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CHIEF ASSESSOR'S REPORT
2008 Visual Communication and Design:
Written examination

FULL REPORT ON VCAA WEBSITE CLICK HERE    
DIRECT TO PDF DOCUMENT CLICK HERE

GENERAL COMMENTS

Some clear weaknesses were
-  the
poor rendering of shapes using the light source indicated
       Students should
practise basic rendering skills
       throughout Units 3 and 4 to ensure that they
       are adequately prepared for a question of
       this nature


-  the
lack of understanding of how to produce an effective logo
       Students should practise design skills
       throughout Units 3 and 4 to ensure that they
       are adequately prepared for a question of
       this nature

Many students
answered the written questions using incorrect
and/or
inappropriate visual communication and design terminology
Students are advised to familiarise themselves with the correct
terminology
within the VCE Visual Communication and Design Study
Design 2004–2011 to ensure appropriate application in their responses

SPECIFIC INFORMATION

Question 1
Some students confused shape with form.   CLICK HERE FOR INFO
Form is considered three-dimensional and the design given
for Question 1iv. was clearly two-dimensional.

Question 3
Overall, the rendering was poorly done.....
Students need to reinforce their basic drawing and
rendering skills. Students should also be discouraged from smudging to achieve tone

as this method may not achieve the best demonstration of tonal scale.

Question 4
Some students incorrectly spaced the top view and did not include the label.
The top view should have been aligned above the front view and spaced equally to the distance
between the front and right side views. The top view label should have been placed below the top
view and written in capitals in the same way as the views given in the question.

Question 5
It was
good to see that a number of students were able to complete accurate 2D and 3D
drawings in freehand
as this saves students time when completing a task of this nature. Students
should practise drawing 2D and 3D objects from different views and angles
in their
examination preparation.

Question 6a.
A small number of students who
confused elements and principles.

Question 6b.
Some students incorrectly identified
- repetition as the principle rather than pattern
- asymmetry rather than balance
- figure rather than figure-ground

Question 6c.
There seemed to be some confusion as to the correct terminology used for methods.
The correct term would be ‘computer’, rather than ‘ICT’ or ‘digital manipulation’
or
naming of a software program.
Students and teachers are encouraged to refer to the
Advice to Teachers section of the VCE Visual Communication and Design Study
Design 2004–2011 for a list of the appropriate terminology used for methods
.

Question 6d.
Many did not adequately describe why this choice would be appropriate to the campaign.

Question 7a.
In some cases the two responses given were similar.

Question 7b.
A number of students discussed the designers’ choice to create the design on the computer,
which is discussing a method rather than a decision based on materials and/or media.

Question 7c.
Students should broaden their knowledge of design industry specialists. They should
particularly focus on the roles of those specialists as some students did not demonstrate sound
understanding of each design professional’s role. It should also be noted that the question asked
students to name a design specialist, therefore answers such as ‘council worker’, ‘truck
driver’, ‘generalist practitioner’ and ‘computer programmer’ were incorrect.

Question 7d.
The most common mistakes were not carefully rounding the corners of the shapes and not
maintaining a consistent line weight.

Question 8a.
There seemed to be a limited knowledge of what constitutes a logo.
A number of students completed an ad as opposed to a logo. Some students did not manipulate the
letterform but rather placed the text with an image, which is not what the brief required. Some
students did not effectively apply contrast to their design.

Question 8b.
Many students did not use the fish images as a reference and instead traced the
images
, resulting in designs that were not entirely appropriate for a fish and chip shop. Students
should be encouraged to
adapt resource imagery to develop an appropriate design
and use this material as a reference and guide
. While the majority of students were able to
include all aspects required in the brief and could create a clear hierarchy, very few students were
able to apply pattern deliberately and effectively within their design and instead resorted to a very
simple repetition of a couple of elements.

Question 8c.
The majority of students were able to evaluate how an element was used effectively in their design
to attract the target audience.

Question 8d.
Some students discussed hierarchy on its own rather than nominating the principle they had used to
create hierarchy and discussing it.
Created and managed by
EDUCATION GRAPHICS
Information on all matters related to the administration of VCE assessment is published annually in the VCE
and VCAL Administrative Handbook and monthly in the VCAA Bulletin. Teachers must refer to these
publications for information on administrative procedures for School-assessed Coursework, the
School-assessed Task and the examination in Visual Communication and Design.
BACK
TEST/EXAM QUESTIONS
LINKS
2008 EXAM
REPORT
Added to website
JULY 2009
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LOGO?
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EXTERNAL WEBSITE
ELEMENTS
Colour
Form
Letterform
Line
Point
Shape
Texture
Tone

PRINCIPLES
Balance
Contrast
Cropping
Figure/Ground
Hierarchy
Pattern
Proportion
Scale

METHODS
DRAWING
PRINTING
PHOTOGRAPHY
PHOTOCOPY
COMPUTER
3-D PROCESS
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RENDERING THAT
ENHANCES FORM?
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