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Visual Communication Design Practices (Levels 7 & 8)
Use manual and digital drawing methods and conventions to create a range of visual communications (VCAVCDV002).

using observational drawing to represent form, materials and surface textures

using visualisation drawings by making a series of quick freehand sketches that communicate ideas in relation to a target audience, for example, a package for a fragile object, or a typography design

discussing the purpose of drawing in visual communication design, for example, how can a two dimensional shape be depicted visually to represent a three dimensional form?

using paraline and orthogonal drawing systems to illustrate simple packaging forms

demonstrating the relationship between manual and freehand drawing conventions, for example, developing a series of concept drawings for a mobile application and then refine them in a computer vector based program

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At this level, we can afford to teach drawing more broadly; an introductory drawing unit could be appropriate, however, as could using drawing as a means of simple design, students could undertake small design briefs, drawing as a means of communication as they do so, it doesn't necessarily need to be formal drawing for design, such as Isometric or Orthogonal Drawing, both of which are listed in the curriculum at levels 7 and 8. In case a school doesn't offer VCD and Art as separate units, these major tasks may need to be woven into a joint-curriculum

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Students at levels 7 and 8 are expected to use both digital and manual (traditional) drawing techniques to produce a range of visual communications. These include:
Digital:

Adobe Illustrator

Adobe Photoshop

ProCreate

Manual:

Pencils

Pens (Such as Technical Pens)

Pastels

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Students are expected to explore a variety of drawing conventions, specifically Freehand (Drawing without the use of aids) and Instrumental (Drawing with the assistance of aids such as rulers, protractors, and software that allows specific measurements and shapes to be created).

Students should be exploring the relationship between conventions and technologies- As the curriculum suggests, quick freehand sketches that communicate ideas, before refining these digitally.

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In year 7, students will be exploring Visualisation, Observational, and Presentation drawings.
Visualisation Drawings are initial sketches conducted to explore ideas- thumbnails, rough sketches, drafts, etc. fall into visualisation drawings.
Observational Drawings are drawings made to represent actual objects, they're not hypothetical designs, rather, students are drawing from actual things that can see. This could be undertaken as a life-drawing exercise, or, an element of creativity could be introduced by asking students to copy, and then creatively modify an object, further introducing them to other VCD principles such as a brief.
Presentation Drawings are the 'final' drawings students will complete, to showcase their ideas. Students might be asked to complete a brief design project, and submit their final drawing, for instance.

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Visual Communication Design Practices (Levels 7 & 8)
Use manual and digital drawing methods and conventions to create a range of visual communications (VCAVCDV002).

using observational drawing to represent form, materials and surface textures

using visualisation drawings by making a series of quick freehand sketches that communicate ideas in relation to a target audience, for example, a package for a fragile object, or a typography design

discussing the purpose of drawing in visual communication design, for example, how can a two dimensional shape be depicted visually to represent a three dimensional form?

using paraline and orthogonal drawing systems to illustrate simple packaging forms

demonstrating the relationship between manual and freehand drawing conventions, for example, developing a series of concept drawings for a mobile application and then refine them in a computer vector based program

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Orthogonal Drawing is the act of designing an object from each view- Front, top and side/s, and then combined to form a three-dimensional shape showcasing at least three different sides. Whilst these can be drawn manually, these are best undertaken using digital technologies such as SketchUp- Which is also a great tool to use to introduce students to this style of drawing at a Year 7 Level. This video introduces students to Sketchup, after which, great introductory tasks include having students design a small object, like a Fidget Spinner- If the school has access to a laser cutter, it might be fun to collaborate with the Design Technology department to create these. Alternatively, they could be asked to design a simple house for a fictional/cartoon character to live in (requiring less detail than a photo-accurate house, for instance)

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SketchUp - Tutorial for Beginners in 10 MINUTES!  [ COMPLETE ]

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Isometric Drawings are a type of Paraline Drawing, not mentioned specifically in the curriculum until levels 9 and 10, however, simple enough for younger students to reasonably understand and undertake. These are proportionally accurate drawings made from a 30 degree angle- At year 7, it would help to provide students with either printed, or digital isometric grids to draw onto. A fun exercise at this level to work on Isometric drawing might be to have them make a map, be it an isometric map of a house (show them something like the Sims as an example), or, as with the video above, a fantasy map of a fantasy location. Provided the right grid, this activity could be undertaken either digitally or traditionally, allowing a decent amount of differentiation.

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Unit Plan- Storytelling Through Sequential Narratives

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Unit: Storytelling through Sequential Narratives

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Unit: Storytelling through Sequential Narratives

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This Unit was developed for an earlier assignment, specifically, my Semester 1 Unit Plan, however, it has a very strong focus on drawing to convey narrative, and the passage of time through design.
The unit asks students to create a number of visualisation drawings, leading to the creation of a final presentation piece, be it drawing or otherwise. The unit covers everything in the 7/8 curricula, thus, allowing it to serve as a final unit for the level, in which students are able to synthesise their learning into the creation of a final piece.

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Visual Communication Design Practices (Levels 9 & 10)
Use manual and digital drawing methods to create visual communications in the specific design fields of Environmental, Industrial and Communication Design (VCAVCDV008).

developing and refining visual communications using relevant drawing conventions and methods specific to a selected design field such as environmental, industrial and communication design.

investigating the use of drawing systems to communicate ideas in different design fields, for example, manual, digital or technical drawing systems used in the different design fields of industrial, environmental and communication design.

selecting manual and technical drawing conventions relevant to different stages of the design process, for example, visualisation, development and refinement.

using paraline, orthogonal and perspective drawing systems to communicate concepts in the development and refinement of visual communications.

selecting and applying relevant manual and digital drawing methods conventions in the design process to communicate ideas.

investigating the history of drawing conventions in visual communication design, for example, how drawing conventions relevant to specific design fields have changed over time, considering the use of methods, materials and media.

evaluating the use of personal aesthetic, visual language and drawing conventions when creating visual communications.

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At levels 9 and 10, students are required to design within three specific fields, Communication, Industrial, and Environmental. This should be introduced as an overarching theme for many of their pieces, however, different fields require different types of drawing, as is relevant and appropriate. These fields are described more within the linked document, with key information outlined below.

Communication Design
Designing to convey information, e.g. graphic design.
Manual visualisation drawings are common as a means of thumbnailing and presenting ideas, before refining with digital drawing techniques to create a presentation drawing.
Largely 2D, however, students in this field may be asked to design 3D objects orthogonally, such as packets, and then break them down to design packaging nets.

Industrial Design
Designing objects and products, e.g. product design.
Heavy use of 3D design and drawing. Students will utilise perspective drawing, as well as isometric drawings to depict things in 3D space, they may also use Orthogonal Drawing, though tools like SketchUp and Fusion 360.

Environmental Design
Designing for a built environment/designing for spaces, e.g. architecture and interior design.
Exists in both a 2D and 3D space, students might Design 2D sets for theatre productions, or they may create Plans and Elevations, design for architecture. Perspective also plays a part in this field.

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Three different forms of visual communication. The study of Visual Communication Design deals with all kinds of design. This means everything from tickets, posters, mobile phone apps, web sites, knives, forks, chairs, kitchen appliances, tools, chairs, cars, boats to houses, schools and sky scrapers. In our study we sort them into three different categories.

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Levels 9 and 10 of VCD note the importance of Design Briefs in the design process, therefore, many of the drawing techniques discussed are accompanied by briefs, or suggested tasks through which students can complete as they work towards their understanding of various drawings.

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Students are required to investigate the history of drawing conventions in VCD, as it relates to specific fields. This unit should see students practice various techniques through a historical lens; for instance, studying Bauhaus Architectural Design (Linked above) through their own Environmental design, and explore how this transitioned to the use of apps like SketchUp; this doesn't necessarily need to be a separate unit, rather, it may be broken down and taught individually with each field of design, as students are undertaking larger assessment tasks.
Students will investigate the historical significance of various aspects of design, such as how digital technology changed communication design, with programs like Adobe Illustrator.

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The Harvard Art Museums hold one of the first and largest collections relating to the Bauhaus, the 20th century's most influential school of art and design. Active during the years of Germany's Weimar Republic (1919-33), the Bauhaus aimed to unite artists, architects, and craftsmen in the utopian project of designing a new world.

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Perspective Drawing is listed under a number of design fields at VCE, thus, should be taught sooner than later. Students are required to understand two types of perspective-
1-Point Perspective, in which objects move towards a single vanishing point.
2-Point Perspective, in which objects move towards two vanishing points.
Perspective can be inherently tedious, for some students, thus, it's important to have some variety to how it's taught- Buildings over and over can become quite dull- This video introduces students to perspective, which should be considered in any and all future drawing tasks.
If the school has a production of some sort, it might be worth collaborating with the drama faculty to design sets, allowing students to think and work with perspective on a more applicable brief.
Assessment Task- Students will be asked to create a poster, using a variety of design elements and principles, as well as perspective; it's up to them what the poster is for, whether it's for a film, a book, a physical product, or something else entirely, however, they must include perspective drawing in this. They will go through the design process as they develop the piece- First ideation and visualisation sketches, followed by refinement, possible group workshopping, and finally, their final presentations, created in Abobe Illustrator.

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Visual Communication Design Practices (Levels 9 & 10)
Use manual and digital drawing methods to create visual communications in the specific design fields of Environmental, Industrial and Communication Design (VCAVCDV008).

developing and refining visual communications using relevant drawing conventions and methods specific to a selected design field such as environmental, industrial and communication design.

investigating the use of drawing systems to communicate ideas in different design fields, for example, manual, digital or technical drawing systems used in the different design fields of industrial, environmental and communication design.

selecting manual and technical drawing conventions relevant to different stages of the design process, for example, visualisation, development and refinement.

using paraline, orthogonal and perspective drawing systems to communicate concepts in the development and refinement of visual communications.

selecting and applying relevant manual and digital drawing methods conventions in the design process to communicate ideas.

investigating the history of drawing conventions in visual communication design, for example, how drawing conventions relevant to specific design fields have changed over time, considering the use of methods, materials and media.

evaluating the use of personal aesthetic, visual language and drawing conventions when creating visual communications.

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Industrial Design: Packaging Brief- Packaging Nets

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Industrial Design: Packaging Brief- Packaging Nets

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Students are designers for a fictitious (or possibly real) brand, tasked with creating a piece of packaging for an upcoming product- They might design a piece of packaging for a snack or fast food company, a new toy/action figure, or something else entirely.
This task will require them to follow the design process- First, they'll be required to conduct research, using observational drawings to copy, and then deconstruct packaging nets, following which they'll create isometric visualisation drawings, sketches to indicate and explore ideas for their own pieces, after which they select an option to refine, ultimately creating a digital presentation drawing using software such as Sketchup.
Finally, using that presentation drawing as a means of developing a packaging net through Adobe Illustrator. The video above briefly discusses designing packaging nets. Students may be given printer specifications for school printers that they're required to design within, such that they'll then be able to print and fold their nets to create mock-ups of their product.

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Step-by-step tutorial of 'Making the NET for a packaging product'

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Environmental Design: Plans and Planometric Drawing

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Environmental Design: Plans and Planometric Drawing

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Planometric Drawing is a means of creating a 3D object from as series of plans to view at multiple angles.
Basic planometric drawings can be created with tools such as Fusion 360 or SketchUp, further, refinement can be added through workshops, before students are asked to finalise their pieces. Attached is an assessment task for a Year 10 planometric drawing task falling within Environmental Design, The task asks students to create and plan a building.
Several things are important in this task, including the use of technical specifications and thought out plans, as well as the design and refinement process.
I believe it would also be worthwhile, running a task like this, to include some level of peer interaction and workshopping, allowing students to offer feedback, make any refinements, and continue developing their pieces accordingly.

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VCD Yr10 AOS2 Plans and planometric - helveticamediuma.com

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VCD Yr10 AOS 2 Plans and 3d drawingPlans, elevations and planometric.Outcome 2On completion of this unit the student should be able to;Understand and apply 'scale',Interpret 3 dimensional information and translate it to 2 dimensional information,Use manual and digital methods to create plans and elevations to scale.Use manual and digital methods to create 'planometric' drawings.What you will doIn this unit you ...

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

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Unit 1 AOS 1 focuses on Drawing as a means of Communication; largely covering the types of drawing explored in years 7-10.
All aforementioned types of drawing should be revised throughout this first unit, condensing the content taught in years 7-10. In the event a student hasn't undertaken years 7-10 Vis Comm, the linked videos and resources in this document provide somewhat more scaffolding towards this.

Two new areas of import come into note here: Technical Drawing specifications, and Redering.

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Rendering, the act of shading art to give flat images the appearance of depth, is a key skill in VCE Visual Communication Design. Many 3D development apps, such as SketchUp and Fusion 360 have lighting/shading options, however, it's still important that students understand these principles, as it relates to 2D design. The above video briefly discusses the process of rendering basic shapes, these can then be combined and extrapolated for more complex forms, as is necessary.

The key skill in rendering in art and design is identifying a light source/sources, this should be reinforced.

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Drawing & Painting - The Virtual Instructor

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How to Shade Basic Forms - Pencil Tutorial

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Technical Specifications should be a part of all drawing in VCD, however, at earlier year levels, it may be more important for students to understand the technique before dealing with technical details- Students may be taught of the specific angles relevant to Isometric Drawing, but will largely be working with pre-made grids, etc.

Come VCE, it becomes important for students to understand not just what these specificaitons are, but why they're so important. Students should be introduced to this document as early into Year 11 as possible, this becomes their 'bible' in a sense.

Students should be taught to view these similarly to Brand and Identity Guidelines- When designing for a specific brand, a designer has to consider their specifications, they have to use certain fonts, colours, sizes, and indicate things in different specific ways; this document is their brand and identity guidelines for VCE.

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

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Year 12 largely sees students work towards the creation of their own Designs, based on everything covered from years 7-11. Whilst techniques are refined through practice, students aren't learning anything new. They are, however, working within the Design Process, as is linked in the next two posts. This doesn't convey any new techniques, rather, stipulates how they apply what they know for maximum effect at a VCE Level.

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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.