Visual Communication Design Study Notes

Professional design practice *What are the visual communication practices used by designers?* In this area of study, students investigate how and where designers work, identifying the role of visual communication in professional design practice. Contemporary designers working in one or more fields of design practice are selected for study. Students compare the contexts in which these designers work, their applications of a design process, and the ways in which they use visual language to communicate ideas and concepts, and present design solutions. Students explore how designers collaborate with both stakeholders and specialists to shape and resolve design problems. They also identify the impact of ethical and legal obligations, including issues of ownership and intellectual property, and the extent to which contemporary designers adopt sustainable and circular design practices. In doing so, students learn how contemporary design practices differ from those in the past and how they may change in the future, identifying the influence of technological, economic, cultural, environmental and social factors. Alongside their study of contemporary designers, students experiment with visual communication practices typically used in their selected field(s) of design practice, developing the capacity to apply relevant methods, media, materials, conventions and techniques. Students present a minimum of two practical design exercises showcasing their emerging skills. This research and practical experimentation, together with the study of visual language and aesthetic decisions in Area of Study 2, can be used to inform students’ own application of the VCD design process in Area of Study 3. Outcome 1 On completion of this unit the student should be able to compare the ways in which visual communication practices are used by contemporary designers, using research methods and practical exploration. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

Design analysis *How do designers use visual language to communicate ideas and information to audiences or users?* In this area of study, students learn how visual language is used to effectively communicate ideas and information to audiences or users. Students analyse the aesthetic decisions made by designers when producing messages, objects, environments or interactive experiences. They compare two or more design examples, considering how the design elements and principles are used in combination with media, methods and materials to address perceived communication needs. Drawing on conceptions of good design, students describe, analyse and evaluate how aesthetic decisions reflect the purposes, contexts and audiences or users of the selected design examples. They also consider the influence of technological, economic, cultural, social or environmental factors on the selected design examples. Students can use their investigation into the practices of designers in Area of Study 1 and their study of visual language and aesthetic decisions in Area of Study 2 as a case study to support their own application of the VCD design process in Area of Study 3. Outcome 2 On completion of this unit the student should be able to compare and analyse design examples from selected field(s) of design practice, describing how aesthetic considerations contribute to the effective communication of information or ideas. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

Design process: defining problems and developing ideas *How do designers apply a design process to reframe problems and develop ideas?* In this area of study, students explore the Discover, Define and Develop phases of the VCD design process, and apply understandings of good design when addressing a selected design problem. Students begin the Discover phase by using divergent thinking strategies and applying ethical research methods to identify a design problem or opportunity. They gather insights about stakeholder perspectives and other influential factors using a range of research methods such as but not limited to interviews and surveys, audience or user personas, competitor analysis and secondary research. Students employ convergent thinking strategies as they progress to the Define stage of the VCD design process, analysing and synthesising findings in order to clearly articulate design opportunities. From these findings, students prepare a single design brief for a real or fictional client, defining two communication needs that are distinct from one another in purpose and presentation format. Design criteria is specified for each communication need, with consideration given to the audience or user, the purposes of designed outcomes, possible contexts and design constraints. The Develop phase of the VCD design process follows the formation of the brief, with students once again using divergent thinking as they employ an iterative process of seeking and analysing inspiration, brainstorming and generating design ideas. This phase of the design process is undertaken twice, as students address each communication need identified in the design brief. Students use methods such as but not limited to ideation sketching and prototyping to document potential concepts; they undertake further research if necessary and share ideas-in-progress with peers for critique. This feedback is used in Unit 4 to select and further evolve design concepts through refinement, testing and evaluation. Outcome 3 On completion of this unit the student should be able to identify two communication needs for a client, prepare a brief and develop design ideas, while applying the VCD design process and design thinking strategies. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 3.

Design process: refining and resolving design concepts *How do designers resolve design problems?* In this area of study, students reflect critically on feedback received in Unit 3, Outcome 3 as they evaluate, select and evolve design ideas into concepts for further refinement and testing. In doing so, students explore the Deliver phase of the VCD design process. Students engage in an iterative cycle as they rework ideas, revisit research and review the client’s needs. They manipulate the design elements and principles in response to the brief and develop expertise in a range of appropriate manual and digital methods, materials and media. Development and documentation drawings, together with mock-ups, models and low-fidelity prototypes, may be used to assist with visualising, testing and resolving design concepts. During this process, students move from divergent to convergent thinking, drawing on conceptions of good design when synthesising ideas and using annotations to evaluate their potential. The refinement of design concepts for each communication need continues as two separate design processes, with students ensuring that these are distinct from one another in purpose and presentation format. Students resolve selected design concepts and devise a pitch of one concept for each communication need to communicate their design thinking and decision making to an audience or user. Students explain the reasons for their selection and use of particular materials, media and methods, design elements and principles, and formats for presentation. They consider responses to their pitch and further refine each selected concept, in preparation for the presentation of final design solutions. Outcome 1 On completion of this unit the student should be able to refine and resolve distinct design concepts for each communication need, and devise and deliver a pitch to communicate concepts to an audience or users, evaluating the extent to which these meet the requirements of the brief. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

Presenting design solutions *How do designers propose solutions to communication needs?* In this area of study, students present design solutions for each of the communication needs addressed in Area of Study 1. They choose how best to use visual language to communicate solutions to stakeholders, considering aesthetic impact through applications of design elements and principles. Students select materials, methods and media appropriate for the presentation of final design solutions that are distinct from one another in purpose and presentation format, and that address design criteria specified in the brief. Outcome 2 On completion of this unit the student should be able to produce a design solution for each communication need defined in the brief, satisfying the specified design criteria. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.