AS91627 - Starting Concepts - Prep for students

Planning for AS91627 - Producing concept sketches for their chosen product design.
We are moving onto concept ideas. This can be done as drawings on paper or the iPad (Procreate) or as 3M sketch models to help them to visualise their ideas.

We are focussing on the form of their concept ideas first so there is not much colour or details yet.

Resources

Link to blog post planning - Pattern and Texture
Link to blog post planning - Form
Link to blog post planning - Colour and Shape

Link to blog post - Form Development

Link to class site

Link to help page on the class site - includes worked examples and screencasts of explanations

Learning Outcomes

• To produce a wide range of different design concepts that could fulfil the design brief they have written.
• Use a wider variety of media to create their work and rely less on the standard use of drawing pencil and coloured pencil.
• Create 2D and 3D sketches or models to explore different ideas.
• To be able to use the information from the design brief and the needs of the client to guide them in their ideas.

Materials and Equipment

Drawing pencils - only to be used in a support role, not as the main media for the work
Black outliner pens
White pencils

Brown graphics marker pens
White paper, brown paper, coloured sugar papers

Clear acetate for tracing.

Card , glue and scissors

Plasticine and 3D modelling tools

iPads and stylus's with Procreate installed


Form drawings and models in pencil and various media.

Form development drawings and models.
Look at these drawings as a base to find forms to use in the design concepts.

Examples

Initial concepts. A photograph of my hand was traced to provide the ergonome for the drawing.

We are using quite a monochrome approach to the concepts so we can focus on just the form to start with.

This is brown paper, brown marker pen and white pencil.

To see what kind of shapes can be held easily in the hand and how big they could be, I made some sketch models in plasticine and photographed them being held in my hand.

Some of the students have started using the iPads, with an app called Procreate.

This small example is going over a few of the key elements we have been looking at on the app. Using the airbrush pen, the smudger and the eraser. Using the colour picker and layers.

The notes that will go with these concepts will explain how they relate to the design brief. The students then need to take these back to their client to get feedback. The direction they take their design developments will depend on what the client says about their concepts.

AS91627 - Form Development - Prep for students

Planning for AS91627 - Producing drawings in 2D and 3D, looking at form sheet. .
We are looking to develop their work on form in a more abstract way, slowly moving towards product concepts. We need to have completed the design brief and the design elements sheets before starting this step.

Resources

Link to blog post planning - Pattern and Texture
Link to blog post planning - Form
Link to blog post planning - Colour and Shape
Link to class site

Link to help page on the class site - includes worked examples and screencasts of explanations

Learning Outcomes

• Look at their drawn work in different ways.
• Learn how to use a wider variety of media to create their work and rely less on the standard use of drawing pencil and coloured pencil.
• Create 2D and 3D drawings based on their form sheet.
• To be able to use the information from the design brief to guide them in their developments.

Materials and Equipment

Drawing pencils - only to be used in a support role, not as the main media for the work
Black outliner pens
White pencils
White paper, brown paper, coloured sugar papers


Form drawings and models in pencil and various media.
Look at these drawings as a base to find forms to use. If you are reminded of anything else as you work, then include images from that into your sheet.

AS91627 - Design Elements - Student Work

My Year 13 class have been working on AS91627 in Design and Visual Communication.

Before the country went into Level 4 lockdown, we were well into the work. We have had training sessions with Pippa Lawler - blog post here and have been working our way through analysing our observational drawings through the lens of some of the design elements. 

My planning for this is here - Blog post - Lesson prep part 1 - Lesson prep part 2 - Lesson prep part 3

Now we are back to school, we have been working on a combination of the design brief for the product design project - link to workspace here or continuing on with the design elements work - link to class site. While we were on lockdown, I had started to put together examples and screen recordings of the design brief work so that students can get up to date when they are ready to. Link to help page on the class site here. This is an ongoing project for me, and this will expand over time as I make more "help" elements for the students to refer to.

The upshot of all of this is the students choosing what they want to focus on when they come into the class.

I have started putting together a presentation of the completed design element sheets as they complete them. This will be shared with the whole class so they can see each other's work.

This is no where near all of the students or all of their work (as of typing this post). I will keep it up to date as they complete this work.
I am hoping that seeing each other's work as they progress, it will inspire them to feel good about their own as they can see similarities in process in the work of others.

AS91627 - Colour and Shape - Prep for students

Planning for AS91627 - Producing drawings in 2D, looking at shapes from their observational drawings. Also looking at the colours used in the original source material.
Part 3 of looking at the design elements to develop their work in a more abstract way.


Link to blog post about part 1 of planning - Pattern and Texture
Link to blog post about part 2 of planning - Form
Link to class site



Learning Outcomes

• Look at their drawn work in different ways.
• Learn how to use a wider variety of media to create their work and rely less on the standard use of drawing pencil and coloured pencil.
• Create 2D drawings that are relevant to their starting point observational drawings that focus on the shapes that they can see.
• To be able to simplify from their observational drawings to just focus on the shape and not any details.
• To be able to analyse the colour combinations seen in their source material.

Materials and Equipment

Drawing pencils - only to be used in a support role, not as the main media for the work
Black outliner pens
White pencils
White paper, brown paper, coloured sugar papers

Paint

Brushes

Press print / EVA foam

Scissors

Printing ink

Observational drawings in pencil and various media.
Look at these drawings as a base to find shapes to use. Look at original source material for the colour references.

AS91627 - Form - Prep for students

Planning for AS91627 - Producing form in 3D and drawings in 3D from their observational drawings.
Part 2 of looking at the design elements to develop their work in a more abstract way.

Link to blog post about part 1 of planning - Pattern and Texture
Link to class site

Learning Outcomes

• Look at their drawn work in different ways.
• Learn how to use a wider variety of media to create their work and rely less on the standard use of drawing pencil and coloured pencil.
• Create forms that are relevant to their starting point observational drawings.
• To be able to simplify from their observational drawings to just focus on the form and not surface, details or colour.

Materials and Equipment

Drawing pencils - only to be used in a support role, not as the main media for the work
Black outliner pens

White pencils

White paper, brown paper, coloured sugar papers
Plasticine

Card
Scissors

Craft knives

Glue

Eva foam sheets

Found media (for example -flax leaves, cellophane sheet etc)

Observational drawings in pencil and various media.
Look at these drawings as a base to find forms to use.

Methods used :-

• Make the forms in 3D with plasticine. Focus on just the form with no surface texture or decoration or details.
• Use card to simplify the form in 3D - or part of the form.
• Photograph the 3D built elements and print out the photographs.
• Draw from the photographs using a variety of media and papers.

AS91627 - Texture and Pattern - Prep for students

Planning for AS91627 - Producing texture and patterns from their observational drawings.
Part 1 of looking at the design elements to develop their work in a more abstract way.

Learning Outcomes

• Look at their drawn work in different ways.
• Learn how to use a wider variety of media to create their work and rely less on the standard use of drawing pencil and coloured pencil.
• Create textures and patterns that are relevant to their starting point observational drawings.

Materials and Equipment

Drawing pencils - only to be used in a support role, not as the main media for the work
Black gel pens
Laminated clear sheets (A4)
EVA foam sheets
Press print sheets
Scissors
Printing inks - various colours
Oil pastels
Soft pastels.
Paper and card - various colours, textures and weights
Pattern / template sheets / sequin waste sheets

Observational drawings in pencil and various media.
Look at these drawings as a base to find shapes / patterns and textures to use.




Methods used :-

• Rubbings on brown paper with 2 colours of oil pastel used on top of each other.
• Press print cut into shapes chosen from the observational drawings, pattern pressed into the surface, used to print repeat patterns with the printing ink.
• Template of poppy seed shape cut out of card - used to draw round and then black gel pen used to draw patterns within the shape.
• Soft pastel rubbed through the sequin waste to create dot pattern within the card template shape.
• EVA foam sheet cut to shape using the same card template. Scored in to the surface and used to print with printing ink.
• Cut the same EVA foam piece more and reprint with it in a different colour.
• Use gel pen and plastic laminate sheet to trace small pieces from observational drawings - press these onto the sheet. Do multiple times to create pattern with small drawn elements used as print.

AS91627 - Texture and Pattern

Link to class site
Link to standard

Today we started looking at design elements in response to our observational drawings.
We started with Texture and Pattern today.

I am also including the Year 12 students in these activities as they have reached the point in their work, AS91340, where they are looking at the design elements of their chosen design era.

We went outside with different weights and colours of paper and oil pastels and looked for textures to do rubbings from. These had to link back to what they had seen in their observational drawings.
This was a very busy activity. The students were moving in and out of the class, dropping off things they had done and picking up more supplies. I did not get any photos from this part as I was too busy joining in.
We then cut our rubbings into strips and stuck them onto backing paper. This was then placed at the left hand side of a coloured piece of A3 paper.


Next, we looked at our observational drawings again and picked out a flat shape from them. This was drawn onto press print and the shape cut out with scissors. Pattern / texture can be pushed into the surface using a pencil. Different colours of printing ink was painted onto the press print and then we printed these as a pattern going across the rubbings onto the main page. On my examples here, I used the drawings I did of poppy seed heads, The rubbing textures I chose was to reference the ribbed lines and the rounded shapes you can see. The press print shape was taken from the shape of the papery part at the top of the seed head. I did these with the students so they could see the process at the same time as they were working.
Here are some photographs of the point the students got to today. They need to continue with this activity in some cases and then we will move on to more work on pattern on the rest of the page. Only about half the class were there today, for a variety of reasons, so the rest will make a start on this on Monday and they will have the added bonus of the rest of the class knowing what we are doing.