*
Curriculum guidelines see below include expectations that
students will:
discuss, express their own opinions, analyse, evaluate, offer informed
responses and opinions, describe, critically discuss, critically appraise,
critically evaluate, comment, suggest alternatives, specify

They therefore need to communicate - speaking and writing -
with the knowledge, understanding, and use of the appropriate
language -
the language of design

First, there is a need to learn some basic terminology. Then to become
aware of the
elements of design - the components which form the structure
of a work. Finally, to consider the
design principles - the concepts used to
organize the structural elements.

Designers share a language and vocabulary that, to the uninitiated, can be
dismissed as jargon. But, to the designer, this shared terminology is very
much at the heart of communication. Indeed, designers are well aware that
key players involved in projects must be able to understand and
communicate with each other (visually and verbally) to produce successful
solutions. This includes clients and, in some projects, the general public -
whose views may be critical for successful approval and completion (as in
architectural and landscaping community projects).

Command of design language can be demonstrated in two key
ways in students’ work:

• by the ability to employ design language in the process of their
 own designing
        - as they annotate their developmental work
        - discuss and justify their ideas and decisions
        - explain their solution

• by the ability to articulate their thoughts and offer informed
  responses and opinions as they analyse and critically evaluate
  the work of others
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FOR VICTORIAN TEACHERS
RELEVANCE TO VELS
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DESIGN

D E S I G N   L A N G U A G E
FOR NEW ZEALAND TEACHERS
RELEVANCE TO GRAPHICS EDUCATION
Guidelines for years 9-13
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