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https://helveticamediuma.com/learn/vcd-unit-4-aos-1/

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VCD Unit 4 AOS 1 Development & evaluation - helveticamediuma.com

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This is the second outcome in the VCD SAT. Read this page to develop, refine and pitch ideas for your School Assessed Task in VCE VCD.

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https://www.vcaa.vic.edu.au/Documents/vce/visualcomm/VisualCommunicationDesignSD_2018.pdf

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Students work towards two outcomes throughout this Area of Study; they work towards the creation of a folio of conceptual developments for each of their two final communications, and they are then required to pitch these ideas.

Folios
Students are required to submit a folio evidencing their use of design thinking and the design process as they develop their concepts for the two final design presentations. They are required to apply the elements and principles of design, as well as a range of materials, methods and media- Both manual and digital, and both two and three dimensional. They are required to use both critical and reflective thinking in justifying their choices. They are also to take on board feedback based on their pitches, and make changes accordingly.

In some cases, a teacher may like to collect folios alongside the submission of students' final work in Area of Study 2, however, in either case, this task is covered within this resource.

Pitches
Students are required to pitch their work, presenting it to the class. This pitch simulates the way we present work as designers working in the industry. In this pitch, they show their two communications.

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Below are a number of VCD folios from previous years, showcasing the design and content that can go into them. The topmost link is the most recent and arguably relevant, however, the second folio is still worth noting for layout/design, and some of the content presented.

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Design thinking techniques that underpin the application of the design process

The role of the brief in the development and evaluation of visual communications

Methods for visualising ideas and developing concepts

Different manual and digital methods, media, materials and conventions for developing a range of concepts

The features and functions of design elements and design principles

Techniques for gaining attention and maintaining engagement of target audiences, using visual and written

language

Functional and aesthetic factors that influence the selection of preferred concepts

Presentation formats in communicating different design intentions for different communication needs

Mock-ups as a method of testing the suitability of concepts

Methods for refining conceptual designs

Purposes and relevant components of a pitch

Methods of delivering a pitch to present and explain resolutions to a brief

The extent to which final presentations meet the requirements of the brief

The use of the design process as a framework for creating visual communications

Techniques for recording decision making including annotation

Trademark and copyright legal obligations of designers when using the work of others

Appropriate terminology.

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VCD Unit 4 is all about the development, evaluation and presentation of their final designs. Unit 3 Area of Study 3 sees students prepare a client brief with 2 communication needs. Following that, this unit sees them take that brief, and develop their two final designs presentations.

Within this, this unit is divided into two areas of Study-

AOS 1: Development, Refinement, and Evaluation- Using the design process, students will develop and refine two distinct concepts for their final design presentations. They will pitch these two concepts, evaluating how they've worked within the brief to meet its needs.

AOS 2: Final Presentations- Students will produce two final design artefacts, based on their development and pitches in AOS 1.

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This resource is specifically designed for Area of Study 1, Development, Refinement and Evaluation.

The primary focus of this resource is on developing ideas and preparing for and presenting their pitches; students will have already learned most of the important content related to this task, such as their legal obligations as a designer, and the key fields of design, i.e. communication, environmental, and industrial design.

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The below timeline was obtained from Luther College in Croydon- It allocates 8 weeks in class for AOS 1, plus an additional two weeks of school holiday time.
Note- This was created during Covid lockdowns, when it was understood the students would be presenting their pitches online, small groups of students would enter a zoom call and pitch together, as opposed to students taking turns as a whole class.

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Unit 4 final timeline for assessment 2021

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https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/Pages/visual-communication-design-putting-it-together.aspx

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The pitch - presenting visual communication concepts to an audience - is one of the extended texts that students must produce in Visual Communication Design (VCD).

The pitch is a multimodal presentation during which the designer speaks to design concepts they have developed in relation to the design brief for a specific 'client.'

For VCD students, the pitch is a simulation of a marketing strategy to discuss and justify the design solutions to promote them to the 'client.' In this context, the pitch may be presented to peers, teachers, or a broader audience to gain critique and constructive feedback during the design process. This feedback then informs the modifications to the design. Responding to this feedback is an essential part of the design process that students must undertake before reaching their final resolutions.

Preparing and presenting the pitch involves the following literacy demands:

addressing each component of the design brief in a logical and cohesive structure

describing, analysing, and evaluating visual communications

designing a multimodal presentation in which modes of communication (for example, linguistic, visual, oral) complement one another

applying and articulating design vocabulary associated with elements, principles, methods, media, and materials

providing clear visual and written resources, including annotated designs

delivering the presentation using appropriate oral language and non-verbal techniques

using oral language strategies to inform, persuade and evaluate

delivering a presentation for a specific audience and purpose.

While pitches can be delivered in a variety of creative ways, it is helpful to provide a structure to students that outlines the various elements that should be contained within a pitch.

The table below provides a structure for an oral pitch delivered with an accompanying PowerPoint presentation (or similar). The table supports students to plan a multimodal presentation in which oral, visual, and linguistic elements complement one another.

As students become more familiar with pitching ideas, they can also experiment with structure and sequencing to create more engaging pitches. Similarly, the sequence may also be modified according to the prior VCD experience and expertise of the students (for example, senior students may be required to deliver more than one 'Presentation' to the client).

In the table below:

The print/linguistic text refers to the written language on the slide.

Visual text refers to the images and diagrams on the slide.

Oral text refers to the spoken language the students when the slide is showing.

Time allocation is the amount of time the student will speak to each slide.

Teacher initiates brainstorm:

What is a pitch in VCD?

Where else have you heard the word 'pitch'? (For example, in ball games, music, etc.).

What is the purpose of the design pitch?

To link designs to the client brief.

To show the research and design process.

To justify approaches, including the use of methods, media, materials, design elements and principles.

Identify the focus for each slide or stage of the presentation.

Note how time is given to each stage.

Observe how each stage/slide/idea connects to the next to create flow and cohesion.

Teacher focuses on two or three slides/components from the model pitch. The teacher poses during viewing questions about these slides, for example:

1. Students plan their pitches using the pitch structure or another organiser.

2. When finalising presentations, the teacher distributes a list of connective words. The teacher asks the students to identify any of the connectives that will be useful to create cohesion at different stages in their presentations.

What are the print texts, visual representations, and oral delivery components?

How do they complement one another?

How different components organised on the slide (For example, visualisation drawings, annotations, type, etc.)?

What VCD-specific terminology/concepts are presented (for example, design elements and principles, methods, media, and materials)?

What connective words are used to make links between components?

When students have viewed the example, the teacher poses after viewing questions such as:

Is the presentation clearly structured? Is it cohesive?

Is the presentation successful?

Does the presentation meet the client's demands?

Provide evidence for your responses to the above.

Teacher and students synthesise responses.

Teacher distributes proposed pitch structure (as above) and asks students to compare the template with the viewed presentation. The teacher may reshow the pitch to allow students to compare the structure and sequence of the example pitch.

Students form small groups. The teacher asks students to discuss the following in their groups:

Compare your observations of the example. Use your templates to assist your discussion.

In your groups, decide on collective responses to the following questions:

What were the most successful elements of the presentation? Why?

What could have been modified or improved? Why?

Students report back to the whole class.

Students view an example of VCD design pitch. Two example VCE student pitches include:

This strategy requires students to deconstruct and analyse student pitches as model texts. It is intended to support students' development and delivery of the 'pitch.' It assumes that students have already undertaken the design process, including research, generation of ideas and development of concepts (as per the figure below). Feedback from peers and teacher after the pitch enables student designers to refine and resolve their designs.

Before students view the example, the teacher poses previewing prompts to guide students' engagement with and understanding of example:

The teacher may repeat the above with additional example pitches.

(adapted from Derewianka, 2011, pp. 153-4)

Prepositions, prepositional phrases, and adverbs will also be used to indicate location:
above, behind, below, beyond, here, there, to the right (left), nearby, opposite, on the other side, in the background, along the wall, at the top, across, adjacent to

Curriculum links for the above example: VCAVCDE001, VCAVCDP003, VCAVCDE006, VCAVCDE007.

Derewianka, B. (2011). A new grammar companion for teachers. Newtown: PETAA.
Victorian Curriculum and Assessment Authority (2016). Victorian Certificate of Education Visual Communication Design Study Design, 2018 - 2022. Retrieved at: https://www.vcaa.vic.edu.au/Documents/vce/visualcomm/VisualCommunicationDesignSD_2018.pdf

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Visual Communication Design: putting it together

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The pitch - presenting visual communication concepts to an audience - is one of the extended texts that students must produce in Visual Communication Design (VCD). The pitch is a multimodal presentation during which the designer speaks to design concepts they have developed in relation to the design brief for a specific 'client.'

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https://helveticamediuma.com/learn/desproc-pt1/

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https://helveticamediuma.com/learn/desproc-pt2/

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Although this page is a general reference for the design process, the specific contents including the tasks are designed to support the SAT. This is the largest design process students undertake in Year 12 Visual Communication Design.

Other design processes, used in other year levels may be done by jumping in an out of the tasks as required.

Students of Visual Communication Design study the ways designers work. Although there are many different kinds of designers who work in the different design fields, they all seem to follow a similar pathway to propose solutions to problems posed by their clients. This pathway is called the Design Process. In our study, there is a formal model that students must use in both their practical work and in written analysis.

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Design process for VCE Visual Communication Design

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Although this page is a general reference for the design process, the specific contents including the tasks are designed to support the SAT. This is the largest design process students undertake in Year 12 Visual Communication Design. Other design processes, used in other year levels may be done by jumping in an out of the tasks as required.

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Apply design thinking to support the application of relevant stages of the design process

Select ideas for development that address the requirements of the brief

Select and apply a range of manual and digital methods, materials, media, design elements, design principles, presentation formats and conventions to develop concepts

Test and evaluate the suitability and quality of concepts

Devise and deliver a pitch that supports the presentation of refined concepts

Evaluate the quality of the refined concepts

Evaluate the design process as a framework for creating refined concepts

Refine concepts in the light of evaluation and reflection

Apply techniques to progressively record decision making and development of design concepts for two different communication needs

Apply practices that fulfil legal obligations

Use appropriate terminology

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Below are a number of sample pitches. Some of these are videoed pitches specifically for Unit 4 VCD, others are general design pitches students can draw inspiration from.
Not all of these pitches are recent, however, the ideas behind the pitch, the requirements, and the design itself are all relevant.

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Unit 4 VCE Visual Communication Pitch (Andrew McCorkell)

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VISUAL COMMUNICATION & DESIGN EMMA PUGLIESE UNIT 4 2013 DESIGN BRIEF REFINEMENT - finalised designs, added or altered specific features in order to enhance the effectiveness CLIENT: Marisa Pizza & Pasta Restaurant 347 Waverley Road, Mount Waverley, VIC 3149 9807 0636 LOGO

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3rd Yr University Design Client Presentation- 2020

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3rd Yr University Design Client Presentation- 2020

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A+ Visual Communication and Design (VCD/Viscomm) Folio