Computer Graphics and Design - Foundation

Course Description

This course is designed for learners to work within a contemporary design context, creating content in, and for, a digital environment, across a variety of specialised design areas.

Learners will apply design principles, processes and practice to develop a range of possibilities available for designing and creating visual content in the digital world that has a function and purpose.

The course has two components:

Contemporary Design in Computer Graphics; and
Computer Graphics and Digital Content Areas.

Computer Graphics and Design – Foundation contributes to the development of technological and visual literacy, computational thinking as well as the communication, and problem solving skills of learners.

Learning Statement

Computer Graphics and Design – Foundation provides applied learning opportunities for learners to develop practical skills to engage with digital based visual content inherent in a rapidly changing knowledge-based society. It provides an opportunity for learners to engage with the notion of digital convergence, and to explore and produce solutions to problems both real and imagined.

Central to the course is the development of design skills in an applied manner through the exploration and development of ideas using research skills to underpin the process. In doing so, learners will come to understand the influences and consequences of decisions in arriving at visual solutions using digital technologies with regard to functional, aesthetic, and technological considerations.

Learners will be provided with the opportunity to:

engage in digital technology based processes and production in a practical way using design and computational thinking

create, design, and produce digitally based technological solutions

use a range of appropriate computer graphic and associated technologies to explore and engage with real and imagined problems that will provide a pathway for future learning and employment.

Rationale

The purpose of this course is to provide applied learning opportunities for learners with an interest in computer graphics who are looking to foster a career within design based industries and/or wish to prepare for further study in Computer Graphics and Design Level 3. It allows learners to develop a practically based understanding of form and functional design contexts using computer graphics and associated digital technologies.

The 2008 Melbourne Declaration on Educational Goals for Young Australian stated in its Preamble that an essential aspect of all 21^st century occupations is the development of skills in cross disciplinary thinking and digital media. Computer Graphics and Design, while associated with the Design and Technology strand of learning, also incorporates, and provides, rich learning opportunities to embed skills and knowledge from the Arts, Maths and Sciences. In doing so, Computer Graphics and Design provides potential for the engagement of integrated learning opportunities and the capacity to develop skills to effectively transfer knowledge and understanding across disciplines. The applied design thinking and problem solving focus of this course helps equip learners to develop skills essential for the digital age.

Learning Outcomes

On successful completion of this course, learners will be able to:

develop an understanding of design process, principles and practice
acquire practical skills to creatively solve problems
generate and communicate ideas and information in a variety of ways
understand the fundamentals of contemporary digital technologies in design and computer graphics
become more confident users of digital technologies
develop some understanding of design standards and conventions within design based careers that use digital technologies
plan, organise, undertake and evaluate a variety of design projects
individually and collaboratively plan, create and produce solutions to design based projects in a range of settings.

CORE SKILL

Learners must develop the following core skill:

the ability to apply design principles and processes culminating in the production of solutions using computer graphics and associated digital technologies.

Pathways

On successful completion of this course, learners will have attained the knowledge and skills to progress to Computer Graphics and Design Level 3 and/or entry level vocational education and training (VET) pathways in the areas such as: engineering; architecture; computing; visual arts; and design.

Resource Requirements

Providers of this course need to ensure learners have access to appropriate industry standard graphics software applications and suitable hardware to enable the efficient operation of such applications.

Course Size And Complexity

This course has a complexity level of 2.

At Level 2, the learner is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at this level are often those characteristic of an AQF Certificate II.

This course has a size value of 15.

Course Delivery

Design principles and processes must underpin the development of digitally created outcomes and solutions. These must be arrived at using a variety of expressive techniques including written, drawn and digital.

In addition to any independent activities undertaken by learners, there will be a focus on the formal delivery of the design component in relation to principles and process (for example via structured practical lessons, and tutorials) in conjunction with digital content areas.

Connections may be made with designers working in a diverse range of contexts. This can take the form of case studies, guest speakers and excursions.

Course Content

This course consists of two compulsory content areas:

Contemporary Design With Computer Graphics And Associated Digital Technologies
Computer Graphics And Digital Content Areas.

AREA 1: CONTEMPORARY DESIGN WITH COMPUTER GRAPHICS AND ASSOCIATED DIGITAL TECHNOLOGIES

Design underpins all computer graphics applications.

It is suggested up to 30 hours is devoted to this content area with a minimum requirement of 25 hours.

DESIGN ESSENTIALS (APPROXIMATELY 20 HOURS)

This is a compulsory core unit to be studied by all learners:

design principles and elements, in specialised contexts
design process (brief, research and concept development, production and appraisal)
sketching and graphic communication including orthographic, isometric and perspective drawing
technology and design.

DESIGN EXTENSION

In addition to the Design Essentials, at least one the following areas will be studied as a specialised area:

design and client/manufacturing
managing resources and design projects
aesthetics and expression in design
visual communication and design
collaborative practices in design projects
introduction to design in society (cultural, sustainable).

AREA 2: COMPUTER GRAPHICS AND DIGITAL CONTENT AREAS

This area is the basis for working within a field of design. Learners require a basic understanding of a number of areas and must study at least four of the listed topics by undertaking a design project in each one of those selected. It is expected that computer graphics hardware and software systems theory components are taught during – and embedded within – the learner’s practical work.

It is suggested that approximately 120 hours is devoted to this area of the course (around 30 hours per topic).

Four or more topics will be chosen from the following list:

digital imaging (raster and vector)
3D modelling
2D animation
3D animation
interactive design (mobile, Internet and disc based media)
solid modelling (CAD/CAM) and 3D rapid prototyping
video, motion graphics and post-production editing
game design and production.

Work Requirements

DESIGN PROJECTS

At least four design projects will be undertaken. In selecting topics from the given list providers must ensure that they offer learners exposure to a diverse range of design fields and practical applications. Learners will produce projects in both 3D and 2D disciplines. While maintaining focus on software skill development, the knowledge of the design process and the application of design elements and principles appropriate to the design context underpin the learning activity.

At least one of the projects must be learner directed and include a study proposal, design brief, and documentation of the design process. The preliminary design work for all projects must illustrate contemporary trends and conventions used in the related industry. For example, an animation-based project would be the result of a written script and comprehensive storyboard.

Assessment

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.

Quality Assurance Process

The following processes will be facilitated by TASC to ensure there is:

a match between the standards for achievement specified in the course and the standards demonstrated by learners

community confidence in the integrity and meaning of the qualifications.

Process – Each provider will submit nominated computer graphics products from content area 1 or 2 of the course from a range of learners to an annual meeting of all providers and, whenever possible, other expert stakeholders. The work, while not necessarily fully resolved, will be assessed by the provider against a range of nominated assessment criteria and the overall award. TASC will give each provider guidance regarding the selection of learners.

Each body of learner work that providers submit to the meeting should include sufficient and appropriate material for judgements to be made about the learner’s standard of ICT skills.

The review meeting will give advice about the provider’s assessment standards. Providers are expected to act on this advice.

Criteria

The assessment for Computer Graphics and Design – Foundation Level 2 will be based on the degree to which the learner can:

1. collect, organise, and evaluate information
2. solve problems in a design based context
3. generate and communicate ideas using a variety of graphic techniques
4. demonstrate knowledge and application of design principles and elements
5. demonstrate understanding of the context and process of design in application of the design process
6. demonstrate an understanding of contemporary computer graphics systems
7. use digital technologies to create content

Standards

Criterion 1: collect, organise, and evaluate information

The learner:

Rating A	Rating B	Rating C
collects a broad range of computer graphics and design ideas, and information that is relevant to the task	collects a range of computer graphics and design ideas, and information that is relevant to the task	collects a limited range of computer graphics and design ideas, and information that is related to the task
organises computer graphics and design information from a wide range of sources into logical patterns or points of view	organises computer graphics and design information from a range of sources into patterns or points of view	organises computer graphics and design information from a limited range of sources
checks and revises computer graphics and design information for clarity, detail, accuracy and effectiveness, and makes adjustments	checks computer graphics and design information for clarity, detail, and accuracy, and make adjustments based on feedback	checks computer graphics and design information for detail and accuracy, and responds to feedback

Explanation of Criterion 1:

This criterion is used to assess all work samples within the course whether they are research/theory based assignments or practical computer graphic design tasks.

For example: the action of interpreting a brief or task; undertaking research; refining the information or concepts; producing an outcome; and evaluation of the outcomes by self, teacher and/or peers.

A learner’s understanding can be illustrated through the preparation and production of talks/discussions, the solving of design briefs and other assignment based tasks.

Criterion 2: solve problems in a design based context

The learner:

Rating A	Rating B	Rating C
distinguishes and evaluates existing and potential problems to effectively achieve desired outcomes	identifies and separates existing and potential problems to achieve desired outcomes	identifies existing problems and works towards a desired outcome
correctly identifies, anticipates and efficiently solves design problems, and checks that solutions have been effective	correctly identifies and solves simple design problems, and checks that solutions work	correctly identifies and solves simple design problems

Explanation of Criterion 2:

This criterion is used to assess the performance a learner displays in problem solving through the application of the design process and in terms of problems associated with the application of digital technologies. Problems can be intentional and unintentional.

For example, a learner can solve problems independently or require a high degree of teacher intervention. Problems can be in relation to understanding hardware/software routines or difficult phases within the designing process.

A learner can provide evidence via teacher observation, personal reflection documents and folios that include personal and teacher evaluations.

Criterion 3: generate and communicate ideas using a variety of graphic techniques

The learner:

Rating A	Rating B	Rating C
effectively communicates accurate visual design content and ideas using appropriate standards and conventions	effectively communicates visual design content and ideas using appropriate conventions	communicates basic visual design content and ideas using appropriate conventions
correctly uses a wide range of relevant specialised terms	uses a range of specialised terms. Usage of such terms is generally correct.	uses a limited range specialised terms. Usage of such terms is generally correct.
generates and communicates design concepts based upon the creative exploration of, and experimentation with, a wide range of potential solutions	generates and communicates design concepts based upon the exploration of, and experimentation with, a range of potential solutions	generates and communicates design concepts based upon a limited exploration of a range of potential solutions

Explanation of Criterion 3:

This criterion is used to assess the degree to which a learner can communicate design-based ideas using a range of methods and technologies. Significant emphasis should be placed on a variety of drawing techniques including orthographic, isometric and perspective drawing. The ability to develop a design concept on paper prior to using a range of computer-based technologies is considered to be an important skill set. Communication of design concepts using a range of 2D and 3D drawing, modelling, animating and rapid prototyping software, and hardware options should be used where appropriate.

Criterion 4: demonstrate knowledge and application of design principles and elements

The learner:

Rating A	Rating B	Rating C
correctly identifies and accurately describes a broad range of design principles and elements appropriate to a design context	correctly identifies and describes a range of design principles and elements appropriate to a design context	identifies and describes a limited range of design principles and elements appropriate to a design context. There may be some errors in the descriptions.
uses a wide range of design principles and elements to create computer graphics which demonstrate recognition of sustainable, environmental and social implications*	uses a range of design principles and elements to create computer graphics which demonstrate recognition of some aspects of sustainability*	uses a limited range of design principles and elements to create computer graphics

* Illustrative examples (only): at the ‘B’ rating a learner may consider the form, function and aesthetics of a product design solution with reference to product materials and impact on the environment. At the ‘A’ rating a learner may consider the form, function and aesthetics of a product design solution with reference to product materials, and the impact on the environment and social context the product may have in its production and consumption.

Explanation of Criterion 4:

This criterion is used to assess the degree to which a learner can employ the elements and principles of design when solving design problems in a range of contexts. The application of elements and principles appropriate to the design context are an important consideration.

For example, a scenario may be to design a consumer product. The solution to such a problem may be found by applying the appropriate rules of form, function and aesthetics and to consider aspects of sustainable social and environmental impacts.

A learner’s understanding may be demonstrated by various means including: the manipulation of design principles and elements in the production of a design solution; and verbal or written discussions.

Criterion 5: demonstrate understanding of the context and process of design in application of the design process

The learner:

Rating A	Rating B	Rating C
correctly follows the design process in the creation of computer graphics products and solutions	correctly follows the design process in the creation of computer graphics products and solutions	follows the design process in the creation of computer graphics solutions, as directed
accurately identifies and describes the application of the design process to product/solution
identifies and addresses relevant ethical concerns and social factors, and incorporates these in design solutions	identifies and addresses some ethical concerns and social factors in design solutions
explores a wide range of ideas and analyses these by reflecting on the design brief, aims and other related design principles to produce an effective design solution	explores a range of ideas and evaluates these with reference to the design brief and related design principles to produce a design solution	explores a limited range of ideas in response to a design brief to produce a design solution

Explanation of Criterion 5:

This criterion is used to assess the degree to which a learner can apply the process of design in developing solutions to teacher directed and self generated scenarios. It also provides scope for learners to develop understanding of the social, economic and environmental context of contemporary society.

For example, a design project should document the design brief, concept development, production and evaluation stage to provide evidence that each stage of the design process has been addressed.

A learner’s understanding may be demonstrated by various means including; addressing the stages of design in the production of design solutions, and verbal or written discussions.

Criterion 6: demonstrate an understanding of contemporary computer graphics systems

The learner:

Rating A	Rating B	Rating C
identifies and accurately describes a wide variety of ways in which computer graphics systems are used to produce design solutions	identifies and describes a variety of ways in which computer graphics systems are used to produce design solutions	identifies some ways in which computer graphics systems are used to produce design solutions
evaluates relative effectiveness of some computer graphics systems in the production of design solutions
accurately describes how hardware configuration and features of software applications are used in order to create effective, complex design solutions	describes how hardware configuration and features of software applications are used in order to create effective design solutions	identifies some ways in which hardware configuration and features of software applications are used to create design solutions
evaluates relative effectiveness of some hardware configurations and features of software applications in the creation of design solutions

Explanation of Criterion 6:

This criterion is used to assess the degree to which a learner can demonstrate an understanding of contemporary computer graphics systems across a range of design contexts in order to produce design solutions. It is also used to assess the degree to which learners can demonstrate how the components of software applications and the configuration of computer graphic hardware systems are related to the effective and efficient development of design solutions.

For example, learners may consider how light and shade in a photograph needs to be considered when matching a 3D object into a photograph. Understanding of systems used in computer graphics to replicate this light and shade is required to successfully integrate the 3D object with the photograph.

A learner’s understanding can be illustrated through the preparation and production of talks/discussions, the production of design projects and other assignment based tasks.

Criterion 7: use digital technologies to create content

The learner:

Rating A	Rating B	Rating C
selects and effectively uses a range of digital technologies and techniques to develop design solutions	selects and uses a range of digital technologies and techniques to develop design solutions	selects and uses a limited number of digital technologies and techniques to develop design solutions
correctly and accurate applies appropriate standards and conventions in the completion of design tasks	correctly applies standards and conventions in the completion of design tasks	applies standards and conventions as directed in the completion of design tasks
uses and maintains technologies in accordance with established safety procedures	uses and maintains technologies in accordance with established safety procedures	uses and maintains technologies in accordance with established safety procedures

Explanation of Criterion 7:

This criterion is used to assess the degree to which a learner can create design solutions using a range of computer graphic techniques and software applications. It enables the learner to address standards and conventions across a range of design contexts. This could be as simple as knowing and applying appropriate screen resolution and frame rate settings to an animation. A learner’s understanding may be demonstrated by via the completion of teacher directed or learner directed design tasks.

Glossary Of Terms Used In Standards

Identify: to point out, name, list, recognise

Describe: to recount, tell of/about, comment on

Evaluate: to assess, appraise, measure, judge

Qualifications Available

Computer Graphics and Design – Foundation Level 2 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

Award Requirements

The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 7 ratings.

The minimum requirements for an award in Computer Graphics and Design – Foundation Level 2 are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
6 ‘A’ ratings, 1 ‘B’ rating

HIGH ACHIEVEMENT (HA)
3 ‘A’ ratings, 3 ‘B’ ratings, 1 ‘C’ rating

COMMENDABLE ACHIEVEMENT (CA)
3 ‘B’ ratings, 3 ‘C’ ratings

SATISFACTORY ACHIEVEMENT (SA)
5 ‘C’ ratings

PRELIMINARY ACHIEVEMENT (PA)
3 ‘C’ ratings

A learner who otherwise achieves the rating for a CA (Commendable Achievement) or SA (satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘Z’ notation) will be issued with a PA (Preliminary Achievement) award.

Course Evaluation

The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.

In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.

Requests for amendments to an accredited course will be forward by Curriculum Services to the Office of TASC for formal consideration.

Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.

A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.

Computer Graphics and Design – Foundation

Course Description

Learning Statement

Rationale

Learning Outcomes

Pathways

Resource Requirements

Course Size And Complexity

Course Delivery

Course Content

Work Requirements

Assessment

Quality Assurance Process

Criteria

Standards

Criterion 1: collect, organise, and evaluate information

Criterion 2: solve problems in a design based context

Criterion 3: generate and communicate ideas using a variety of graphic techniques

Criterion 4: demonstrate knowledge and application of design principles and elements

Criterion 5: demonstrate understanding of the context and process of design in application of the design process

Criterion 6: demonstrate an understanding of contemporary computer graphics systems

Criterion 7: use digital technologies to create content

Glossary Of Terms Used In Standards

Qualifications Available

Award Requirements

Course Evaluation

Course Developer

Accreditation

Version History