WESTERN HEIGHTS COLLEGE: VISUAL COMMUNICATION AND DESIGN UNIT 2

Technical drawing in context 

Outcome 1 On completion of this unit the student should be able to;

On completion of this unit the student should be able to create presentation drawings that incorporate relevant technical drawing conventions and effectively communicate information and ideas for a selected design field.

This task is from the field of 'industrial design'.

 You will use 'observation', 'visualisation' and 'presentation' drawing in this task. To see the page on drawing method,s click here.

 

What you will do

Please note:

This is a major technical drawing and formal rendering folio. It is not a design task using a design process. However, It is where you will learn the skills needed for SAC 1 in Year 12 next year.

Product illustration You will be asked to draw and render a household kitchen electrical product like a coffee maker, sandwich toaster or music device.

 You will analyse the product with annotated, freehand sketches then produce a completed orthogonal drawing. Following this you will make a full colour 2 Point Perspective rendering using manual and digital drawing techniques.

 To complete the task you will create a new surface design for your product to appeal to a different audience. This is called a 'line extension'. Heard of Vanilla Coke?

 

How will I have to work to complete this task?

You will work manually and digitally in this task. The following table shows how you may/must work to fulfill the assessment needs of the task:

Example below:

Here is a 'Client Presentation Board', a Presentation Format for presenting a concept to a client. It shows the presentation drawings including the 3rd Angle Orthogonal and two 2 Point Perspective renderings done on Computer using Illustrator and Photoshop.

1. Take photos of a house hold object at home or in a store. Then make full observational sketches of it. Include all dimensions you need to produce the real 3rd Angle Orthogonal at school.

Designers and illustrators need to obtain information and data necessary to depict an object accurately. We will practice getting information to enable us to draw a 3rd Angle Orthogonal drawing.

Take a field trip to Harvey Norman or study an appliance at your home to measure, sketch and photograph a domestic appliance. You may also go to makers' websites for specifications of kitchen appliances.

Make rough freehand 2d and 3d sketches from life, noting details (in smaller sketches) where necessary, and noting dimensions. Overall, sub dimensions, offsets and diameters.

Take a photo you can use to help you in the formulation of the 3rd Angle Orthogonal and the 2 Point Perspective later.

2. Dimensional projection:

The best way to 'capture' technical information about your appliance is through making a 3rd Angle Orthogonal drawing. Click here for instructions/revision on this drawing method. Below are examples of this drawing method:

Above: A great drawing of the toaster. Done in Illustrator.

Above: An excellent drawing of the telephone. Done in Illustrator.

Take note:

Take special note of all the features of 3rd Angle Orthogonal drawing in the drawings above; the views, line type and line strength, dimensioning, centres, labels, scale, symbol and title blocks.

Produce a scaled 3rd Angle Orthogonal drawing from notes. Do a draft drawing first and choose a scale that are both appropriate to the paper size you are using and approved for industrial design; 1:1, 2:1, 1:2. 1:5 or 1:10.

Revise Australian Standards in Orthogonal drawings. Complete a final version including appropriate line types and thicknesses, 3rd angle symbol, labels, annotations, dimensions, title box, etc.

 

This is an assessable drawing.

 

For extension students may produce their drawings on Adobe Illustrator.

Perspective illustration

 3. dimensional projection

 

Construction of 2 point perspective drawing.

 

Practice creating and formation of realistic proportions to construct a realistic line drawing of your electrical product. Use compound crating in situations where needed, constructing and working around form and void.

 

Revise drawing free-formed ellipses in perspective.

 

Draft and trace your work to complete an accurate line drawing prior to rendering.

 

As shown in the table above, complete a manual perspective draft before going onto computer first.

 

These are assessable drawings.

Setting up the 2 point perspective drawing in illustrator

 1.Take a photo of your product. Use your own or find one on the internet.

2. Mount your drawing on a light box, join pieces of paper together and calculate the vanishing points. You will be surprised at how far out they can be.

3. The create the forms. Use diagonal lines to find half way points on all sides.

You may then move your drawing onto computer for final working.

Rendering for form, colour and surface

 

Rendering revision

 

First let's revise rendering techniques. (Visit this page on rendering.) Practice examples by rendering for form, then colour. Finally, produce examples of these surfaces;

metal – shiny and satin glass plastic – matt and gloss wood fabric

Completing your rendering

 

Render their line drawings in the realistic surfaces of the original object they based their work on. You may work manually or digitally for the rendering task.

 

-This is an assessable drawing.

 

Below are examples of completed renderings done on computer.

2 Point perspective renderings

Here is a 2 Point Perspective drawing set up in Illustrator.

An accurate rendering Illustrator and finished in

of the Telstra phone. Photoshop. Adrian Ciriani, 2013

Tori Salvaggio, 2013.

 

The completed drawing after it was done in

.

Creative new materials rendering

A line extension

 Think creatively about your product. What is a different audience you could appeal to? Could it be women, men, children, boat or antique lovers, people who line floral patterns. Can you 'steampunk' it? This is kind of what I did in mine. It doesn't matter that 8 yr old girls shouldn't make and drink coffee, if you want re-skin your coffee machine with studded pink vinyl!

Success Criteria

1. Applies the conventions of Australian Standards 1100 in 3rd Angle Orthogonal drawing, 2. Demonstrates form in correctly proportioned 2 Point Perspective line drawing,3. Demonstrates the appropriate use of line, shape, form, colour, and texture in rendering, 4. Demonstrates the appropriate use of media, materials and techniques to render form and surface, 5. Selects and applies design elements and principles to create a cohesive client 2d presentation,

the design process as it applies to vcaa visual communication design

There are lots of different ways to describe the ways designers work. For our study we call the process they use the 'design process'. It is a special process that takes design from the beginning to the end.

 

It is said to be cyclical. Cyclical means that instead of having a definate beginning and a clear end, it goes around and around.This means designers don't work in a linear way. They work in a cyclical way, constantly switching between stages of the design process. Each time a designer goes around the design process; from beginning to end this is called an iteration. However, each iteration can be using all the stages of the design process or just going around in one stage.

 

Here is an index of the design process according to the VCAA. The VCAA is the organisation in charge of our VCE study; Visual Communication Design. The document that has the full details is called the Study Design for Visual Communication Design. You can find it by clicking here. It is the current version released 2013. If you go to page 12 you will find a full description of the Design Process. Broadly, they define each stage as:

Stage 1 - Development of the brief Stage 2 - Research Stage 3 - Generation of ideas Stage 4 - Development of concepts Stage 5 - Refinement Stage 6 - Resolutions of presentations

 

Development of the brief

This is the first stage of the Design Process. In this stage we write out a description of the need for a design. It is called a Design Brief. It sometimes has a 'fuzzy front end' because we often have to combine it with the next stage, Research before we are fully sure about our ideas.

 This section includes:

 

A description of:

Client, The design need. (Called communication need),

Purpose, Context, Limitations, expectations, constraints and/ or considerations, Presentation format.

 

Research

In order to make new and original designs, designers need to look around for things that might stimulate their imagination. Research is done broadly, to investigate the whole design problem and includes many different elements.

 

This stage includes:

Collecting images, textures, scrapbooking looking at past, present, like and unlike designs, Investigation, analysis and interpretation, Observational drawing.

 

Generation of ideasIn this stage designers try to propose a wide variety of suggestions that could answer the design need. This is very much a 'Green Hat' stage, where designers should not be critical of their ideas, but allow them (good, bad, suitable or not) to flow freely and develop singularly or in strands or groups. Designers use any and every drawing method possible to get their ideas out. These can be 2d or 3d, greylead of coloured. The trick here, is to work as quickly as you can, not pausing to be critical of your work. Students must try not to converge on preferred ideas, but to stay open and divergent, continuing to propose as wide a range of visual ideas as can be imagined!

This stage includes:

Responding to the research made, Visualisation drawing including;

o Freehand sketching,o Paraline drawing,o Perspective drawing,o Collage,o etc.

Development of concepts

In this stage designers select preferred ideas and develop them into more feasible design solutions. Although this stage can be seen as a stage of convergence in comparison with the Generation of ideas, students need to ensure that they continue to develop more than one strand or group of ideas or visual suggestions.

 

-Students will use practice creative, critical and reflective thinking during this stage. They will constantly evaluate the suitability of their designs against their brief and document their design thinking in live, written annotations in the pages of their visual diary.

 

-They will also refer to and continue to broaden their research as their ideas develop and they become more sure about their actual design directions. Thus, students will demonstrate the true cyclical nature of the design process.  

This stage includes:

Selecting preferred design concepts (this means strands or groups of visualisation images), Trialing a range of materials, methods (both manual and digital) and media, Experimenting with all of the design elements and principles, Conducting critical and refelective thinking and documenting design thinking and the process of

development and selection of preferred designs, Visualisation drawing, Presentation drawing.

Refinement

In the most critical reflective thinking stage, students must evaluate their designs against their brief. They may also ask others to help evaluate their designs. In response to this evaluation, the designs will then be modified prior to production.

It is also the stage where students will choose only one, preferred option to go forward with for refinement and production.

 

This stage includes:

Formulation of evaluation criteria and conduct of formal and/ or informal evaluation, Modification of selected design options in respect to;

o Materials, methods and/ or media,o Design elements and principles,

Making mock-ups, Students will continue to document their design process with live annotations describing their process of

selection and refinement.

 

Resolutions of presentations

In this stage students will take their ideas into production.

 

This stage includes:

Printing or producing final visual communications that satisfy the brief.