2. Visual communication:
Learning objective
• Refers to the effective communication and
presentation of design ideas using modelling and
graphic design techniques. Students learn to
communicate and present their design ideas and
information by applying 2D and 3D drawing techniques
such as sketching, rendering, digital, annotations,
instrumental, templates, collage, overlays.
• High quality visual techniques and knowledge that
communicates a story to an audience – the intent of
the design.
http://www.techlink.org.nz/curriculum-support/indicators/Learning-Objectives/Indicators-of-Progression-Learning-
Objectives.pdf
3. Teachers
• Support students to develop an appreciation of aesthetic and functional qualities in a design, and
techniques for
• effectively visually communicating these qualities.
• Support students to develop visual communication techniques such as sketching, rendering, modelling,
and using
• digital media.
• Support students to develop advanced 2D freehand and instrumental drawing techniques (eg, auxiliary
views,
• sectional views, and assembly), to communicate design features.
• Support students to understand how multiple drawings communicate details of shape and form.
• Support students to develop advanced 3D freehand and instrumental drawing techniques (eg, one- and
two-point
• perspective projection and isometric projection).
• Support students to understand how media, drawing equipment and layout are ‘key’ for effectively
presenting visual
• information.
• Support students to develop skills in using modes and media to highlight design ideas.
• Support students to develop skills associated with applying compositional principles such as proximity,
alignment,
• hierarchy, positive and negative space when presenting design ideas.
http://www.techlink.org.nz/curriculum-support/indicators/Learning-Objectives/Indicators-of-Progression-Learning-Objectives.pdf
4. To teach students visual
communication techniques to generate
design ideas you will need to …
• How to appreciate aesthetic and functional
characteristics of a design
• Techniques in visual communication
• Skills in using different media to explore design ideas
• Skills in “telling a story” through visual communication
• Strategies to engage in divergent/alternative thinking
design possibilities
• How to evolve design ideas from different sources
• look at how other designers communicate their ideas
5. Students learn to:
• communicate their design ideas using techniques that explore both identifiable aesthetic and
functional details of a design; apply techniques such as sketching, modelling, rendering, collage,
overlays and digital media.
• produce a set of instrumental or computer related 2d working drawings showing technical details
that indicate shape
• and form – these working drawings show the important design features of the item being
communicated eg, parts
• and how they assemble, sizes or details of hidden parts (sections).
use appropriate engineering and architectural conventions correctly.
• produce perspective instrumental projection drawings (parallel and/or angular) that communicate
design fatures and
• the associated details. (such as spatial drawings: window framing, door handles, and engineering:
webs, holes, fasteners.
• apply instrumental projection conventions: picture plane, station point, eye level lines, ground
level lines, vanishing points, height lines.
• select a view point that enables the design features of an item to be shown.
• select graphic modes and media, and apply compositional principles (eg, proximity, alignment,
hierarchy, positive and negative space) that best present the design features of an item being
communicated.
• appropriately present visual information that includes
http://www.techlink.org.nz/curriculum-support/indicators/Learning-Objectives/Indicators-of-
Progression-Learning-Objectives.pdf
6. When students apply visual
communication techniques to generate
design ideas they will …..
• Communicate their design ideas using
techniques that explore both identifiable
aesthetic and functional details of a design
• Apply techniques such as sketching,
modelling, rendering, collage, overlays and
digital media
• Reflect on and extend divergent design
possibilities
8. Functional qualities may include but are not
limited to:
• operation e.g. movement and ergonomic
interface
• construction eg material and assembly
• size, scale, and proportion
Literacy strategy?
9. Teaching Strategy
• Discuss aesthetic and functional
characteristics of a design. How do you
recognise these characteristics in
fashion/textile design ideas?
19. What visual communication and idea
generation techniques could you use
to ………
• initiate design ideas
• evolve design ideas
• explore abstract ideas
• explore design ideas using functional models
• adapt existing products
20. How can students show evidence that they can
use a given or find a starting point and
re-interpret that as an idea of their own?
Don’t throw away the scribbles, crumpled paper,
interpretative drawings from life and/or
inspirational research which comes before
the neatly drawn idea
24. Find a starting point and re-interpret
that as an idea of your own
25. Divergent design possibilities…
• Divergent means different
• Thinking that moves away in diverging
directions so as to involve a variety of aspects
and which sometimes lead to novel ideas and
solutions; associated with creativity
• Creative thinking
26. Examples of how to use divergent
design ideas as starting points
Generate ideas to become new starting points
• re-generate, re-combine, overlay, re-mix, re-
invent and generate new ideas
27. So the focus is not just on techniques
but what the techniques are for,
that is idea generation
28. Encouraging students to connect their
cultural identity
Drawing ideas from
objects that have cultural
significance
32. The ultimate goal of your sketch is to provide you and
the audience, the feel of how the garment will look like
when worn. This gives the sketch visual impact.
33.
34.
35.
36.
37. Essential skills to know in a textile
context include how …
• to draw fabric
• to draw the folds of clothing
• to use lighting effects
• to shade to create depth
• to use colours and different techniques to reflect
the movement and the pose of the model
All will enhance the quality of the sketch and gives a
3 dimensional illustrations
57. Technical drawings
• These are detailed drawings of clothing as if
the garment has been laid on a flat surface,
usually line art in black and white. The
technical drawing clearly shows the location of
every seam, has accurate placement of
buttons and design features and correct
proportions.
61. Step ups from level 1
AS91063
1.30 Produce freehand sketches that
communicate design ideas
3 credits External
AS91337 2.30
Use visual communication techniques to generate
design ideas
3 credits External Level 2 step
ups
1.30
Related 2D/3D
freehand sketching
No annotation
2.30
Using visual communication
techniques: sketching,
rendering, modelling, collage,
overlays, digital media
Functional and aesthetic
qualities
It is about telling a “story” –
generating design ideas
62. greater attention to the
details being seen as design
possibilities and a range of
ideas that are different (no
pre-determining the final
outcome with the first
sketch!
65. Fashion Design
Drawing Course
Principles, Practice
and Techniques:
The Ultimate
Handbook for
Aspiring Fashion
Designers
Jemi Armstrong
Wynn Armstrong
ISBN 9780500289853
http://www.techlink.org.nz/curriculum-support/Linked to indicators of progression
Literacy strategy
Is this sketch showing aesthetics and/or function? DiscussHint can you see the details, how it goes together or just the overall design?
Think in terms of: Aesthetics and function.Target market – how is this shown? Occasion?What do the accessories communicate?Does the detail show aspects of techniques/construction?How is 3D communicated?Etc etc…
A storyboard that clearly communicates visually the designing and construction of a collar.
Photography is a fashion technique to communicate visually the designers intent, evoking a mode or theme or even an emotion.If students are to use photography to capture their design thinking in 3D then the skill of photography needs to be taught.http://emma-cheapweddingdress.blogspot.co.nz/2011/12/selecting-most-appropriate-stunning.html
Investigate a dressmaking paper pattern - you'll see two different, but equally important types of sketches at work. On the back of the envelope, schematic drawings show the flat outline of the garment, with style lines and construction details. In contrast, the more dynamic fashion illustrations on the envelope front depict the garment or ensemble on a body (typically an elongated, slender one), and give the illusion of three-dimensional form and movement.
The more dynamic fashion illustrations on the envelope front depict the garment or ensemble on a body (typically an elongated, slender one), and give the illusion of three-dimensional form and movement.
Does this sketch show function?What could have been added to increase the viewers understanding of how the skirt works?
A designers sketches can tell you a lot more than the average picture
enhances the visual impact, by adding colors, lighting effects, folds, and all the drawing techniques to the model
Investigate how rendering using different modes and media explore the details of both aesthetics and function qualities
Function: size, scale and proportion is investigatedAesthetics: colour, tone, texture, pattern, shape, balance, surface finish are all evident
Cur out designs, trace around them onto a new piece of paper. Use a marker to add a shadow line on one side of the figure. Glue down the cut out design so the shadow line shows. Adds an illusion of 3D ref: http://www.designersnexus.com/design/free-fashion-sketches/
The illustrations can be scanned into the computer, cleaned up in Photoshop and even coloured.
Level 2Focuses on visual communication through using sketching skills..I would be encouraging use of related sketches. to show qualities of the design..and therefore moving away from the practise of a single sketch on page with heaps of annotation!!
Assessment schedule from NZQA websiteWell worth discussing with students.
Technical drawings are essential for anyone working in the fashion industry. Used to convey design ideas and garment details to pattern cutters and machinists, it is essential that they are drawn accurately to avoid misunderstanding and costly mistakes in sampling and production.
