Knowledge of Design Practice
| Knowledge of Design Practice
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| Design practice focuses on developing conceptual designs in response to a brief. Knowledge of design practice includes understanding that designers identify the qualities and potential of design ideas in terms of the broad principles of design (aesthetics and function) and sustainability, and that they are influenced by societal, environmental, historical and technological factors. Initially students learn about how design practice combines and prioritises different design elements and thought processes to initiate and develop ideas in a response to a brief, and how design and design thinking is a tool which is used to create new solutions to meet the needs of our society. Students progress to complex to learning about how design is a unique human activity of inquiry and action that fosters innovation and creativity by using design and design thinking as a tool to create new innovative solutions that meet the needs of our society and the global community, for the future.
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| Level 6
| Level 7
| Level 8
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| Demonstrate understanding of design principles and processes, and the work of influential designers
| Demonstrate understanding of design movements or eras
| Demonstrate understanding of the interaction between design and the world
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| To support students to develop understandings about design principles, approaches and the work of influential designers at level 6, teachers could:
- Develop understandings of two principles of design (aesthetics and function) and of their derived elements; such as shape, form, rhythm, balance, proportion, colour, contrast, durability, stability, flexibility/rigidity.
- Investigate key designers to develop an understanding of their design history and its continued impact.
- Promote opportunities for students to investigate different designers design practice to initiate and develop their own ideas.
- Promote students to ask questions of a given brief and explore the constraints in creative ways and to look for new directions.
| To support students to develop understandings about design movements and eras at level 7, teachers could:
- Seeing that the application (including their prioritisation) of design principles and elements is particularly susceptible to changes in fashion, taste, historical changes, technological advancements.
- Understand that the development of designs does not occur in a vacuum that there are recognisable links and influences.
- Visual motifs and concepts that emulate an era, style or historical.
- Promote students to be design thinkers by putting people first and to imagine solutions that are inherently desirable and meet explicit needs.
| To support students to develop understandings about the interaction between design and the world at level 8, teachers could:
- Provide opportunities for students to meet and listen to design professionals so that they may develop an understanding of their design practice and how innovative design ideas evolve.
- Provide opportunities for students to interweave, overlap and infiltrate others practice into their own work
- Allow time for students to research methods, current trends, and the work of other designers to gain inspiration and an understanding of how they prioritise design principles and elements.
- Provide opportunities to experiment with design elements and principles.
- Discuss what design thinking is – inspiration, ideation leading to a process of generating, developing and testing ideas that may lead to solutions.
- Promote students to be integrative thinkers by being analytical and to recognise all the salient aspects of a problem.
- Promote students to work in interdisciplinary ways to develop a deeper understanding of the design they intend to solve.
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| Students can:
- select and research an influential designer
- identify and explain the aesthetic and functional characteristics of their chosen influential designer
- integrate aesthetic and functional characteristics of chosen influential designer when developing their own design ideas.
| Students can:
- investigate a design era or design movement and explain the aesthetic and functional characteristics of the design movement or era
- describe social factors such as cultural, historical, societal and technological, that influenced the design movement or era
- interpret and embed into their own designs characteristics identified in the chosen design era and movement
- show understanding that design does not develop in a vacuum, it is affected by the circumstances of the society in which it exists and serves (eg, Bauhaus responding to the need for industrial growth after the First World War),and that the social, economic and political environment has a significant impact on establishing and evolving a designs movement.
| Students can:
- demonstrate how design research aimed at improving design practice is grounded in a deep understanding of the nature of design practice
- demonstrate when developing their own personal perspective on design, how particular qualities and complexities identified in an influential design era/movements have integrated into their own design practice outcomes.
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AS91067 Design and Visual Communication 1.34Use the work of an influential designer to inform design ideas
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AS91340 Design and Visual Communication 2.33Use the characteristics of a design movement or era to inform own design ideas
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Design and Visual Communication 3.30 Generate design ideas through exploration using graphics practice
Generic Technology 3.10Undertake a critique of a technological outcome's design
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Design and Visual Communication
Visual Communication
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Graphics Practice
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Knowledge of Design Practice
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