Outcome 1: Reframing design problems
How do designers find and reframe human-centred design problems?
The Official Part:
In this area of study, we will:
-
learn that designers not only deliver design solutions, but also find and reframe problems that can be complex, misunderstood or ill-defined.
-
Designers 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 us to engage with the Discover and Define phase of the VCD design process and includes both divergent and convergent thinking strategies.
We will:
-
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.
We will:
-
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, we will:
-
identify a problem impacting people, communities or societies that might be resolved using good design.
-
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, we will 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 your human-centred research, you will:
-
work independently to prepare a written brief, selecting and defining a communication need related to their researched problem.
-
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.
(Adapted from Source: https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/visualcommunicationdesign/Pages/Index.aspx )
Outcome 1
On completion of this unit you should be able to use human-centred research methods to reframe a design problem and identify a communication need.
To achieve this outcome you will draw on key knowledge and key skills outlined in Area of Study 1.
​
Key knowledge:
-
conceptions of good design across a range of design disciplines and contexts
-
the role of visual language in producing good design outcomes
-
the Discover and Define stages of the VCD design process
-
techniques for effective collaboration in reframing human-centred design problems and identifying communication needs
-
human-centred research methods including ethical design research practices
-
strategies for convergent and divergent thinking
-
techniques for the presentation of human-centred research findings
-
the contents of a brief and its role in reframing ill-defined design problems
-
design terminology used in research, analysis and evaluation.
​​
Key skills
-
identify and analyse past, present and personal conceptions of good design across various design fields
-
formulate ideas about good design in future contexts
-
use conceptions of good design to identify human-centred design problems
-
collaborate with others to explore and reframe design problems using human-centred and ethical research methods
-
apply the Discover and Define stages of the VCD design process
-
present human-centred research findings
-
compose a brief identifying a communication need
-
use appropriate design terminology in research, analysis and evaluation.
​
​
Success Criteria:​​​​​​
4 Fields of Design Practice:
The scope of design practice expands from the design of physical objects and environments to the improvement of experiences and interactions that occur within larger systems and services. Designers aim to produce less rather than more, and to simplify the complexity of both our real and virtual worlds. Contemporary designers prioritise in-depth research, collaborate with experts from various fields and contribute to multidisciplinary teams.
In recognition of the diverse and shifting contexts in which designers work, this study examines how visual communication is used across various fields of practice to design messages, objects, environments and interactive experiences.
Messages
Messages are communicated to audiences using the components of visual language and serve a variety of purposes in the context of design, such as influencing behaviour, educating viewers, guiding decision-making and expressing values and ideals.
Messages are embedded in projects such as, but not limited to:
-
brand strategy,
-
wayfinding,
-
advertising and social media campaigns,
-
visual merchandising,
-
publications,
-
signage,
-
illustrations,
-
printed collateral,
-
products and packaging,
-
and can be explicit or subtle in tone and presentation.
Using visual language to design messages is central to the work of, among others, communication or graphic designers, art directors, interface and web designers, illustrators, and those working in advertising, animation or visual effects.
Objects
Designers generate novel ideas for objects that are used to improve the quality of life for people, communities and societies, while also upgrading or improving existing designs.
Among other things, designers develop objects including but not limited to:
-
products and packaging,
-
furniture,
-
fittings and homewares,
-
transport,
-
appliances,
-
tools and machinery,
-
costumes,
-
toys,
-
devices
-
and displays.
Important factors to consider when designing objects might include but are not limited to human behaviour, ergonomics, the sustainability of materials and manufacturing processes, aesthetics, usability and accessibility. Among those who develop objects the following can include but are not limited to industrial, product, graphic, furniture, jewellery, textile and fashion designers.
Environments
Designers generate ideas for the indoor, outdoor and virtual spaces in which we live, work and play.
These include but are not limited to:
-
residential and commercial buildings,
-
interiors,
-
performance and exhibition spaces,
-
parks,
-
streetscapes
-
and gardens.
Designers of environments consider such factors as location, accessibility, usability, configuration, orientation, aesthetic appeal and emotive potential. They also can be responsible for the environments we see in films and video games. Designers working in the field of environmental design include but are not limited to architects, landscape architects, urban designers, interior designers and stylists, set and event designers, exhibition designers, game designers, concept artists, animators and visual merchandisers.
Interactive experiences
Designers contribute to the shape of interactive experiences both in the physical world and online, ensuring the objectives of users are met when engaging with a product, system or service. Visual language plays a crucial role in facilitating interactive experiences that are efficient, intuitive, satisfying and accessible.
In designing interactive experiences, designers can consider the aesthetic qualities and usability of customer touchpoints, wayfinding systems and interfaces encountered in physical spaces or on digital devices including apps, online platforms and social networking services.
These may include but are not limited to:
-
the display, layout and relationship of icons, symbols, images and type, as well as additional elements such as sound and animation.
Interaction designers contribute to larger user-experience (UX) design teams who oversee all components and phases of the customer journey. In VCE Visual Communication Design students develop visual interfaces presented as static design solutions and are not required to produce functional prototypes.
​
(Source: https://www.vcaa.vic.edu.au/Documents/vce/visualcomm/2024VisualCommunicationDesignSD.docx p18-19)
The Four Design Fields https://www.youtube.com/watch?v=_G2WUqW7V3M
​
Note: the following content requires adapting - it is based on the old study design - I am still working my way through. Thanks for your patience!
What are we actually going to do:
​
We have already completed Task 1 Noma Bar (AOS2) Details for this can be found in the Orientation booklet
We will then commence, Task 2 Technical Drawing Folio (AOS1), which is a series of tasks aimed at teaching you heaps of drawing skills!
We will then return to Outcome 2 during Task 3 Elements and Principles (AOS2). Again we will be completing a series of tasks, but this time, the overarching aim is to explore the Design Elements and Design Principles in more depth.
​
Helpful Stuff:
VCD Elements and Principles
What are design elements and principles and why are we using them?
Design elements and principles are the visual tools we use when creating designs. They can be seen in virtually all pieces of art and design if you know how to look for them.
To put this into a delicious example: If we were baking a cake, the ingredients would be the design elements, and the principles would be how we use those ingredients to make the cake.
To put this into a sporty example: If we were playing football, the players would be the design elements, and the strategies and techniques they use to win the game (that’s how much I believe in you all) would be the principles.
​
WATCH:
Design Thinking:
​
Design thinking describes the cognitive processes, strategies and routines used by designers when developing solutions to problems.
​
Designers assess the usefulness of original ideas and develop solutions that are not only innovative, but also effective and fitting in their response to stakeholder needs.
Design thinking, therefore, involves both convergent and divergent thinking strategies as well as a flexible and inventive mindset paired with synthesis and critical evaluation.
​
Divergent thinking is open-minded, curious and imaginative. It suspends judgment, focusing instead on
the multiple ways a problem might be solved in unusual, creative or unexpected ways.
​
Convergent thinking is analytical, critical, reflective and comparative. It seeks to summarise, categorise and synthesise information in logical and efficient ways in order to clarify, reframe or resolve problems.
(Source: https://www.vcaa.vic.edu.au/Documents/vce/visualcomm/2024VisualCommunicationDesignSD.docxp13)
The VCD design process consists of both divergent and convergent thinking:
Divergent thinking
Divergent thinking is essential for generating a wide range of ideas, exploring multiple possibilities and developing creative solutions to design problems. Designers who use divergent thinking are willing to take risks, challenge assumptions and explore ideas that may seem unconventional or untested. They embrace ambiguity and uncertainty, allowing their imagination to run free and considering a multitude of potential solutions. Divergent thinking can be used initially in the Discover stage, where an open-minded approach to problem finding is essential, while it can also be used throughout the Develop stage to generate a wide range of ideas.
Convergent thinking
Convergent thinking is crucial for refining and selecting the most appropriate solution from among the various ideas generated during the Define and Deliver stage of the VCD process. Designers who use convergent thinking are analytical and critical, carefully weighing the pros and cons of different options, comparing and synthesizing information, and making informed decisions based on their evaluation of the available data.
To achieve success in the design process, designers must be able to use both divergent and convergent thinking strategies effectively. They must be able to move back and forth between the two modes of thinking, using divergent thinking to generate a wide range of ideas and convergent thinking to refine and select the best solution.
WATCH:
​​​​Annotating the VCD design process:
In VCE Visual Communication Design, annotations are notes or comments added to research, drawings, mock-ups or refined designs that describe the design decisions made, and that evaluate the ideas in light of the brief.
Annotations are a useful tool for us because they help us to develop and communicate our design ideas more effectively.
By adding annotations throughout your folio, you can explain the reasoning behind your design choices and evaluate the strengths and limitations of your ideas.
This process encourages critical thinking and reflection, which is an essential part of the design process.
It also helps to develop your ability to articulate your design ideas to others, which is important when communicating with clients or presenting their work to a wider audience.
​
Annotations provide written reflection on your design ideas. It involves thinking about your thinking. Good annotation is reflective, succinct and relevant. It conveys analysis and suggests possible directions for further development.
​
Annotations using descriptive and analytical design terminology are particularly useful because they provide a clear and structured way of explaining design decisions. Design terminology helps to communicate specific design elements, principles and techniques, which makes it easier for others to understand the design work. This can be especially helpful when receiving feedback or critique from peers or tutors.
Annotations can also be used to track the progress of a design project and to show how ideas have developed over time.
By annotating within your folios at different stages of the design process, you can see how your ideas have evolved and improved. This helps to build confidence in your design abilities and reinforces the importance of reflection and evaluation in the design process.
​
​
​
Here is one tool that we have already been using in year 9/10 electives (and before then too!!) to guide our annotations:
Descriptive: What were you doing/drawing? What is in the image
Analytical: Why did you draw/include it?
Predictive: Where might the idea lead?
Reflective: Is it a good idea? How does it relate to your topic/materials/brief/client?
​
​
(Adapted from Source: https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/visualcommunicationdesign/Pages/Planning.aspx)