VCE Visual Communication Design

Area of Study 1: Reframing design problems

How do designers find and reframe human-centred design problems?

In this area of study, students learn that designers not only deliver design solutions, but also find and reframe problems that can be complex, misunderstood or ill-defined. They draw on conceptions of ‘good design’ and apply research methods to identify human-centred design problems, before preparing a brief defining a communication need. This process asks students to engage with the Discover and Define phase of the VCD design process and includes both divergent and convergent thinking strategies.

Students begin by exploring past and present notions of ‘good design’, such as those proposed in the 1970s by German industrial designer Dieter Rams, more recently by Good Design Australia, and by international design competitions. Students interrogate design examples from a range of disciplines to determine their worth, considering both the role of visual communication in producing positive outcomes and what good design might look like in the future. Students draw on these notions to evolve their own conceptions of good design and when searching for design opportunities.    

In collaboration with others, students identify a problem impacting people, communities or societies that might be resolved using good design. They apply a range of human-centred, ethical research methods to understand the problem and perspectives of stakeholders, such as interviews, observations, focus groups and secondary research. In doing so, students learn to embrace ambiguity, empathise and collaborate with others, synthesise information and develop insights from which to determine specific communication needs or opportunities.

After presenting the findings of their human-centred research, students work independently to prepare a written brief, selecting and defining a communication need related to their researched problem. They describe design criteria relating to the communication need, including its purpose, context, audience or users and a list of constraints. There is no requirement in this outcome for design problems to be resolved, although suitable briefs might be chosen for exploration in Unit 1, Outcomes 2 or 3.

Area of Study 2: Solving communication design problems

How can visual language communicate to audiences and shape behaviours?

In this area of study, students draw on conceptions of good design and their understanding of human-centred design problems when developing visual language for a brand or business. They learn that visual language serves as part of a larger strategy to increase engagement, influence behaviour and reposition the brand or business among audiences or users. It can include but is not limited to a visual identity applied to various outcomes and collateral, a signature colour palette, graphic icons and typography.

Students apply the Develop and Deliver stages of the VCD design process as they respond to a given brief detailing the strategy of a brand or business, its communication need and associated design criteria. They manipulate type and imagery to visually communicate the story of a brand or business through defined language and voice, evoking emotional responses among audiences or users.

Students begin by reviewing the needs of stakeholders identified in the given brief, while adopting conventions to acknowledge sources of inspiration. They learn about the copyright and intellectual property obligations faced by designers working in brand strategy. Using divergent thinking strategies, conceptions of good design and an iterative process, students seek inspiration, brainstorm ideas and use ideation sketching to document potential design concepts. They experiment with the design elements and principles, typographic conventions and Gestalt principles of visual perception, while exploring a range of manual and digital methods, media and materials. Annotations using descriptive and analytical design terminology are used to explain design decisions, and to evaluate the strengths and limitations of ideas.

Students present design ideas for critique, using this feedback together with convergent thinking strategies to guide the selection and refinement of concepts. Students present a resolved design solution that addresses the brief and its design criteria.

Area of Study 3: Design’s influence and influences on design

What influences design, and what does design influence?

In this area of study, students learn about factors that impact design decisions, as well as the impact of design on people and our planet. They consider these influences when designing three-dimensional objects for specific purposes, contexts and users. Students integrate newly developed understandings of good design, and move beyond human-centred mindsets to also consider the needs of other species, our planet and its future. In doing so, sustainability and circular design practices become an area of particular focus.

Students analyse how the design of objects in both past and present contexts have been influenced by economic, technological, cultural, environmental and social factors. They also examine the potential of design itself to shape behaviours, interactions, systems and outcomes. As students respond to a given brief, they use this knowledge to inform their own design of a sustainable, three-dimensional object, adopting circular design practices and mindsets to address issues such as mass production, consumption and material waste. They consider various factors when making design decisions, such as how best to offer culturally appropriate or cost-effective solutions, integrate new technologies or inspire positive social change. 

Students employ divergent thinking strategies as they develop design ideas, experiment with design elements and principles and consider combinations of materials and media. Annotations featuring descriptive and analytical design terminology are used to explain design decisions, and to evaluate the strengths and limitations of ideas. At stages throughout the evolution of ideas and refinement of concepts, students present their work for critique and respond to feedback using convergent thinking strategies.

As students explore the Develop and Deliver stages of the VCD design process, they acquire skills in representing and rendering forms using manual and digital drawing techniques. Ideation sketches are generated to document ideas, and paraline and perspective drawings are used to visualise forms and examine details, proportions and the placement of parts. Two-dimensional drawings are also developed to explore and present ideas, such as technical flats and third-angle orthogonal projections. Low-fidelity prototyping is used when appropriate to represent and test design concepts. Students acquire knowledge and skills related to technical drawing conventions, applying these either manually or digitally to resolved documentation drawings.