Year 9 Visual Communication Curriculum Semester 1

VISUAL COMMUNICATION
AND DESIGN
Year 9- Semester 1 Curriculum
2015
Stawell Secondary College
Visual Communication and Design
Tuesday, 24 November 2015
Year 9 - Semester 1
Year 9 - Semester 1
CONTENTS
School Template . 4
Skateboard Design . 13
Semester Outline 5
Package Design (Redesign Milk Carton) 14
Vocabulary ... 6
Environmental Design Introduction .. 15
Curriculum Scope and Sequence .. 7
Observational Drawing (School Buildings) . 16
Unit Plans . 10
Two Point Perspective Clock Tower
17
Technical Drawing (Orthogonal) ..
18
Front Cover 10
Character Design ... 11

Design Brief Challenge .
12
Redesign Community Space 19

Record Of Document . 20
Year 9 - Semester 1
SCHOOL TEMPLATE
Unit Title
Visual Communication Semester 2

Year level
Subject/ Topic Areas
Visual Communication
Designed By/ Date last edited
18/6/2015
Meaning
Literacy & Numeracy Tasks
Vocabulary
Refer to page 6 of following curriculum.
Refer to pages 5 on Literacy and Numeracy Links

Refer to individual unit outline annotations for more specific information on tasks relating
to Literacy and Numeracy.
Acquisition
Standards
Elaborations and Skills acquisition
Refer to page 5 as well as individual unit plans for specific information on how tasks
achieve AusVELS levels.
Refer to page 5, as well as individual unit plan learning intentions
Assessment Tasks
Diagnostic assessment
Refer to individual Unit Plans.
Formative Assessment
Summative assessment
Weekly Breakdown of Learning Events

Knowledge (standards or
elaborations)
All
Weeks
Textbook/ Resources (in folder

on staffshare)
Learning Intention/ Success

Criteria
Experiments/ Warm Ups/

Homework Tasks?
Activities/Assessment Tasks
Year 9 - Semester 1
SEMESTER OUTLINE
Introduction:
During Semester 1, Year 9 students have not done a lot of Visual Communication and Design. The difficult part of designing the curriculum would to be to cover all the interest areas of the students while also
updating their skills in technical drawing. Students would also need to become more competent when using the design process, as well as design thinking strategies. The following curriculum aims to cover all these
areas, and more. I have tried to include as much technology and technical drawing as possible as I believe that students need to have these skills for year 10. Some of these students will not be attending year 9
semester 2 but may want to attend the subject in year 10. This has meant this semester will need to cover two AusVELS levels: 8.5 and 9. I have included both below and a basic list of the key knowledge and skills
needed to be covered in the curriculum.
AusVELS Standards
Knowledge and Skills
The Arts Level 8.5-9 Standards (The Arts Levels 8 10, Visual Communication)
Creating and making Level 8.5
collation and annotation in a visual diary, of stimulus material that can be used to plan and develop visual communication ideas and/or concepts
use of design elements and design principles to generate a range of expressive ideas in response to stimulus material
trialing of different ways of using media, materials and/or technologies to enhance drawing and design skills for specific purposes
application of a visual communication message using a given presentation format type
awareness of drawing conventions associated with a range of visual communications

Creating and making Level 9
collection and organisation of visual information supported by annotations in a visual diary, that can be used to develop visual communication ideas and/or
concepts
use of design elements and design principles to plan and develop a range of expressive ideas for visual communications
incorporation of freehand observational and constructed perspective drawings using a range of media, materials and/or technologies to develop established
drawing and design skills
experimentation with a range of presentation format types to select an appropriate context for delivery of the visual message
use of appropriate drawing system conventions and Australian Standards; for example, third angle orthogonal drawing
Exploring and responding Level 8.5
development of strategies to recognise and describe ways that their own and others visual communications deliver visual messages
awareness of ways that designers from different times and places have used design elements and design principles to express personal design style/s in visual
communications
use of appropriate design language to describe visual messages in their own visual communications
Creating and Making
Use of the design process in sketchbook
Annotation of ideas and concepts in sketchbook
Use of design elements and principles to design
Trailing different materials, medias and methods
Free hand observational drawing
Perspective drawings
Use of different presentation formats to communicate visual messages
Understanding of context of certain types of drawing conventions
Awareness of drawing conventions
Use of appropriate drawing system conventions and Australian Standards.

Exploring and responding
Recognition and description of how both they, and others visual

communications deliver visual messages.
Interpretation of visual messages in the fields of communication, industrial

and/or environmental design relevant to their own works.
Awareness of how design has changed throughout the history of design.
How elements and principles have been used differently in the history of
design to reflect the attitudes, values and technology of the time.
Use of design language
Using design language to analyse ways materials, methods, media, design

elements and design principles have been used in their own/others visual
communications.
Exploring and responding Level 9
identification and interpretation of visual messages from the fields of communication, product and/or environmental design relevant to their own visual
communications
understanding of ways designers from different times and places have been influenced by shifts in values, attitudes and/or technologies
analysis using appropriate design language, of ways methods, media and/or materials, in collaboration with design elements and design principles are used to
build messages in own and others visual communications
Literacy Links
Numeracy Links
Year 9 - Semester 1
Literacy is linked throughout the curriculum throughout most tasks. Students are always given written instructions on the
whiteboard and through handouts. Students will also begin to use a vocabulary list in the back of their sketchbooks to fill in
throughout the semester every time they encounter a subject specific word. These words can be seen on the following page
highlighted in relevant colour to relevant year level. It also important to note that the subject of Visual Communication can
contain words that mean different things in the confines of this subject, making it important to break down the words and help
students identify the different meanings of that one word. Other Vocabulary tools may be introduced in the development of
each unit and will be identified in the annotations of each unit plan.
Numeracy is extremely important to the technical drawing units of the subject of Visual Communications. Students often use
measurements and scales to draw three dimensional forms. Students will need basic skills of addition, subtraction, multiplication
and division to work out ratios and scales. The class will need to practice to work out sums quickly in their head without the use of
any calculator or notes. Technical drawing also works student understanding of drawing form and special awareness, also
important skill for maths questions about area and volume.
VOCABULARY
Design Elements
Colour
Form
Line
Point
Shape
Texture
Tone
Type
Design Principles
Balance
Contrast
Cropping
Figure-ground
Hierarchy
Pattern (repetition and alteration)
Proportion
Scale
Drawing Methods
Drawing
Painting
Printing
Photography
Collage
3-D Process
Computer based methods
Design Principles (Extra)
Asymmetrical
Symmetrical
Year 9 - Semester 1
Technical Drawing Methods
Design Process
Two Dimensional
Orthogonal drawing
Plans and Elevations
Packaging Nets
Sectional
Three Dimensional- Paraline Drawing
Isometric
Planometric
Brief
Client
Audience
Context
Purpose
Constraints
Mock up
Prototype
Presentation drawing
Annotations
Communication Need
Other words used in perspective drawing
Vanishing Point
Horizon Line
Graphic Design and Digital Design Terms
Raster Based
Vector
Opacity
Pixel
Resolution
Digital Imagery
Complimentary Colours
Other Areas of design
Verbs
Stylised
Contemporary
Evaluate
Communication Design
Industrial Design
Environmental design
Type
Typography
Typeface
Ascender
Descender
Baseline
Serif
Sans-Serif
Point
Kerning
Tracking
Leading
Upper and Lower Case
Script
Body Text
Legible
Drawing Techniques
Wayfinding
Freelance
Pictograph
Crosshatching
Visualisation Drawings
Observational Drawing
Render
CURRICULUM SCOPE AND SEQUENCE TERM 1
Design Fields
YEAR 7
YEAR 8
YEAR 9
YEAR 10
VCE
Year 9 - Semester 1
WEEK 1- Front Cover
WEEK 2- Character Design
Students design their front cover to last them the semester
WEEK 3- Character Design
WEEK 4- Design Brief Challenge
Continue on with unit until complete
WEEK 5- Design Brief Challenge
Continuing on with unit until complete
Students design a skateboard design using a given sheet of templates of skateboards

Students must use the elements of colour and shape to dictate their design.
Students are then given a larger template to present their final design.
Students then will go onto the program Illustrator to complete their final design in a digital
context.
WEEK 8- Package Design (Redesign the Milk Carton)
Students are given a sheets entitled The Design Brief Challenge

With this sheet they have to design their perfect design brief
Students then switch sheets with their friends and must use them as a client
Students go through the design process to create their final design
WEEK 6- Skateboard Design
WEEK 7- Skateboard Design
Students will be given a brief to follow to design

They will need t go through the design process and design a character to fit the brief
Students will begin be generating a bunch of sketches.
Students will then need to then do a final design.
Students will design a package design for milk.

Students will be introduced to packaging nets and the meanings of different lines.
Students can be extended by creating the design on the computer.
Year 9 - Semester 1
WEEK 9- Package Design (Redesign the Milk Carton)
WEEK 10- Environmental Design Introduction
Students are introduced to environmental design by looking at the Flinders Street Re-Design
Competition
Students will be introduced to a professional design brief as well as some of the constraints and
requirements of the design.
Students are put into groups and are given a bunch of cardboard and other equipment to design
and make their own response to the brief.
Students will start to organically start to use some of the drawing styles they will be taught about
later.
Year 9 - Semester 1
CURRICULUM SCOPE AND SEQUENCE TERM 2

WEEK 11- Observational Drawing (School Buildings)
WEEK 12- Two Point Perspective Clock Tower
Students are given instructions to draw certain aspects of buildings around the school
Students will need to not only draw from observation but use light sources to determine shading
and shadowing of objects.
WEEK 13- Two Point Perspective Clock Tower
WEEK 14- Technical Drawing (Orthogonal)
Continuing on with unit until complete.
WEEK 15- Technical Drawing (Orthogonal)
Continue on with unit until complete.
WEEK 20- Redesign Community Space
Students must redesign the space outside the art/graphics area.

Students brainstorm what they would like in that area.
Students will measure the space and figure out a scale.
Students will present a floor plan (to scale) of their ideas for the space.
Students will present an elevation of their design as well as a sectional
Students will present a two point perspective of their design
Students are given a basic introduction to the VCAA technical drawing specifications on
orthogonal drawing
Students are given an object to turn into an orthogonal drawing
They must draw the front/side/top to scale and according to the technical drawing specifications
Students are given a worksheet and explanation on drawing the flinders street Clock tower.
Students add some of the elements they have seen on the older school buildings, as well as
basics such as windows and doors.
Students are also able to add their own creative elements to make the drawing more
personalised.
10
Week/s
Year 9 - Semester 1
No. Lessons
FRONT COVER
Learning Intentions:
Representing students individual interests and styles
Success Criteria:
Students have created interesting designs that include the name of the subject, year level and semester
Students have reflected their own interests and style in their design.
Relevant AusVELS Descriptors

Creating and Making
Resources
Exploring and Responding
use of design elements and design

principles to generate a range of expressive
ideas in response to stimulus material
collection and organisation of visual
information supported by annotations in a
visual diary, that can be used to develop
visual communication ideas and/or
concepts
use of appropriate design language to

describe visual messages in their own
visual communications
Task Outline
Students Sketchbooks
Grey Lead Pencils
Coloured Pencils
Assessment and Feedback Strategies
Front Cover
Feedback Strategies:
Feedback regarding students interests and how they could be
represented in the design
Students design their front cover to last them the semester
Assessment Strategies:
There is no need for formal assessment, focus on students that seem
to have higher/lower ability when drawing.
Also way to start looking at students interests and building
relationships.
Curriculum Links
Reflections
11
Year 9 - Semester 1
Literacy Links:
Deconstruction of words to figure out how to represent language in a visual means.
Week/s
2 and 3
No. Lessons
Students really enjoyed this task, although seemed unsure of the success criteria
Perhaps use this as a class to introduce the design elements and principles and insist students
use particular design elements and principles.
CHARACTER DESIGN
Working to a design brief

Using the design process
Using design elements and principles to manipulate character traits
Character design
Success Criteria:
Students have used the design process of generating ideas to develop multiple concepts for their character design.
Students have explored multiple ways of changing certain design elements such as line, colour, shape and form.
Students have developed a design relating strongly to the demands of the brief.
Students have presented their design neatly and cleanly.

Creating and Making
collation and annotation in a visual diary, of

stimulus material that can be used to plan
and develop visual communication ideas
and/or concepts

Resources

Task Outline
Students will be given a brief to follow to design

They will need t go through the design process and design a character to fit the brief
Students will begin be generating a bunch of sketches.
Students will then need to then do a final design.
Grey Lead Pencils
Coloured Pencils
Character Design
12
Feedback regarding the specifications of the brief and how the design
process/design elements have been used.
Students will be assessed on assessment criteria based on the
success criteria as well as the specifications of the brief.
Year 9 - Semester 1
Curriculum Links
Reflections
Literacy Links:
Use of design Language
ICT Links
Use of computer to present stimulus material and allow students to research their designs.
Week/s
4 and 5
No. Lessons
Students did enjoy this task, although there needs to be more structure and information for
students to build on their ability to use the design process.
Perhaps introduction of the design thinking strategies would help?
DESIGN BRIEF CHALLANGE
Working to a design brief

Using the design process
Working with a client
Success Criteria:
Students have used the design process to develop a few concepts to fulfil the design brief
Students have discussed and received feedback on their designs with their client
Students have presented a design that responds to the specifications of the given design brief
Students have presented a final design that is neat and refined
Clients have assessed the Designers
Creating and Making
experimentation with a range of

presentation format types to select an
appropriate context for delivery of the visual
message
trialing of different ways of using media,
materials and/or technologies to enhance
drawing and design skills for specific
purposes
Resources
identification and interpretation of visual

messages from the fields of
communication, product and/or
environmental design relevant to their own
analysis using appropriate design
language, of ways methods, media and/or
materials, in collaboration with design
elements and design principles are used to
build messages in own and others visual
communications
Task Outline
Grey Lead Pencils
Coloured Pencils
Handouts regarding writing of design brief and assessment sheet
13
Year 9 - Semester 1
Design Brief Challenge
Feedback regarding design brief and specifications
Students will need help giving their partner feedback
Students are given a sheets entitled The Design Brief Challenge

With this sheet they have to design their perfect design brief
Students then switch sheets with their friends and must use them as a client
Students go through the design process to create their final design
Students will be assessed on assessment criteria based on success
criteria.
Students will also be assessed according to peer assessments.
Curriculum Links
Reflections
Literacy Links:
Use of design Language
Week/s
6 and 7
No. Lessons
This task was relatively successful although again the design process needs to be more
structured.
Update handout and peer assessment.
SKATEBOARD DESIGN
Design Elements and Principles

Skateboard Design
Using Adobe Illustrator
Success Criteria:
Students have completed all the practice skateboard designs with multiple concepts
Students have combined the design elements of shape, colour, line and tone.
Students completed final hand drawn design on corresponding template.
Students final hand drawn design is presented neatly and shows time and care put into the final design.
Students have completed a final design on a template on Adobe Illustrator

Creating and Making
collation and annotation in a visual diary, of

stimulus material that can be used to plan
and develop visual communication ideas
and/or concepts
Resources
analysis using appropriate design

language, of ways methods, media and/or
materials, in collaboration with design
elements and design principles are used to
build messages in own and others visual
communications
14
Grey Lead Pencils
Coloured Pencils
Graphics Computers or Computer Room
Skateboard templates (Small ones on A3 paper, larger one on A4 paper and digital copy og larger
template on A3 paper)
Year 9 - Semester 1
message
Task Outline
Skateboard Design
Feedback regarding design elements and principles
Students will need a lot of assistance with Adobe Illustrator
Students design a skateboard design using a given sheet of templates of skateboards

Students must use the elements of colour and shape to dictate their design.
Students are then given a larger template to present their final design.
Students then will go onto the program Illustrator to complete their final design in a digital context.
Students will be assessed on criteria developed from the success
criteria.
Curriculum Links
Reflections
Literacy Links:
Use of design language
ICT Links
Use of Adobe Illustrator
Week/s
8 and 9
No. Lessons
Students really enjoyed this task, although seemed unsure of the success criteria
Perhaps use this as a class to introduce the design elements and principles and insist students
use particular design elements and principles.
PACKAGE DESIGN
Package Design
Packaging Nets
Success Criteria:
Students have used the design process to develop a design to fit the set criteria
Students have created an interesting and inspired design
Students final design could be considered functional
Students final design is well presented and well rendered/constructed

Creating and Making

Resources

15
Grey Lead Pencils
Coloured Pencils
Card (around 150 GSM)
Year 9 - Semester 1

concepts
trialing of different ways of using media,
materials and/or technologies to enhance
drawing and design skills for specific
purposes
Task Outline
Package Design (Redesign the Milk Carton)
Feedback on construction restraints (such as flaps and dye cuts)
Feedback on presentation quality
Students will design a package design for milk.

Students will be introduced to packaging nets and the meanings of different lines.
Students can be extended by creating the design on the computer.
Students will be assessed according to assessment criteria according
to success criteria and brief specifications.
Curriculum Links
Reflections
Other Curriculum Links:

Marketing and cooking
Week/s
10
No. Lessons
The task needed to be slightly more specific, and there needed to be some more pre-knowledge
tasks such as analysis of existing package designs, and practice making packaging nets.
ENVIROMENTAL DESIGN INTRODUCTION
Architecture design
Success Criteria:
Students have worked in a group to create a building sculpture

Students understand the requirements that architects need to fulfil

Creating and Making

message
use of appropriate drawing system
Resources

16
Cardboard
Tape
Plastic
Paint
Blue tack
Wire
conventions and Australian Standards; for

example, third angle orthogonal drawing
concepts
Year 9 - Semester 1
understanding of ways designers from

different times and places have been
influenced by shifts in values, attitudes
and/or technologies
Task Outline
Environmental Design Introduction
Feedback on students ideas and plans for their design
Students are introduced to environmental design by looking at the Flinders Street Re-Design Competition
Students will be introduced to a professional design brief as well as some of the constraints and requirements of the design.
Students are put into groups and are given a bunch of cardboard and other equipment to design and make their own
response to the brief.
Students will start to organically start to use some of the drawing styles they will be taught about later.
Curriculum Links
Reflections
Numeracy:
Links to similar tasks in maths where students create scale models of school buildings
Week/s
11
Students wont be formally assessed as this is more of a preknowledge task for following tasks.
No. Lessons
This was maybe a bit much to complete in one week. Students particularly enjoyed the task so I
allowed them to have a lot more time.
This task would be good at the end of the unit, meaning students are required to do the technical
drawing before the actual construction.
OBSERVATIONAL DRAWING (SCHOOL BUILDINGS)
Observational drawing
Learning architectural details
Success Criteria:
Students have drawn accurate observational drawings of the school

Students have used light source to determine rendering

Creating and Making
Resources
17

incorporation of freehand observational and
constructed perspective drawings using a
range of media, materials and/or
technologies to develop established
Year 9 - Semester 1

understanding of ways designers from
different times and places have been
influenced by shifts in values, attitudes
and/or technologies
Grey Lead Pencils
Erasers
Task Outline
Observational Drawing (School Buildings)
Students are given instructions to draw certain aspects of buildings around the school
Students will need to not only draw from observation but use light sources to determine shading and shadowing
Feedback on students ability to capture the aspects of particular
buildings
There is no need for formal assessment, focus on students that seem
to have higher/lower ability when drawing.
Curriculum Links
Reflections
Art Links:
Still Life drawing
Use of shadow and shading
Week/s
12 and 13
No. Lessons
Students really enjoyed this task, and it got a lot of students who are very uneasy drawing to do a
lot more than usual.
TWO POINT PERSPECTIVE CLOCK TOWER
Two Point Perspective drawing
Success Criteria:
Students have used two point perspective drawing correctly

Students have inserted their own architectural and creative elements into the design
Students have shaded the design according to light source
Students have spent time and effort in the final rendering and presentation of the final design
Resources
18
Creating and Making
Year 9 - Semester 1


Grey Lead Pencils
Coloured Pencils
Task Outline
Two Point Perspective Clock Tower
Students are given a worksheet and explanation on drawing the flinders street Clock tower.
Students add some of the elements they have seen on the older school buildings, as well as basics such as windows and
doors.
Students are also able to add their own creative elements to make the drawing more personalised.
Curriculum Links
14 and 15
No. Lessons
Students will be assessed according to a rubric with assessment
criteria based on success criteria and ability to use two point
perspective drawing to represent their design.
Reflections
ICT Links:
Students could use google sketch up as a pre task to show what two point perspective looks like
in a 3D program.
Week/s
Feedback regarding use of the perspective skill
Feedback on shading and rendering
Suggesting crazy ways that students could individualize their design
Having students apply their own design to set template was very successful.
Students created excellent designs, I would really like to incorporate the use of google sketch up
before/after this task as it is very relevant to the unit.
TECHNICAL DRAWING (ORTHOGONAL)
Orthogonal Drawing
Design Process
Success Criteria:
Students have used orthogonal drawing to represent the given three-dimensional shapes.
Resources
19
Creating and Making
Year 9 - Semester 1

concepts

Task Outline
Technical Drawing (Orthogonal)
Feedback on students use of the drawing technique
Students are given a basic introduction to the VCAA technical drawing specifications on orthogonal drawing
Students are given an object to turn into an orthogonal drawing
They must draw the front/side/top to scale and according to the technical drawing specifications
Curriculum Links
16, 17, 18, 19 and

20
No. Lessons
Students will be assessed according to a rubric related to the success
criteria and the use of orthogonal drawing technique.
Reflections
Product Design:
Deconstruction of words to figure out how to represent language in a visual means.
Week/s
Grey Lead Pencils
Coloured Pencils
10
Students didnt really like the handouts that I gave them, next time I would give them three
dimensional objects that they had to turn into orthogonal drawingsquicker.
REDESIGN COMMUNITY SPACE
Architectural design
Success Criteria:
Students have use appropriate drawing skills to represent their design
Resources
20
Creating and Making
Year 9 - Semester 1


Task Outline
Redesign Community Space
Feedback regarding students use of the technical drawing
specifications
Students must redesign the space outside the art/graphics area.

Students brainstorm what they would like in that area.
Students will measure the space and figure out a scale.
Students will present a floor plan (to scale) of their ideas for the space.
Students will present an elevation of their design as well as a sectional
Students will present a two point perspective of their design
Students will be assed on the criteria set by the brief as well as
assessment criteria relating to the success criteria for the task
Curriculum Links
Reflections
Numeracy Links:
Use of scale and measurements
RECORD OF DOCUMENT
Creation of Template . 16/6/15

Edit of Template .
Grey Lead Pencils
Coloured Pencils
21
17/6/15
Students did not get to this task as the railway station task took too long
The railway task should be absorbed by this task.
Year 9 - Semester 1
Feedback given from head of faculty and assistant principle.

Changes made to layout and inclusion of school mandated
template referencing relevant parts of the template to wider
curriculum.
Original scope and sequence being copied in to relevant areas.
Adding of Units (Starting) ...
17/7/15
Units written
29/9/15
Rest of units written ... 1/10/15
22

Year 9 Visual Communication Curriculum Semester 1

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VISUAL COMMUNICATION

Stawell Secondary College

Visual Communication and Design

Tuesday, 24 November 2015

Stawell Secondary College

Visual Communication and Design

Package Design (Redesign Milk Carton) 14

Environmental Design Introduction .. 15

Curriculum Scope and Sequence .. 7

Observational Drawing (School Buildings) . 16

Two Point Perspective Clock Tower

Technical Drawing (Orthogonal) ..

Character Design ... 11

Tuesday, 24 November 2015

Redesign Community Space 19

Visual Communication and Design

Stawell Secondary College

Visual Communication Semester 2

Subject/ Topic Areas

Designed By/ Date last edited

Refer to pages 5 on Literacy and Numeracy Links

Elaborations and Skills acquisition

Refer to page 5, as well as individual unit plan learning intentions

Refer to individual Unit Plans.

Refer to individual Unit Plans.

Weekly Breakdown of Learning Events

Refer to individual Unit Plans.

Tuesday, 24 November 2015

Textbook/ Resources (in folder

Learning Intention/ Success

Refer to individual Unit Plans.

Refer to individual Unit Plans.

Experiments/ Warm Ups/

Refer to individual Unit Plans.

Refer to individual Unit Plans.

Stawell Secondary College

Visual Communication and Design

Knowledge and Skills

application of a visual communication message using a given presentation format type

awareness of drawing conventions associated with a range of visual communications

Creating and Making

Use of the design process in sketchbook

Annotation of ideas and concepts in sketchbook

Use of design elements and principles to design

Trailing different materials, medias and methods

Free hand observational drawing

Use of different presentation formats to communicate visual messages

Understanding of context of certain types of drawing conventions

Awareness of drawing conventions

Use of appropriate drawing system conventions and Australian Standards.

Recognition and description of how both they, and others visual

Interpretation of visual messages in the fields of communication, industrial

Awareness of how design has changed throughout the history of design.

Use of design language

Using design language to analyse ways materials, methods, media, design

Exploring and responding Level 9

Tuesday, 24 November 2015

Stawell Secondary College

Visual Communication and Design

Tuesday, 24 November 2015

Stawell Secondary College

Visual Communication and Design

Design Principles (Extra)