Situational Analysis & Rationale
I have designed this unit of work with Oxley College in mind. Oxley College is a co-educational, multi-denominational Christian school that offers education from Pre-School through to Year 12. The campus is situated in Chirnside Park, in the outer eastern suburbs of Melbourne, and includes a large sporting complex, performing arts building, food technology kitchens and expansive grounds for students to explore. Oxley College doesn’t have a singular focus as a school, but rather aims for a broad and balanced education with a strong Christ-centred focus.
Oxley College has approximately 1000 students across the entire campus, with a high percentage of the senior school students coming from different cultural backgrounds, such as Korea and China. Apart from an integrated english course these international students are encouraged and expected to participate in the wider school community, attending the same classes and completing the same assignments as the Australian born students.
In the Art department there is a mac lab as well as a large laptop bank available for every student in any given class, meaning integration of ICT and design software is easily obtained. Despite this access, it is important to note that many students are entering VCD for the first time, or with only a semesters worth of previous experience, and therefore technical competence cannot be expected. The students also have their own individual VCD textbook which can be easily referred to throughout the unit.
I have designed my unit of work for a Year 11 class of 15 students, 10 of which are ESL students. Because of this I have broken this unit of work into building blocks, with each new technique/concept building on from a previous one. Research shows ESL students benefit from visual and contextual support (Hyde, Carpenter, & Conway, 2013), so I have both contextualised the knowledge and collated a range of work sheets and Powerpoint presentations to assist with the teaching of this content. In order to contextualise the student’s introduction to technical drawing I have chosen to combine Unit 2, area of study 1 and 3 into a unit of work titled ‘Home Sweet Home’. In this unit students will be given a brief to design their own dream home, the brief will contain a client, communication need, target audience, purpose, context and constraints. As part of the communication need students will have to complete a floor plan, elevation drawing and planometric drawing of different aspects of their dream house design. This will help turn what could otherwise be a rather dense and boring topic of technical drawing into a unit of work which is quite personal and creative.
Referring back to my explanation of scaffolding the unit, I have chosen to start the unit with orthogonal drawing. I believe this to be a great introductory form of technical drawing, where students can learn some key techniques and conventions of presentation drawings, with which the remaining drawings have many similarities (such as scale, projection lines, dimension lines etc). This will make it easier to learn each consequent drawing method, as they build on their prior knowledge.
Oxley College has approximately 1000 students across the entire campus, with a high percentage of the senior school students coming from different cultural backgrounds, such as Korea and China. Apart from an integrated english course these international students are encouraged and expected to participate in the wider school community, attending the same classes and completing the same assignments as the Australian born students.
In the Art department there is a mac lab as well as a large laptop bank available for every student in any given class, meaning integration of ICT and design software is easily obtained. Despite this access, it is important to note that many students are entering VCD for the first time, or with only a semesters worth of previous experience, and therefore technical competence cannot be expected. The students also have their own individual VCD textbook which can be easily referred to throughout the unit.
I have designed my unit of work for a Year 11 class of 15 students, 10 of which are ESL students. Because of this I have broken this unit of work into building blocks, with each new technique/concept building on from a previous one. Research shows ESL students benefit from visual and contextual support (Hyde, Carpenter, & Conway, 2013), so I have both contextualised the knowledge and collated a range of work sheets and Powerpoint presentations to assist with the teaching of this content. In order to contextualise the student’s introduction to technical drawing I have chosen to combine Unit 2, area of study 1 and 3 into a unit of work titled ‘Home Sweet Home’. In this unit students will be given a brief to design their own dream home, the brief will contain a client, communication need, target audience, purpose, context and constraints. As part of the communication need students will have to complete a floor plan, elevation drawing and planometric drawing of different aspects of their dream house design. This will help turn what could otherwise be a rather dense and boring topic of technical drawing into a unit of work which is quite personal and creative.
Referring back to my explanation of scaffolding the unit, I have chosen to start the unit with orthogonal drawing. I believe this to be a great introductory form of technical drawing, where students can learn some key techniques and conventions of presentation drawings, with which the remaining drawings have many similarities (such as scale, projection lines, dimension lines etc). This will make it easier to learn each consequent drawing method, as they build on their prior knowledge.
AREA OF STUDY 3
Applying the Design Process
Information based on the Visual Communication Design Study Design, 2013-2017 (VCAA, 2012).
In this area of study students will respond to a given brief outlining the client, target audience and constraints of a new house design. They will be introduced to the design process and in response to the given brief complete research and analysis, idea generation and development (using a range of materials/media/methods), refinement before presenting a final design outcome. They will learn the importance of annotations and how to use the design brief as a constant point of reference.
OutcomeThe student should be able to engage in stages of the design process to create a visual communication appropriate to a given brief.
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Key Knowledge and Skills
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Resources
See resource page for more information, links and files to download. |
AREA OF STUDY 1
Technical Drawing In Context
Information based on the Visual Communication Design Study Design, 2013-2017 (VCAA, 2012).
In this area of study students will acquire and apply both industrial and environmental design drawing skills that incorporate the use of technical drawing conventions. As they look at orthogonal drawings, planometric drawings, floor plans and elevations, they will learn about the different purposes they serve and the specific technical drawing conventions related to them. Students will use manual and digital methods to create their drawings and these drawings will relate to their design of a new dream home for area of study 3.
OutcomeThe student should be able to create presentation drawings that incorporate relevant technical drawing conventions and effectively communicate information and ideas for a selected design field.
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Key Knowledge and Skills
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Resources
See resource page for more information, links and files to download. |