accurate
terminology
has been
used

Teacher Comment

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