1. The document provides instructions and an overview of an assessment for a Visual Diary assignment comprised of multiple progress challenges. 2. It outlines 4 parts to the assessment - Parts A and B involve optional and required progress challenges, Part C involves peer review, and Part D involves submitting the completed visual diary for evaluation. 3. The summary encourages completing progress challenges, engaging in peer feedback, and finally submitting the combined diary for assessment.

1. CUV50311 Diploma of Graphic Design
CUVACD501A Refine drawing and other visual representation tools
Assessment 1: Visual Diary 30546/01
by Colleen Sedgwick (E0498336)

2. Instructions
Once you feel confident that you have covered the learning materials for this unit, you are ready to attempt this assessment. To help Open Colleges manage your
assessment, please use the following file naming convention: [student number]_[assessment]_[assessment number].doc for example 12345678_21850a_01.doc.
Assessment submission
When you are ready to submit your assessment, upload the file in OpenSpace using the Assessment Upload links in the relevant study period of your course.
The Student Lounge provides a ‘Quick Guide to Uploading Assessments’ if you need further assistance. Uploading assessments in OpenSpace will enable Open
Colleges to provide you with the fastest feedback and grading on your assessment.
It is important that you keep a copy of all assessment materials submitted to Open Colleges.
Assessment overview
This online assessment is comprised of the material that makes up your Visual Diary, which will be submitted through Progress Challenges (summative), discussed
with your peers on the forum (monitored only) and then as a final PDF upload on the Assessments page.
While Parts A, B and C are non-assessed, they form the building blocks of your final Part D submission, so it is recommended you complete each Progress Chal-
lenge as you go. However, you must complete all Progress Challenges in your final
assessment submission. Likewise, we recommend you engage on the student forums for peer feedback throughout the process, as this can equally inform your
process and final submission.
Part A: Progress Challenges 1-5 (optional)
Part A is designed as a set of activities where you can practice drawing freely and allow yourself to ‘fail’, learn and improve. Consequently, from the assessment point
of view Part A is optional in the final submission and can be included to show your
exploration prior to the challenges in Part B.
Complete Progress Challenges 1–5 of the module, and store copies of all your work locally (backed up!) for final PDF submission of the completed diary in Part D
You are encouraged to engage in the forums in OpenSpace for this portion of the module.
Part B: Progress Challenges 6-11 (formative)
Whereas Part A provides a relaxed set of ‘warmer activities’ and are an optional part of your final assessment submission, Part B activities must be refined and
submitted in the final submission.
Complete Progress Challenges 6–11 of the module, and store copies of all your work locally (backed up!) for final PDF submission of the completed diary in Part
D. For each challenge, you may additionally answer the questions provided in the module as a basis for online discussion of your project in OpenSpace.
TIP: It is recommended that as well as maintaining a solid back-up process while creating your work that you maintain digital records using a block such as a
Wordpress.
Part C: Visual Diary Review (formative)
Once you have collated the components of your visual diary, you will need to integrate forum comments and write a reflection on the process. This will be included
as part of the final PDF Visual Diary submission, at the end.

3. Instructions:
Engage in the student forums for feedback on one or more of the Progress Challenges, and write 100 max words on how this has informed your work.
On the module forum, give feedback to at least one other piece of work in progress.
In your final submission, include one extra piece of your own multimedia work (including collage for example) and write 100 max words on how research informed
this work.
Summarise your reflection as to how you could use what you have learned in professional practice.
Part D: Assessment submission (summative)
You will be given an overall mark for the presentation of the Visual Diary (uploaded as a combined PDF). The final Visual Diary should be A4 size with each Prog-
ress Challenge correctly labelled:
Progress Challenge 1: First steps in drawing
Progress Challenge 2: The perceptual shift
Progress Challenge 3: Perceiving spaces
Progress Challenge 4: Drawing with charcoal
Progress Challenge 5: Life drawing
Progress Challenge 6: My first animation.
Progress Challenge 7: Polish the turd.
Progress Challenge 8: At the movies
Progress Challenge 9: Buy the book
Progress Challenge 10: Photoshop tutorials
Progress Challenge 11: You know, for the kids.
.........................................................................
Summary
1. Complete the Progress Challenges throughout the module to keep track of your own progress.
2. Engage in the student forums for peer--‐to--‐peer feedback.
3. Finally, submit your combined PDF of your completed work to the Assessments page for summative assessment.

4. Checkpoint A - Progress Challenges 1-5

5. Introduction
These exercises are on the next four pages and are taken from the book ‘Drawing on the Right Side of the Brain’1
:
Progress Challenge 01: First Steps in Drawing (below)2
;
Progress Challenge 02: The Perceptual Shift3
; • the perception of the whole, or gestalt • the perception of edges • the perception of relationships (next page)
Progress Challenge 03: The perception of spaces (next page)4
Progress Challenge 04: Still life - the perception of lights and shadows (following page)
Progress Challenge 05: Life Drawing (subsequent page)
The first four (4) skills require teaching. The fifth occurs as an outcome or insight.
Edwards: ‘Drawing on the Right Side of the Brain’, Tarcher/Penguin
1 Edwards, B (2012): Drawing on the Right Side of the Brain - The Definitive Edition (Tarcher/Penguin); http://www.booktopia.com.au/drawing-on-the-
right-side-of-the-brain-betty-edwards/prod9781585429202.html?gclid=CJTuutL2proCFYLtpAodQA4A7Q
2 Ibid, pages 12-17; 46–49; 53–61;
3 85-93
4 126–133

9. Checkpoint B - Progress Challenges 6-11

10. Progress Challenge 06 - Animation

11. Progress Challenge 07 - Polish the Turd

12. Progress Challenge 08 - At the Movies
My choice was The Legend of the Boy and the Eagle1
– a childhood favourite of mine about a
Hopi Indian boy, whose name is Tutuvena2
- he is banished from the village for not obeying
tribal law and setting a captive eagle free. The film was made in 1967, though I saw it on TV
back in 1977 (c/o The Wonderful World of Disney on the Channel Nine Network here). What
I found so special about the film was the authenticity of it – they used real Native American
actors and the characters spoke their own language (so it was one of the more ‘culturally sensi-
tive’ movies about Native Americans they made at the time). Even though I had never met any
Native Americans back then, let alone Hopis, I had already fallen in love with this particular
group of people, and all because of the film.
My concept is based on a remake about this cult classic, drawing on inspiration from some of
the more recent Disney animated classics like Pocahontas3
and Mulan4
, as well as some of the
Japanese anime cartoons like Pokemon5
and One Piece6
, that I watch in the mornings on TV. I
do this in the hope that it would attract more viewers and give it some commercial appeal. The
timeless classics with Disney Pixar and the modern day appeal of Manga and Anime will be
good for ressurecting an old classic. This page features the original poster (inset, thumbnails
and drafts) while the next two pages feature the refinements made to the poster.
1 Couffer, J (1967): The Legend of the Boy and the Eagle in https://en.wikipedia.
org/wiki/The_Legend_of_the_Boy_and_the_Eagle; see also http://www.imdb.com/title/
tt0061904/;
2 Riordan, H (2009): Legend of the Hopi Boy and Eagle, in YouTube: https://www.
youtube.com/watch?v=aMoIGw8ewkk
3 Wikipedia (2015): Pocahontas (1995 film) in https://en.wikipedia.org/wiki/Pocahon-
tas_(1995_film)
4 Chisholm, K (2015): Mulan in http://www.imdb.com/title/tt0120762/?ref_=tt_rec_tt
5 Pokemon/Nintendo (2015): Pokemon Official Site in http://www.pokemon.com/us/
6 Wikipedia (2015): One Piece in https://en.wikipedia.org/wiki/One_Piece; see also the
Official site - One Piece (2005) - http://www.onepiece.com.au/grandline/

15. Progress Challenge 09 - Buy the Book

16. Progress Challenge 10 - Photoshop Tutorals

25. Progress Challenge 11 - For the Kids

27. Feedback - Part 1
This feedback is obtained via the Open Colleges Open Space site. I had submitted Checkpoints A and B for feedback from my trainer (who is Ivan Persa). I was
awarded a Pass for these assessments. Here is what he had to say.
For checkpoint A1
:
Ivan Prsa, Wednesday, 11 November 2015, 10:35 AM
Hello Colleen,
Good work with the check points. The 50% grade is not a reflection of your work but for processing reasons only. Keep developing your design skills and contact me
for assistance anytime.
Regards, Ivan.
My Reply:
Thursday, 12 November 2015, 6:47 PM:
Hi Ivan,
Thanks for the feedback on both checkpoints. You say that for Checkpoint A, I got only a pass and that it was ‘for processing reasons only’ and ‘not a reflection’ of my
own work. Can you please explain this in more detail (for processing reasons)? I am not sure what you mean by this, But thanks anyway.
cheers,
Colleen
For checkpoint B2
:
Ivan Prsa, Wednesday, 11 November 2015, 11:11 AM
Hello Colleen,
Good work with the check points. The 50% grade is not a reflection of your work but for processing reasons only however you should take the opportunity to demon-
strate your layout and typography on all assessments documents as well as the design tasks. Keep developing your design skills and contact me for assistance any-
time. Adhere to margins, columns and grids set up in your InDesign document. Refer to thee attached pdfs and go to the forum topic “All About Design - Interesting
Links, Events, Blogs, and information!” for more of my posts. There are many links within the Open COlleges study material that you will find useful.
Also go to: thinkingwithtype.com and: youtube.com/watch?v=T8_tOrJHIr8 (Donald Young — Logotypographer)
Regards, Ivan.
1 Open Colleges (2015); Grades, https://learning.opencolleges.edu.au/mod/assignment/view.php?id=73653
2 Ibid, https://learning.opencolleges.edu.au/mod/assignment/view.php?id=74311

28. Continued
My Reply
Thursday, 12 November 2015, 06:53 PM:
Hi Ivan,
I am glad there is more specific feedback for one of the progress challenges for Checkpoint B (Progress Challenge 8? At the movies?). Are there any other things I could
improve, or is that the only one?
I will check out the links you sent me very shortly.
thanks,
Colleen
There was also more specific feedback on one of the progress challenges (#8 – At the Movies), and my layout techniques in general. These were delivered to me
via PDF files which I could download.
As of the 12th of November, 2015 (the date I learned of these results), I have not received any feedback from anyone else.

29. Feedback - Part 2
For Checkpoint A, I got 15 views (via my Slideshare profile) and one share1
;
For Checkpoint B, I got 69 views (also all via Slideshare)2
.
This is surprising considering I uploaded it on the 16th of November, 2015 - four days prior (the date of writing this entry is the 20th of November)
1 Sedgwick, C (2015): Colleen Sedgwick on slideshare; http://www.slideshare.net/ColleenSedgwick/sedgwick-e0498336-d010530546acheckpoint-a?relat-
ed=1
2 Ibid, http://www.slideshare.net/ColleenSedgwick/sedgwick-e0498336-d010530546acheckpoint-b

30. Reflections
I learned of my grades (for checkpoints A and B) on the 12th of November, 2015 (via Open Space). I was unsure of what Mr Prsa meant by 'For processing reasons'
(even though it was not a reflection of my work'). I have a feeling I might have labelled my documents incorrectly (Labelling them Assessment 01 and Assessement
02 instead of labelling them Checkpoint A or Checkpoint B). However, I still needed to clarify this before making any changes.
For Checkpoint B, received more specific feedback for one of my Progress Challenges, which is what I appreciate. Even better was how he showed me another way
the words could hav fitted words into the sun or circle and stood out a lot better. Also I need to 'strive' for consistency in my 'branding' for these communication
pieces (in one of these, I used squares instead of circles). As of the 12th of November, 2015, I have not received any feedback from anyone else.
Slide Share
While I have had plenty of views on this site for these activities, I only got one ‘share’ and no ‘likes’. While the lack of ‘likes’ on Slideshare for my slideshows may
be of concern, the statistics showing so many views within four days indicates that people have at least been showing an interest in my work.

31. References
All About God (2015): What are The Seven Deadly Sins http://www.allaboutgod.com/what-are-the-seven-deadly-sins-faq.htm
Chisholm, K (2015): Mulan in http://www.imdb.com/title/tt0120762/?ref_=tt_rec_tt
Couffer, J (1967): The Legend of the Boy and the Eagle in http://www.imdb.com/title/tt0061904/;
Couffer, J (1967): The Legend of the Boy and the Eagle in https://en.wikipedia.org/wiki/The_Legend_of_the_Boy_and_the_Eagle;
Edwards, B (2012): Drawing on the Right Side of the Brain - The Definitive Edition (Tarcher/Penguin); http://www.booktopia.com.au/drawing-on-the-right-
side-of-the-brain-betty-edwards/prod9781585429202.html?gclid=CJTuutL2proCFYLtpAodQA4A7Q; pages 12-17; 46–49; 53–61; 85-93; and 126–133
Hoopes, T, & Hoopes, A, in National Catholic Register (2011): The Seven Passion Sins and Virtues, http://www.ncregister.com/site/article/7-passion-sins-and-vir-
tues/
One Piece Official site - One Piece (2005) - http://www.onepiece.com.au/grandline/
Open Colleges (2015); Grades, https://learning.opencolleges.edu.au/mod/assignment/view.php?id=73653; and https://learning.opencolleges.edu.au/mod/assign-
ment/view.php?id=74311
Pokemon/Nintendo (2015): Pokemon Official Site in http://www.pokemon.com/us/
Riordan, H (2009): Legend of the Hopi Boy and Eagle, in YouTube: https://www.youtube.com/watch?v=aMoIGw8ewkk;
Sedgwick, C (2015): Colleen Sedgwick on slideshare; http://www.slideshare.net/ColleenSedgwick/sedgwick-e0498336-d010530546acheckpoint-a?related=1 and
http://www.slideshare.net/ColleenSedgwick/sedgwick-e0498336-d010530546acheckpoint-b
Wikipedia (2015): One Piece in https://en.wikipedia.org/wiki/One_Piece;
Wikipedia (2015): Pocahontas (1995 film) in https://en.wikipedia.org/wiki/Pocahontas_(1995_film)
Wikipedia (2015): The Seven Deadly Sins in https://en.wikipedia.org/wiki/Seven_deadly_sins