Question 1 – NOTES

Students respond to the LEVIS advertisement.  In this case, the student needs to analyse the various elements and describe HOW they have been arranged in the visual communication AND the effect it has on the audience.

TEACHERS NOTES:  The visual communication is  divided up into 3 parts . 1) The photograph/portrait of the female 2) The yellow lines/text that overlap the females hair 3) The LEVIS logo.

In most cases, the LEVIS LOGO was not considered, particularly when discussing SCALE and HIERARCHY. Furthermore, students responses were (in some cases) rather long and could have been condensed considerably if they used correct terminology.

One mark dedicated to HOW the PRINCIPLE has been used/considered

One mark dedicated to the effect it has on the Visual Communication & Audience

NOTE:  Misspelling a key ‘design term’ can potentially affect you mark.

Question 2 – NOTES

Students  analyse various ELEMENTS of the Olympic Bid Poster and the EFFECT IT HAS ON THE AUDIENCE.

TEACHERS NOTES:  I was often critical of those students who simply stated that the element was “appealing to the eye”  or “attracts the audiences attention as it is very eye-catching”. This, to me is a cop-out. Successful responses  describe the emotions & feelings the element evokes, and how strengthens (or weakens) the visual communication. Once again, the terms used to describe each element was (in some cases) rather poor. Art & design can be very subjective, but be realistic with your interpretations! Don’t be too abstract and focus on how the elements affect the audience and evoke a response.

EXAMPLE – The above statement is too basic and vague. Adding a few extra terms strengthens the assertion:

“The use of the red in the background stands out, but works well with the bright yellow which contrasts against it well.”

“The warm red colour in the background dominates the visual composition and helps define the thin yellow pulsating line.”

One mark dedicated to HOW the ELEMENT has been used/considered

One mark dedicated to the effect it has on the Visual Communication & Audience

Question 3 – NOTES

With reference to the OLYMPIC BID poster, students need to specify the TARGET AUDIENCE.

Students were required to identify two characteristics of the target audience for the design and give reason(s) for their choice. Audience categories can include AGE, GENDER, INTERESTS, SOCIO-ECONOMIC STATUS & CULTURE.

Generally, students needed to be more specific when establishing the audience. Simply stating “the board”, or “sports men and women” is NOT enough.

Question 4 – NOTES

Students need to establish the PURPOSE of the OLYMPIC BID POSTER.

To be awarded FULL MARKS, students need to use correct terms (as described in the textbook). These can include; to advertise, to promote, to educate, to inform, to depict etc.

Question 5 – NOTES

Students need to highlight a METHOD used in each visual communication.

HALF a mark for the correct METHOD (i.e; drawing, printing, photography, collage, computer-based)

TWO MARKS for the description of how it has been used. To obtain full marks, students need to describe in some detail of the processes involved.

In some cases, students took the easy option and used the same METHOD for each Visual Communication. The question doesn’t state that you CAN’T do this, but may need to be altered for next year.

In some cases, students lacked  understanding of each method and often did not employ the terminology consistent with the VCE Visual Communication and Design Study Design. Simply stating that a photograph of a female has been used and manipulated in Photoshop is not enough.

  • Close-up  photography to capture the emotion of the females face
  • Studio photography to control the environment and obtain professional results
  • Image purposefully de-saturated to allow colourful text and logo to stand-out

CLASS RESULTS: Total Average: 13.5


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