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

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Once you've generated your ideas, you'll need to pitch them to an audience of your teacher and classmates. Whilst the key principles of what a pitch involves are the same, you have some freedom in terms of how exactly you'd like to present your pitch.

In terms of presentation, you have some freedom in terms of how the pitch might look.

You might choose to stand up and present as you may an oral presentation, with a PowerPoint behind you containing images and information.

You might choose to pre-record your pitch on zoom, or another similar program, and present a video in class.

You might choose to create short handouts with your images and information, and present them to the class, speaking to that.

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Your presentation doesn't need to go for long- Somewhere around the 5-minute mark, in which you'll be expected to include the following:

A description of your client, and both their communication needs, as well as any constraints you might be under.

A description of your target audience or audiences, and the purpose of the communication as it relates to them.

Mock-ups of what your two finished presentations might look like. These might be sketches, models, drafts, etc.

An explanation of how your mock-ups address clients requirements, as well as how you've used techniques, elements, principles, mediums, materials, and media to engage with the target audience.

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A resource tailored to putting together VCD pitches

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A resource tailored to putting together VCD pitches

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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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The student in the above video has a clear and concise way of talking, he covers everything required by the pitch, as well as images of his overall process. Furthermore, observe the layout of his document- He doesn't pad his document with paragraphs of text, including only a few key pieces of information, and talking to that.

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Unit 4 VCE Visual Communication Pitch (Andrew McCorkell)

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Welcome to VCD Unit 4! This unit will be broken into two areas of study, following which you'll have some time in-class to prepare for the exam. This resource is designed to help you get into the first Area of Study, which is all about the development, refinement, and evaluation of your ideas leading to the creation of your final presentations, which will make up the second Area of Study. You will be using the Briefs you've developed in Unit 3 as the basis for your design work throughout this unit.

Within this Area of Study, you will have two assessment tasks; you will create a folio demonstrating the development of your concepts, which you will continue building on in AOS2, and you will pitch your two Work-In-Progress presentations to the class.

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Your folios will make up a large part of your assessment this unit. You are expected to collect and annotate any research, ideation and visualisation sketches, mockups, material trials, refinement and miscellaneous work you complete throughout the development of your final presentations.

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This is an old example, however, it's worth noting the amount of work the student has put in, the way in which she's structured her folio, and worked towards the development of her finals.

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This pitch is presented without audio, it's assumed that the student presenting would have spoken to this presentation in person whilst playing this in the background. Note the consistent design throughout the pitch, and, as with the above pitch, how the designer has kept it light on information, using the presentation only to reinforce key points.

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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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This is an example of an industry pitch, this pitch was directed to Melbourne Water, by a group of 3rd and 4th year motion design students at Swinburne University. Observe the layout, the research and conceptual development, and the simple layout- The presentation is text light, as with the others, the detail was conveyed through speech, the presentation itself highlighting the most important elements.

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Your folio should be a living document, it's hard to prescribe what you're going to need, and how much space. You can work through your concepts systematically, creating a flow to the folio, or if you use a pocket folio, or are presenting your folio through digital means and printing it for submission, you can rearrange pages to have some sort of flow to them. Consider including some sort of 'narrative' to your folio, as this is a piece of design as well- How are you going to walk the reader through your process?

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Design process for VCE Visual Communication Design

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If you're having any issues, post a question below, and I, or another student will answer as soon as possible.

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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.