GRA 101.

Name: _____________________

Homework Workstation Design

http://thamesdvc.weebly.com/

AS91068v5 Undertake development of design ideas through graphics practice.

Crediits 6. Level 1

Achievement Achievement with Merit Achievement with

Excellence

Undertake development Undertake informed Undertake effective

of design ideas through development of design development of design
graphics practice. ideas through graphics ideas through graphics
practice. practice.

AS 91067 v5. Use the work of an influential designer to inform design ideas
Credits: 3 Level 1

Achievement Achievement with Merit Achievement with

Excellence
Use the work of an Use the work of an Use the work of an
influential designer to influential designer to influential designer to
inform design ideas. clearly inform design effectively inform design
ideas. ideas.
 Student instructions

Situation

In your senior years at college you need a workspace of your own at home.

Brief: Design a homework workstation.

Duration: 20 weeks.

Design specifications:

The design must have curved or angular parts.

Be influenced by a designer of your choice (optional).

Consideration of both aesthetics and function.

Aesthetics: style, proportion, finish, harmony, form, etc.

Function: anthropometrics (chair and work surface height and sizes, etc)

Requirements (Tick these dates off as you complete each one.)

1. Design research. Existing solutions, either cut and pasted amongst your
sketches or as a separate section. Includes a biography of your designer with
examples of their work and annotation on the aesthetic and functional
characteristics of their designs. Due 12 May.

2. Ideation of the workstation (concepts). Your sketches should show five stages:
thumbnails, exploratives, alternatives, thinking and technical sketches.
Consider human factors. Indicate your chosen design. Four A3 pages minimum.
Show how you are integrating the ideas of your designer. Due 2 June. Your
reports are being written now.

3. Place notes (annotation) at any stage, about your research and sketches to
explain thinking and details that are not clearly visually.

4. Demonstrate in your sketches the effective development of your design ideas,

eg explore alternative ideas, not limited to only the brief and its requirements,
then refine your chosen ideas informed by aesthetics and function. Support
design judgements with qualitative (opinions) and/or quantitative (factual) data
gained through research, reflecting your values, tastes and/or views. Where
appropriate, use drawings, models, digital modelling, etc. Show how you have
integrated functional and aesthetic characteristics of an influential designers
work into your ideas in ways that are meaningful to the design context. Due 30
June. Catch up letters.
5. Draw with instruments a detailed, scaled, third angle orthographic projection of
your workstation design. Show the following
a. A minimum of three views, fully dimensioned. Section one elevation
sectioned to show construction detail with cutting plane and cross
hatching. .

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 b. Hidden detail, cross-hatching, notation and reference lines.
c. A title block with the scale and projection symbol. Recognised scales
include 1:5, 1:10, 1:20, 1:50.
d. Correct drawing standards and conventions. Due 25 Aug.

6. Draw with instruments, to scale, the following:

a. A paraline drawing in either oblique or isometric, of your chosen design
b. Exploded isometric drawings of the main parts of the design to show
construction detail. Due 15 Sept. Your reports are being written
now.

7. Using media of your choice, produce a hand-rendered presentation drawing of

your design that effectively communicates its shape and surface qualities. Due
27 Oct

Monday 30 October is the final packing in the bag day for externals.
(Acknowledgement to P. Bourdot for the brief idea)

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Explanatory Notes for AS91068 Develop design ideas

A. Undertake development of design ideas through graphics practice involves:

exploring design ideas by considering possible alternatives
refining design ideas by considering design details
making design judgements that consider qualities of design ideas in terms of
the principles of aesthetics and function in response to a brief
visually communicating the details of design ideas in response to the design
brief.

M. Undertake informed development of design ideas through graphics practice

involves:
purposefully exploring and refining design ideas in relation to decisions and
considerations that are meaningful to the design context
making design judgements where ideas and decisions are informed by design
principles and the brief context.

E. Undertake effective development of design ideas through graphics practice

involves:
convincingly exploring and refining design ideas in a coherent and connected
way that integrates design features
making design judgments that are convincing and coherent in promoting ideas
selected and decisions made.

1 Graphics practice involves expressing a visual literacy through the development

of a design idea by applying design and visual communication techniques and
knowledge.

2 Visual literacy refers to the visual modes (eg drawing, model-making, digital
modelling) used as tools for aiding design thinking and the visual communication
of the features of design ideas.

3 Design ideas are student generated responses to a design brief.

4 Design judgements are supported by qualitative and/or quantitative data through

research. Design judgements are decisions made, or opinions expressed, and
may reflect a designers perspectives, values, tastes, or views.

5 Evidence of supporting research and well-constructed rationales for these

judgements can be provided in visual, oral or written form and may be generated
using traditional media approaches or computer applications.

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Explanatory notes for AS91067 Use the work of a designer.

A. Use the work of an influential designer to inform design ideas involves:

recognising the aesthetic and/or functional characteristics that are
typical of an influential designers work
using aesthetic and/or functional characteristics of an influential
designers work in design ideas.

M. Use the work of an influential designer to clearly inform design ideas

involves:
integrating aesthetic and functional characteristics of an influential
designers work in design ideas.

E. Use the work of an influential designer to effectively inform design ideas

involves:
integrating aesthetic and functional characteristics of an influential
designers work in design ideas in ways that are meaningful to the design
context.

1 Influential designers are those recognised in the context of their work as

leading practitioners.

2 The work of a designer could be an individual product or spatial design, or

a body of work. A designer could include a group design practice.

3 Evidence may be presented using traditional media approaches or

computer applications.

4 Design ideas are student-generated responses to a design brief.

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Examples of anthropometric data.

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 Assessment schedule: AS 91068 Development of design ideas.
Homework workstation
Evidence/Judgements for
Achievement
The student researches,
develops and presents a
portfolio of design ideas for
a homework workstation.
The student portfolio shows
how they explore design
ideas by considering
possible alternatives in
response to a brief.
The student portfolio shows
how they refine the design
ideas by considering design
details.
The student portfolio shows
how they make design
judgements that consider
qualities of design ideas in
terms of the principles of
aesthetics and function in
response to the design brief.
The student portfolio shows where design ideas and
how they visually
communicate the details of
design ideas in response to
the design brief.
For example:
The students portfolio
shows that in the
development of their design
ideas, the student has
researched, initiated,
explored and refined
alternative versions of the
features of the homework
station
The refinement is evident in
terms of its overall
aesthetics and function.
The student visually
communicates the detail of
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Evidence/Judgements
for Achievement with
merit
The student researches,
develops and presents a
portfolio of informed
design ideas for
homework workstation.
The portfolio shows how,
in considering possible
alternatives in response
to the brief, the student
has purposefully
explored and refined
design ideas informed
by the principles of
aesthetics and function,
in relation to the
considerations and
decisions that are
meaningful to the design
context.
The student makes
design judgements
decisions are informed
by design principles and
the brief context.
For example:
The students portfolio
shows that through their
development they have
considered, explored
and refined alternatives
of the homework
workstation features
informed by its
aesthetics and function.
During the design
development process,
the student uses design
judgements to inform
the development
process and to inform
Evidence/Judgements for
Achievement with
Excellence
The student researches,
develops and presents a
portfolio of effective design
ideas for homework
workstation.
In their portfolio, the
student shows how they
convincingly explore and
refine design ideas in a
coherent and connected
way that integrates design
features.
The student makes design
judgements that are
convincing and coherent in
promoting ideas selected
and decisions made.
For example:
Throughout the
development of their
design ideas, the student
has considered, explored
and refined alternative
versions of the features of
the homework
workstation.
The exploration and
refinement of design ideas
for the outdoor seating is
informed by its aesthetics
and function, and is
convincing. There is a
coherency and
connectedness in the way
the design features are
explored and refined.
The student integrates the
design principles of
aesthetics and function
with the design
judgements made.
the design ideas they have
explored in response to the
design brief.
The student has made
design judgements which
look at the designs
aesthetic and functional
qualities of the design
ideas.
The design outcome meets
the requirements of the
brief.
Final grades will be decided using professional judgement based on a holistic
examination of the evidence provided against the criteria in the Achievement
Standard.
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the visual
communication of the
design ideas. These
judgements reflect the
design principles and
brief context.
Design judgements are
supported by qualitative
and/or quantitative data
gained in research.
The design judgements
may reflect the
designers values, tastes
and/or views.
The student visually
communicates the detail
of the design ideas they
have explored in
response to the design
brief.
The design outcome
meets the requirements
of the brief.
Throughout the design
development process the
student makes design
judgements that are
convincing to inform the
development process and
to inform the visual
communication of the
design ideas.
Design judgements are
supported by qualitative
and/or quantitative data
gathered in research.
The exploration and
refinement is coherent and
connected throughout the
design development
The design judgements
may reflect the designers
values, tastes and/or
views.
The student visually
communicates the detail of
the design ideas they have
explored in response to
the design brief, in a way
that connects to the
context.
The design outcome meets
the requirements of the
brief.
Evidence/Judgements
for Achievement
The student uses work
of an influential designer
to inform design ideas.
The student recognises
the aesthetic and/or
functional characteristics
of an influential
designers work, with
visual and/or annotated
examples.
The student uses
aesthetic and or
functional characteristics
of the designers work in
their own design ideas.
For example:
The student recognises
the aesthetic and/or
functional characteristics
of the designers work
by using visual means
and/or annotations that
show the functional
and/or aesthetic
characteristics such as
clean lines and
minimalism.
The students design
ideas for a workstation
makes use of aesthetic
and/or functional
characteristics of the
designer they have
chosen
Assessment schedule: Use a designers work. AS 91067
Final grades will be decided using professional judgement based on a holistic
examination of the evidence provided against the criteria in the Achievement
Standard.
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Evidence/Judgements
for Achievement with
Merit
The student uses work of
an influential designer to
clearly inform design
ideas.
The student recognises
the aesthetic and
functional characteristics
of an influential
designers work, with
visual and/or annotated
examples.
The student integrates
aesthetic and functional
characteristics of the
designers work in their
own design ideas.
For example:
The student recognises
the aesthetic and
functional characteristics
of the designers work
by using visual means
and/or annotations that
show the functional
and/or aesthetic
characteristics such as
clean lines and
minimalism.
The students design
ideas for a workstation
integrates aesthetic and
functional characteristics
of the designer they
have chosen.
Evidence/Judgements for
Achievement with
Excellence
The student uses work of an
influential designer to
effectively inform design
ideas.
The student recognises the
aesthetic and functional
characteristics of an
influential designers work,
with visual and/or annotated
examples.
The student integrates
aesthetic and functional
characteristics of the
designers work in their own
design ideas in ways that are
meaningful to the design
context.
For example:
The student recognises the
aesthetic and/or functional
characteristics of the
designers work by using
visual means and/or
annotations that show the
functional and/or aesthetic
characteristics such as clean
lines and minimalism.
The students design ideas for
a workstation integrates
aesthetic and functional
characteristics in a
meaningful way, for the
designer they have chosen.
Meaningful way could be
seen as aesthetic elements
are effectively combined with
the functional layout of the
design specifications for the
workstation.
Workstation
Cheat sheet:
1 Cover page with situation, brief and specifications.
2 4 May. Research into existing homework stations and your influential
designer.
3 1 June. 4 pages of ideas/concepts and exploratory sketches.
4 22 June. Development/improvement/details of some of those ideas,
leading to a conclusion. You may make a model.
5 17 Aug. Instrumental orthographic drawing, to scale, with a section, of
your final solution.
6 7 Sept. Instrumental paraline drawing of your final solution, with a curve
or angled surface.
7 12 Oct. Rendered copy as a presentation drawing. Bonus credits. See next
page.
8 30 Oct. Final hand in for externals.

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AS91066 Use rendering techniques to communicate the form of design ideas.
V4 3 credits.

This achievement standard involves the use of rendering techniques to

communicate the form of design ideas.

Achievement Achievement with Achievement with

Merit Excellence

Use rendering Use rendering Use rendering

techniques to techniques to clearly techniques to
communicate the form communicate the form effectively
of design ideas. of design ideas. communicate the form
of design ideas.

Explanatory Notes

1 Use rendering techniques to communicate the form of design ideas

involves:
indicating the tonal qualities produced by an identified light source and
its three dimensional effects on the objects shape and surface
qualities.

Use rendering techniques to clearly communicate the form of design ideas

involves:
consistently applying rendering techniques to communicate an objects
shape and surface qualities.

Use rendering techniques to effectively communicate the form of design

ideas involves:
skilfully applying rendering techniques to convincingly communicate
shape and surface qualities, enhancing the realistic representation of
design qualities to an audience.

2 Rendering in this context is the communication of form unassisted by the

use of any electronic technologies. Rendering may be applied to sketched
or instrumental drawings.

3 Form refers to an objects shape and surface qualities. Examples of

surface qualities relate to the materiality; colour, texture and finish of the
object.

Surface qualities may include but are not limited to highlights,

reflections and shadow.

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