blogsite for PHS
for assessment criteria please scroll down Last updated June 2021Use the TABS above to navigate this site – INDEX of TABS
Task 1: Developing your theme
Tasks 2–4 : All Tasks for the first half of the Semester.
Tasks 5–6: Remaining Tasks for the second half of the Semester.
Links: Web-links to Design Resources.
Student Folio Examples: Past students' success.
Types of Design – we're focused on the highlighted ones
- Identity / Branding –– Logos, Stationery
- Advertising –– Posters, Ads, Banners, Billboards, Brochures, Vehicle Wraps
- Ui –– Web, Phone, Tablet, Apps
- Publications –– Look Books, Newsletters, Magazines/Zines, Catalogues
- Packaging –– Boxes, Bags, Cans, Containers, Labels
- Motion –– Title, Sequence, Ads, Trailers, Promotional Videos, Gifs
- Environment –– Signage, Exhibition, Interior, Public Transport, Navigation, Way-finding
- Art & Illustration –– T-Shirts, Stock Images, Graphic Novels, Album Art
Course Overview
What is Art Design?
We communicate ideas by making them function visually.
Working with words is a good starting point; If you see the word ‘light bulb’ you might picture a traditional incandescent bulb or you might think of an ecological alternative such as an LED bulb.
But equally you could imagine it was the symbol for an idea popping into your head or a flash of brilliance. Or you could reflect on the invention of the light bulb by Thomas Edison.
You might think of the multitude of jokes that begin with ‘how many ... does it take to screw in a light bulb?’ And that might make you think that some light bulbs do not screw in?
Working with words is a good starting point; If you see the word ‘light bulb’ you might picture a traditional incandescent bulb or you might think of an ecological alternative such as an LED bulb.
But equally you could imagine it was the symbol for an idea popping into your head or a flash of brilliance. Or you could reflect on the invention of the light bulb by Thomas Edison.
You might think of the multitude of jokes that begin with ‘how many ... does it take to screw in a light bulb?’ And that might make you think that some light bulbs do not screw in?
You’ve probably heard the phrase 'a picture is worth a thousand words'?
So thinking about ideas in a visual sense requires knowing a little, about how the many different associations might function viewers of your designs. It’s not a science but it does have a number of principles and a long esteemed history – and for that reason, it pays to know what’s been achieved and how.
So thinking about ideas in a visual sense requires knowing a little, about how the many different associations might function viewers of your designs. It’s not a science but it does have a number of principles and a long esteemed history – and for that reason, it pays to know what’s been achieved and how.
Designers create campaigns for clients. A design campaign is a whole approach to communicating everything about a product, event or public information – Not just how it looks but also how the look makes you feel, the whole attitude.
For those of you who want to know what you're specifically designing; consider the items that together as one group make up all the visual components of a product, event or some public information for a specific audience.
Designers embrace an understanding of interaction, industrial, and visual design as linked activities.
Designers engage with challenges from the increasing reach of technologies to mediating the effects of climate change to addressing the expanding role of design in all aspects of society.
Designers engage with challenges from the increasing reach of technologies to mediating the effects of climate change to addressing the expanding role of design in all aspects of society.
- Course Outline – task time allowances, events & trips
- Credit Structure, Assessments, Deadlines
- Assessment Matrixes, Policies & Procedures
You are expected to know the information below
1. Course Outline
– refer also to the classroom wall calendar for deadlines.
The main focus of this course is Contemporary Visual Communication Design for Print.
– refer also to the classroom wall calendar for deadlines.
The main focus of this course is Contemporary Visual Communication Design for Print.
The work produced in this course can be used directly for applications to Art or Design related courses in a tertiary institution.
The structure below is for both Levels 2 & 3.
Semester students follow the same structure whether starting in semester one or two.
The structure below is for both Levels 2 & 3.
Semester students follow the same structure whether starting in semester one or two.
Term 1
• Task 1 - Developing your Theme & Design Identity - refer to Tabs for Task 1 & Tasks 2-4
–note; time allowances are based on the best estimate of how students will progress through the course but can be subject to change depending on students' learning needs
Term 2
• Second Half: Tasks 5 & 6 - Text & Image – Regenerating Ideas – refer to Tasks 5-6 Tab
Term 3
Term 4
Wellington Trip
You are welcome to enquire about joining the Art History trip to Wellington
The trip is usually scheduled for May, second week of Term 2.
We leave on a Thursday after school and return on a Saturday night.
We will see galleries, museums and visit Massey and Victoria Universities where we often catch up with ex-PHS students who are studying there.
We'll hear first hand about their experiences.
Students/Parents purchase flights – these can be organised when you're given the go-ahead early in term one.
Cost is approximately $300 all inclusive (plus spending money).
The trip is usually scheduled for May, second week of Term 2.
We leave on a Thursday after school and return on a Saturday night.
We will see galleries, museums and visit Massey and Victoria Universities where we often catch up with ex-PHS students who are studying there.
We'll hear first hand about their experiences.
Students/Parents purchase flights – these can be organised when you're given the go-ahead early in term one.
Cost is approximately $300 all inclusive (plus spending money).
3. Credit Structure
The L2 course is made up of 16 credits from 1 Internal and 1 external achievement standards.
The L3 course is made up of 18 credits from 1 Internal and 1 external achievement standards.
For both L2 & L3; one internal unit worth 4 credits and is assessed separately in the first Formative round and again in the Summative round of assessments.
The external unit (folio) is worth 12 credits for level 2 and 14 credits for level 3.
The level 3 course is an Approved UE Subject.
Work for the folio in L3 can be used directly in your folio application to University or Polytechnic Art & Design programmes.
Work for the folio in L3 can be used directly in your folio application to University or Polytechnic Art & Design programmes.
L2 assessments:
to view level 3 assessments please scroll down a bit
to view level 3 assessments please scroll down a bit
First tasks –
Your work will be Formatively Assessed as you progress. All of the work for the tasks leads directly to credits for both internal and external assessment.
Tasks 1–4: AS91310-2.2, version 2, 4 credits, internally assessed;
Use drawing methods to apply knowledge of conventions appropriate to design
– For details of achievement criteria scroll further down
Tasks 5 & 6:
Systematically clarify ideas using drawing informed by established design practice. Together, these units will form a main body of work for your folio.
Following on from Task 5 & 6: AS91320-2.4, version 2, 12 credits, externally verified;
Produce a systematic body of work that shows understanding of art making
conventions and ideas within design
Produce a systematic body of work that shows understanding of art making
conventions and ideas within design
First tasks –
Your work will be Formatively Assessed as you progress. All of the work for the tasks leads directly to credits for both internal and external assessment.
Tasks 1–4: AS91445-3.2, version 2, 4 credits, internally assessed;
Use drawing to demonstrate understanding of conventions appropriate to design
Use drawing to demonstrate understanding of conventions appropriate to design
– For details of achievement criteria scroll further down
Tasks 5 & 6:
Systematically clarify ideas using drawing informed by established design practice. Together, these units will form a main body of work for your folio.
Following on from Task 5 & 6: AS91455-3.4, version 2, externally assessed;
Produce a systematic body of work that integrates conventions and
regenerates ideas within design practice
Produce a systematic body of work that integrates conventions and
regenerates ideas within design practice
4. Assessment Matrixes, Policies & Procedures
Please also refer to the department assessment policies and procedures here. You are expected to know and follow the guidelines in the information below