Dvc textiles l2 v2
- 1. Visual Communications Fashion Design Prepared and critiqued by Technology Educators National Coordinators in conjunction with Technology Programme National Manager
- 2. Visual communication: Learning objective • Refers to the effective communication and presentation of design ideas using modelling and graphic design techniques. Students learn to communicate and present their design ideas and information by applying 2D and 3D drawing techniques such as sketching, rendering, digital, annotations, instrumental, templates, collage, overlays. • High quality visual techniques and knowledge that communicates a story to an audience – the intent of the design. http://www.techlink.org.nz/curriculum-support/indicators/Learning-Objectives/Indicators-of-Progression-Learning- Objectives.pdf
- 3. Teachers • Support students to develop an appreciation of aesthetic and functional qualities in a design, and techniques for • effectively visually communicating these qualities. • Support students to develop visual communication techniques such as sketching, rendering, modelling, and using • digital media. • Support students to develop advanced 2D freehand and instrumental drawing techniques (eg, auxiliary views, • sectional views, and assembly), to communicate design features. • Support students to understand how multiple drawings communicate details of shape and form. • Support students to develop advanced 3D freehand and instrumental drawing techniques (eg, one- and two-point • perspective projection and isometric projection). • Support students to understand how media, drawing equipment and layout are ‘key’ for effectively presenting visual • information. • Support students to develop skills in using modes and media to highlight design ideas. • Support students to develop skills associated with applying compositional principles such as proximity, alignment, • hierarchy, positive and negative space when presenting design ideas. http://www.techlink.org.nz/curriculum-support/indicators/Learning-Objectives/Indicators-of-Progression-Learning-Objectives.pdf
- 4. To teach students visual communication techniques to generate design ideas you will need to … • How to appreciate aesthetic and functional characteristics of a design • Techniques in visual communication • Skills in using different media to explore design ideas • Skills in “telling a story” through visual communication • Strategies to engage in divergent/alternative thinking design possibilities • How to evolve design ideas from different sources • look at how other designers communicate their ideas
- 5. Students learn to: • communicate their design ideas using techniques that explore both identifiable aesthetic and functional details of a design; apply techniques such as sketching, modelling, rendering, collage, overlays and digital media. • produce a set of instrumental or computer related 2d working drawings showing technical details that indicate shape • and form – these working drawings show the important design features of the item being communicated eg, parts • and how they assemble, sizes or details of hidden parts (sections). use appropriate engineering and architectural conventions correctly. • produce perspective instrumental projection drawings (parallel and/or angular) that communicate design fatures and • the associated details. (such as spatial drawings: window framing, door handles, and engineering: webs, holes, fasteners. • apply instrumental projection conventions: picture plane, station point, eye level lines, ground level lines, vanishing points, height lines. • select a view point that enables the design features of an item to be shown. • select graphic modes and media, and apply compositional principles (eg, proximity, alignment, hierarchy, positive and negative space) that best present the design features of an item being communicated. • appropriately present visual information that includes http://www.techlink.org.nz/curriculum-support/indicators/Learning-Objectives/Indicators-of- Progression-Learning-Objectives.pdf
- 6. When students apply visual communication techniques to generate design ideas they will ….. • Communicate their design ideas using techniques that explore both identifiable aesthetic and functional details of a design • Apply techniques such as sketching, modelling, rendering, collage, overlays and digital media • Reflect on and extend divergent design possibilities
- 7. Curriculum Understandings Aesthetic qualities may include but are not limited to: • colour • tone • texture • pattern • shape • balance • surface finish
- 8. Functional qualities may include but are not limited to: • operation e.g. movement and ergonomic interface • construction eg material and assembly • size, scale, and proportion Literacy strategy?
- 9. Teaching Strategy • Discuss aesthetic and functional characteristics of a design. How do you recognise these characteristics in fashion/textile design ideas?
- 10. Aesthetics or function or both? Discuss
- 14. What is being visually communicated through the use of a toile? Discuss
- 15. And here?
- 16. What is this story board visually communicating?
- 17. Final design – what does the photograph visually communicate?
- 18. Technique: flat schematics A flat sketch shows the full front or full back of a design
- 19. What visual communication and idea generation techniques could you use to ……… • initiate design ideas • evolve design ideas • explore abstract ideas • explore design ideas using functional models • adapt existing products
- 20. How can students show evidence that they can use a given or find a starting point and re-interpret that as an idea of their own? Don’t throw away the scribbles, crumpled paper, interpretative drawings from life and/or inspirational research which comes before the neatly drawn idea
- 21. Celebrate the first ideas? What techniques have been used?
- 22. “I was listening to a really funky swing song and somehow ended up sketching these sillies...” Where do Ideas come from?
- 23. Where do ideas come from? Paper folding.
- 24. Find a starting point and re-interpret that as an idea of your own
- 25. Divergent design possibilities… • Divergent means different • Thinking that moves away in diverging directions so as to involve a variety of aspects and which sometimes lead to novel ideas and solutions; associated with creativity • Creative thinking
- 26. Examples of how to use divergent design ideas as starting points Generate ideas to become new starting points • re-generate, re-combine, overlay, re-mix, re- invent and generate new ideas
- 27. So the focus is not just on techniques but what the techniques are for, that is idea generation
- 28. Encouraging students to connect their cultural identity Drawing ideas from objects that have cultural significance
- 30. Technique: Fashion illustrations A dimensional sketch will show the depth and different angles of a design
- 31. Pencil Sketching
- 32. The ultimate goal of your sketch is to provide you and the audience, the feel of how the garment will look like when worn. This gives the sketch visual impact.
- 37. Essential skills to know in a textile context include how … • to draw fabric • to draw the folds of clothing • to use lighting effects • to shade to create depth • to use colours and different techniques to reflect the movement and the pose of the model All will enhance the quality of the sketch and gives a 3 dimensional illustrations
- 39. Is the use of techniques here exploring the functional and aesthetic qualities of this design?
- 41. Water colour
- 42. Markers
- 43. Computer
- 45. Folds, patterns, colour, texture, surface finish can all be communicated through rendering
- 48. Technique: Modelling using mannequins
- 52. Tricks..
- 53. Sketch on different coloured backgrounds
- 55. Use a photograph and copy the details and teach yourself how to create movement, through folds
- 57. Technical drawings • These are detailed drawings of clothing as if the garment has been laid on a flat surface, usually line art in black and white. The technical drawing clearly shows the location of every seam, has accurate placement of buttons and design features and correct proportions.
- 58. Fashion drawing and technical details
- 59. Technique: Digital manipulation Scan into a computer use Photoshop to add colour, patterns
- 61. Step ups from level 1 AS91063 1.30 Produce freehand sketches that communicate design ideas 3 credits External AS91337 2.30 Use visual communication techniques to generate design ideas 3 credits External Level 2 step ups 1.30 Related 2D/3D freehand sketching No annotation 2.30 Using visual communication techniques: sketching, rendering, modelling, collage, overlays, digital media Functional and aesthetic qualities It is about telling a “story” – generating design ideas
- 62. greater attention to the details being seen as design possibilities and a range of ideas that are different (no pre-determining the final outcome with the first sketch!
- 63. Technical Drawing for Fashion Basia Szkutnicka ISBN 978 1 85669 618 0 Resources
- 65. Fashion Design Drawing Course Principles, Practice and Techniques: The Ultimate Handbook for Aspiring Fashion Designers Jemi Armstrong Wynn Armstrong ISBN 9780500289853
- 67. Illustrating Fashion: Concept to Creation, 3rd Edition by Steven Stipelman (978-1-56367-830-1)
Editor's Notes
- #3: http://www.techlink.org.nz/curriculum-support/Linked to indicators of progression
- #8: Literacy strategy
- #11: Is this sketch showing aesthetics and/or function? DiscussHint can you see the details, how it goes together or just the overall design?
- #12: Think in terms of: Aesthetics and function.Target market – how is this shown? Occasion?What do the accessories communicate?Does the detail show aspects of techniques/construction?How is 3D communicated?Etc etc…
- #13: Discuss in groups. Report back.
- #14: What is being communicated here?
- #15: http://www.gerritrietveldacademie.nl/project/shanghai-gesture
- #16: http://blog.artsthread.com/2011/02/zero-waste-fashion-loomstate-and-parsons-new-york/
- #17: A storyboard that clearly communicates visually the designing and construction of a collar.
- #18: Photography is a fashion technique to communicate visually the designers intent, evoking a mode or theme or even an emotion.If students are to use photography to capture their design thinking in 3D then the skill of photography needs to be taught.http://emma-cheapweddingdress.blogspot.co.nz/2011/12/selecting-most-appropriate-stunning.html
- #19: Investigate a dressmaking paper pattern - you'll see two different, but equally important types of sketches at work. On the back of the envelope, schematic drawings show the flat outline of the garment, with style lines and construction details. In contrast, the more dynamic fashion illustrations on the envelope front depict the garment or ensemble on a body (typically an elongated, slender one), and give the illusion of three-dimensional form and movement.
- #20: http://yangware.wordpress.com/category/experimental-fashion-fashion/
- #22: http://yangware.wordpress.com/category/experimental-fashion-fashion/
- #23: http://castle-fashion.blogspot.co.nz/2011/01/scribble-scribble.html
- #24: http://chantellefashion.blogspot.co.nz/2012/01/fashion-sketch-book-pages-of-my-work.html
- #25: http://diy-couture.co.uk/designingthecollection.html
- #27: http://chantellefashion.blogspot.co.nz/2012/01/fashion-sketch-book-pages-of-my-work.html
- #29: http://vivienmasters.blogspot.co.nz/2010/10/birdwoman.html
- #31: The more dynamic fashion illustrations on the envelope front depict the garment or ensemble on a body (typically an elongated, slender one), and give the illusion of three-dimensional form and movement.
- #34: Does this sketch show function?What could have been added to increase the viewers understanding of how the skirt works?
- #37: A designers sketches can tell you a lot more than the average picture
- #38: enhances the visual impact, by adding colors, lighting effects, folds, and all the drawing techniques to the model
- #39: Investigate how rendering using different modes and media explore the details of both aesthetics and function qualities
- #40: Function: size, scale and proportion is investigatedAesthetics: colour, tone, texture, pattern, shape, balance, surface finish are all evident
- #43: http://www.centrefashion.com/wp-content/uploads/2011/10/Methods-to-Generate-Ideas-from-Fashion-Sketches4.jpg
- #47: http://franzsfashionfetish.blogspot.co.nz/2011_09_01_archive.html
- #53: Cur out designs, trace around them onto a new piece of paper. Use a marker to add a shadow line on one side of the figure. Glue down the cut out design so the shadow line shows. Adds an illusion of 3D ref: http://www.designersnexus.com/design/free-fashion-sketches/
- #54: http://www.rogerholiday.com/2011/07/dream-jobs-part-deux-art-edition.html
- #55: http://callista1981.deviantart.com/art/Rouge-et-Noir-Fashion-sketch-83930487
- #60: The illustrations can be scanned into the computer, cleaned up in Photoshop and even coloured.
- #62: Level 2Focuses on visual communication through using sketching skills..I would be encouraging use of related sketches. to show qualities of the design..and therefore moving away from the practise of a single sketch on page with heaps of annotation!!
- #63: Assessment schedule from NZQA websiteWell worth discussing with students.
- #64: Technical drawings are essential for anyone working in the fashion industry. Used to convey design ideas and garment details to pattern cutters and machinists, it is essential that they are drawn accurately to avoid misunderstanding and costly mistakes in sampling and production.