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.

Breaking Down my Inquiry for 2020

This year, the focus for my inquiry is my Year 13 class. I will be looking at ways to improve the standard of achievement for the whole class by focussing the planning for the 4 potential scholarship students.

Here is the breakdown of how I plan to do this.

Sharing the Why

My Year 12 and 13 class are my inquiry group this year. To get the most out of them, I have had a day with Pippa, going over techniques we can use for the first standard we are doing. Blog post here.
After this day, we have been working on our first design element. Blog posts here and here.

As this is a definite change to the way we have been working in the past and from what they are used to, the students have been looking at me a little aslant and think I have gone a little off.

Today, I decided to show them the spreadsheet that I have been keeping about the DVC results since 2013. We looked specifically at the NCEA Level 3 external results. I explained how the result change in 2015 came about, with me getting support from the ministry DVC specialist and from a teacher in another school. This resulted in the students that year starting the work for the external again and working through the new plan. This was successful and we got out first merits at external for DVC.
Since then, the results have slowly declined again. There have been changes in the expectations for this external and I needed help again to make sure I was going in the right direction for the students. I explained to them that it wasn't about my ego or feelings about my planning, but about making sure that what I have planned is going to get them what they need.

The students response to this was positive. They understood and appreciated what I was saying and why I was telling them.

Here is the total spreadsheet with all of the results on.




Here is the specific chart we were looking at today, which like I said to the students, doesn't make for great reading but we need to look at the reality and plan accordingly.
I didn't talk for too long to them today as I didn't want to bore the pants off them with spreadsheet stuff but it was enough for them to understand the why.