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SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre For Modern Architecture Studies in Southeast Asia
Bachelor of Science (Honours) (Architecture
DESIGN COMMUNICATION [ARC 1713]
Prerequisite: None
_____________________________________________________________________
Project: 3
Finishing & Presentation
Submission date: 11/07/2016
Learning Outcomes of this Project (as stated in outline)
1. Ability to visually communicate ideas and own design to others clearly.
2. The ability to work efficiently and deliver within a set timeline.
3. Create a cohesive and captivating package based on your acquired skills and natural strengths
Assessment criteria (as stated in outline and in lecture)
The students are to prove their ability as mentioned in the learning outcomes through the following
criteria:
Creating a highly legible board (a set of panels that can speak and present for themselves without
an oral presentation)
Understanding their skill set and strengths
Identifying what material they need and can produce within set timeframe
Extra marks for visual identity and/or a consistency in style
Marking rubric
Criteria Guideline: Considerations when awarding points
Learning outcome # 1: Ability to visually communicate with clarity
This will be evident in:
1 Legibility of panels Are the boards able to speak for themselves?
Can others identify the design concept and intention without
asking questions?
Are they easy to read, or is it a struggle to comprehend what
is going on?
2 Legibility of drawings/images Are the drawings labelled?
How are the drawings sequenced? Are they arranged in a
manner that tells a story?](https://image.slidesharecdn.com/designcommunication-160719035557/85/Design-communication-assignment-3-2016-1-320.jpg)
Design communication. assignment 3 2016
- 1. 1 SCHOOL OF ARCHITECTURE, BUILDING & DESIGN Centre For Modern Architecture Studies in Southeast Asia Bachelor of Science (Honours) (Architecture DESIGN COMMUNICATION [ARC 1713] Prerequisite: None _____________________________________________________________________ Project: 3 Finishing & Presentation Submission date: 11/07/2016 Learning Outcomes of this Project (as stated in outline) 1. Ability to visually communicate ideas and own design to others clearly. 2. The ability to work efficiently and deliver within a set timeline. 3. Create a cohesive and captivating package based on your acquired skills and natural strengths Assessment criteria (as stated in outline and in lecture) The students are to prove their ability as mentioned in the learning outcomes through the following criteria: Creating a highly legible board (a set of panels that can speak and present for themselves without an oral presentation) Understanding their skill set and strengths Identifying what material they need and can produce within set timeframe Extra marks for visual identity and/or a consistency in style Marking rubric Criteria Guideline: Considerations when awarding points Learning outcome # 1: Ability to visually communicate with clarity This will be evident in: 1 Legibility of panels Are the boards able to speak for themselves? Can others identify the design concept and intention without asking questions? Are they easy to read, or is it a struggle to comprehend what is going on? 2 Legibility of drawings/images Are the drawings labelled? How are the drawings sequenced? Are they arranged in a manner that tells a story?
- 2. 2 Has the student used appropriate labelling/legends, lineweights, linetypes, etc to enhance the reading of his drawings? Learning outcome #2: Working smart This will be evident in: 1 Process of material selection (this is to be graded in consideration with in- class consultations) How has the student considered what drawings/images/models to produce? Does the student demonstrate an understanding of the variety of media he can use vs. what he is strong or comfortable in producing? Has he considered what he needs to illustrate his design process and final product? 2 Delivering on time Has the student met the set deadline? How has he/she strategised and optimised their working time? Having failed to meet the deadline, has the student considered actions he needs to take to do so? Has he re- strategised? Learning outcome #3: Creating a cohesive and captivating package (bonus section) This will be evident in: 1 Visual strength & composition How has the student chosen to present his visual material? Has he given considerable thought to the overall composition and aesthetic of the panels? And does it work to his benefit? 2 Style & language Has the student created an IDENTITY for his design and boards? How has he used other elements such as text, labelling, etc. to further enhance this identity? Does it help to sell his design? Methodology Drawings must either be scanned or photocopied and reformated into the portfolio Drawings from a photograph are not accepted Portfolio consisting of 4 pages of A3 (please refer to the diagram & the stated format) Placed your folio into a clear plastic folder Your hardcopy folio will be kept by the lecturer for moderation, be sure to have your own copy for future usage
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- 4. 4 Feedback sheet for Project: 3: Finishing & Presentation Student name: Project title: Checklist Assess the following criteria by filling the boxes with the following: X No/Weak – Average Yes/Strong Learning outcome # 1: Ability to visually communicate with clarity Can the design intent be identified without any verbal presentation? Has the student annotated, labeled and used other technical skills (lineweights, linetypes, etc.) appropriately to produce clear and legible drawings? Feedback/Comments: Learning outcome # 2: Working smart Has the student produced the necessary drawings/images/models that illustrates his/her design process? Does the produced work help to describe his/her project and design intentions sufficiently? Has the student achieved quality over quantity? Has he /she completed her work on time? Feedback/Comments: Learning outcome #3: Creating a cohesive and captivating package Are the board visually captivating? Are they interesting? Is there a strong sense of composition and consistency of language throughout all the work? (Drawings, models and boards) Has the student managed to create an IDENTITY to sell his final design? Does the IDENTITY work? Feedback/Comments: