ECA735 Arts Education Curriculum Enquiry 2
Assessment 2: Portfolio (VCD)
1. Pedagogical Statement/Rationale
This teaching and learning portfolio has been designed to support those teaching students in the level 9 band, undertaking a Visual Communication Design elective. The resources, course plan and sequence of lessons designed for this learning experience are aligned with the Victorian Curriculum and Assessment Authority’s curriculum for Visual Communication Design (n.d). The content descriptors for this curriculum outline that; “students build on their awareness of how designers communicate ideas with a specific purpose, to a targeted audience, using different visual communication design practices and viewpoints. They refine their personal aesthetic through their development of knowledge, understanding and skills in making and responding to visual communications (n.d).”
The curation of lessons and support material (google slides, worked examples, additional resources) in this portfolio reflects the Australian Professional Standards for Teaching (APST) developed by the Australian Institute for Teaching and School Leadership (AITSL). Professional Knowledge Standard 2.2 “Content selection and organisation” describes the way teachers must “organise content into an effective learning and teaching sequence” (n.d). This course immerses students opportunities to learn how to address design problems and create and communicate design solutions according to targeted client contexts. Design thinking involves the application of creative, critical and reflective processes that support skill development in areas beyond design and the arts, including science, business and engineering.
This Year 9 Visual Communication Design elective will blend the practices of Product Design Technology (Textiles) and Visual Communication Design (Messages) to engage students in how to create and communicate a brand identity for a small business. Students will explore the design elements and principles through ideation and development drawing, conduct Human Centred Design Research through a variety of methods, learn the basic tools and techniques of Adobe Illustrator, create an original vector-based logo, construct and sew a fabric tote bag and generate a brand identity presentation using Digital Methods: (Vector Based Drawing, Digital Photography ) and Manual Methods (Printmaking, Sewing and Embroidery). The hybridisation of textiles practices with the traditions of communication design aims to “extend [students] understanding of safe practices and their understanding of the roles of visual communication designers and their audience in sustainability practices” (VCAA, n.d). As such, the study of Visual Communication Design can provide pathways to training and tertiary study across the fields of communication, industrial, environmental and User-experience (UX) design. The hybridised Textile and Communication Design methodologies explored in this course seek to open possible pathways into fashion design, production design (theatre and film), marketing and media.
Underpinning this curriculum design is the philosophical belief that McKenna et al. writes about; all Art should “express the concerns of the individual self and the concerns of the broader society from which it arises” (2013, p.74). Students undertaking this course will be asked to use their individual funds of knowledge to explore the broader contextual and creative implications of designing a brand identity for a local small business. At each stage of the design process (discover, define, develop, deliver) students receive feedback from their peers, teachers and key stakeholders to centre the needs of their designated client in the development of design solutions. This aligns with the Victorian Curriculum Achievement Standards for students in the level 9 and 10 band, which outlines “within visual communication fields, students develop briefs and visualise, generate and develop ideas in response to audience needs. They evaluate, reflect on, refine and justify their decisions and aesthetic choices.” (n.d). Students exercise creative autonomy in the creation of logos and aesthetic collateral for their client, which aligns with the third Practice Principle from the Victorian Government’s Amplify Policy that describes the way teachers should curate “opportunities for students to exercise authentic agency in their own learning” (2019, p13). It also works toward the goal outlined in the Alice Springs (Mparntwe) Education Declaration, which states “Education...supports young people to realise their potential by providing skills they need to participate in the economy and in society, contributing to every aspect of their wellbeing”. (Education Council, 2019).
2. Curriculum-aligned learning sequence
The following plan denotes a breakdown of the areas of study (units) in the course and time allotments according to a 17 week semester structure with classes occurring twice a week for 80 minutes each.
Unit 1: Exploring Design Elements Principles (4 Weeks)
Introduction to Adobe Illustrator: Tips, Tricks, Techniques, Files and Formatting, Small rendering task
Technical and Observational drawing
Folio Documentation: how to demonstrate design thinking, how to annotate
Authentic Design Research: where to look, how to cite
Responding to design in context: what is design and what are the contexts?
Unit 2: Discover and Define: Identifying Design Problems (2 Weeks)
Design Brief (identifying client and design need)
Human Centred Design Research - Interviews, Site Visits, Visual research
Unit 3: Develop: Creating a brand identity (4 weeks)
Ideation and development drawing (Digital and Manual Drawing)
Creation of vector based logo - exporting in file types to support Unit 4
Present proposed design, receive and document feedback
Unit 4: Deliver: Creation of identity through branding (5 weeks)
Construct and sew tote bag, embroider Cap
Print onto t-shirt and tote bag (screen printing)
Print Collateral: Presentation Material, Logo Design, Stickers, Business Cards
Design Process Evaluation
Revision & Exam Preparation: (2 Weeks)
The following lesson plans have been designed to start Unit 4 of the course; Deliver: creation of identity through branding. It introduces students to the range of media and methods that can be used to visually communicate a brand identity. These three lessons introduce students to manual printing and sewing processes that enable them to transfer their digital drawings onto presentation materials (t-shirts, tote bags and caps). Students will also learn to print on various paper types using the school's photocopiers to produce printed presentation drawings,business cards and adhesive labels.
Lesson Plan 1: Introduction to Screen Printing and Stenciling
Learning Intentions
To learn how to create a stencil using easy cut stencil paper and a scalpel
To learn how to print onto presentation materials using a silk screen and water-based ink.
Success Criteria
I can use the design studio responsibly and safely.
I can use my digital logo design to create a stencil for screen printing onto collateral
Learning Activities (Include Time Allotment)
Do Now: Observational Drawing - 5 mins
Students practice observational drawing (silent)Guided Practice: Introduction to Stenciling - 15 mins
Students watch a demonstration of how to transfer their logo design onto stencil paper and cut it using a scalpel.Independent Practice: Stenciling and Printing - 50 mins
Students undertake the stenciling and printing process, conducting test prints before printing onto their presentation materials.Leave Pass: Pack Up, Clean Up - 10 mins
Students conduct clean up procedures (See Below)
PACK UP | CLEAN UP - Students conduct the following 10 minutes before the end of period:
Put all materials away - return to trolley, cupboard or teacher desk
All works to be put on drying rack/shelf/draw
Return Visual Diaries to Designated Class Draw (in the room)
Ensure all rubbish has been put in the bin (sweep where necessary)
Students stand behind chairs before exiting (Check Desks)
Materials
Scalpels, Easy Cut Stencil Paper, Permanent Markers, Silkscreen, Ink, paper, newspaper
Lesson Plan 2: Introduction to embroidery
Learning Intentions
To learn how to embroider using a needle and thread
Success Criteria
I can use the design studio responsibly and safely.
I can use my digital logo to create an embroidered design on a cap
Learning Activities (Include Time Allotment)
Do Now: Observational Drawing - 5 mins
Students practice observational drawing skills (silent)Guided Practice: Introduction to embroidery - 15 mins
Students watch a demonstration of how to draw their logo onto fabric and begin embroidering with a needle and thread.Independent Practice: Embroidery - 50 mins
Students undertake the process of embroidering caps with their logo on them.Leave Pass: Pack Up, Clean Up - 10 mins
Students conduct clean up procedures (See Below)
PACK UP | CLEAN UP - Students conduct the following 10 minutes before the end of period:
Put all materials away - return to trolley, cupboard or teacher desk
All works to be put on drying rack/shelf/draw
Return Visual Diaries to Designated Class Draw (in the room)
Ensure all rubbish has been put in the bin (sweep where necessary)
Students stand behind chairs before exiting (Check Desks)
Materials
Caps, needle, thread, fabric markers, embroidery hoops
Lesson Plan 3: Digital Printing - Labels and business cards
Learning Intentions
To learn how to use a digital printer (laser photocopier) to create business cards and adhesive logo labels
Success Criteria
I can use the design studio responsibly and safely.
I can create business cards and stickers for my business logo using a printer.
Learning Activities (Include Time Allotment)
Do Now: Observational Drawing - 5 mins
Students practice observational drawing skills (silentGuided Practice: Introduction to Formatting for printing - 15 mins
Students watch a demonstration of how format their vector files for printing outputs (business card and stickerIndependent Practice: Stenciling and Printing - 50 mins
Students format their files for and conduct test prints.
Students print their business cards and logo labels (Stickers)Leave Pass: Pack Up, Clean Up - 10 mins
Students conduct clean up procedures (See Below)
PACK UP | CLEAN UP - Students conduct the following 10 minutes before the end of period:
Put all materials away - return to trolley, cupboard or teacher desk
All works to be put on drying rack/shelf/draw
Return Visual Diaries to Designated Class Draw (in the room)
Ensure all rubbish has been put in the bin (sweep where necessary)
Students stand behind chairs before exiting (Check Desks)
Materials
Scalpels, Easy Cut Stencil Paper, Permanent Markers, Silkscreen, Ink, paper, newspaper
This sequence of learning experiences incorporates high impact strategies to engage learners and address curriculum outcomes. The Department of Education and Training’s (DET) High Impact Teaching Strategies (HITS) outline effective methods of engaging students in the classroom. This learning experience integrates “Strategy 3: Explicit Teaching and Strategy 4: The Worked Example” (2022) to guide students development of conceptual and technical skills in the design process. Explicit Instruction is coupled with the worked example during technical demonstrations to provide both verbal and visual guidance and “reduce a learners’ cognitive load, so skill acquisition can become easier” (DET, 2022). Stimulus material in the form of google slides will be developed to supplement demonstrations and extend students' understanding of the processes and outcomes involved in the course.
The Victorian Curriculum outlines achievement standards for students in the level 9 and 10 band in the Respond and Interpret content description. The standard states that students should be able to “Analyse and evaluate the factors that influence design decisions in a range of visual communications from different historical, social and cultural contexts, including presentations by Aboriginal and Torres Strait Islander peoples. (VCAVCDR010) (n.d)”. When responding to design in context during Unit 1 of the course, students will be introduced to culturally appropriate design practices and investigate indigenous design contexts to deepen their understanding of the importance of intellectual property and instil culturally design sensibilities into their creative practices.
3. Curriculum-aligned resources and teacher support material
The support stimulus linked below provides students with an insight into the idea of a brand identity and how it is created. The worked example in the slides presentation is from my personal practice. I was commissioned by a friend to design a logo for his electrical business and produce business cards, t-shirts and hoodies, beanies and caps
Support Stimulus: What is a Brand Identity? ** click link
The links below provide access to agencies, online communities and verified publishers of support material for levels 9 and 10 as well as for Units 1 - 4 VCE Visual Communication Design.
Visual Communication Victoria:
https://www.vcv.asn.au/
Target Learning:
https://targetlearning.com.au/?srsltid=AfmBOoprCPsvy9wwKdx2KxNalEv7RU2POweMUs3dUhQ7qYBgj89mKIhO
Victorian Curriculum F - 10:
https://victoriancurriculum.vcaa.vic.edu.au/the-arts/visual-communication-design/curriculum/f-10
VCE VCD Study Design:
Aboriginal Arts and Culture Protocols:
References
Australian Institute for Teaching and School Leadership. (n.d.). Australian professional standards for teachers. https://www.aitsl.edu.au/standards
Department of Education and Training (DET) (2022). High impact teaching strategies (HITS).https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx.
Education Council. (2019) The Alice Springs (Mparntwe) Education Declaration.
McKenna, T. (2013). 'Arts education: do the arts really matter'. In T. McKenna, M. Cacciattolo, and M. Vicars (eds) Engaging the disengaged (pp. 73-89). South Melbourne: Cambridge University Press.
SGNSW 2021, Aboriginal Arts and Culture Protocols, Department of Creative Industries, Tourism, Hospitality, Sport Create NSW,
SGV (State Government of Victoria) (2019) Amplify, Department of Education and Training, Victorian Government
Victorian Curriculum and Assessment Authority. (n.d.). The Arts, Visual Communication Design, https://victoriancurriculum.vcaa.vic.edu.au/the-arts/visual-communication-design/curriculum/f-10