Baradene College
Year 12 Design (Level 2)
Subject Description
Head of Faculty: Ms A. Bade.
Students will research information, methods and ideas in the context of a drawing study in Design. They will learn to generate and develop their ideas using drawing processes and procedures. This includes hand-rendered and computer-based drawing.
Students will produce a body of work to show an understanding of art-making methods and ideas.
Students are only able to select TWO Visual Art subjects at Level 2 (this does not include History of Art).
Design at Level Two is largely practical and requires students to generate and develop ideas in response to a topical issue. The learning involved includes being able to think creatively, problem solve, work collaboratively and to show the progression of an idea across multiple outcomes.
Overall, Design at Level Two provides an experience that prepares students not only for creative industries but also equips them with valuable skills applicable across various disciplines and professions. Students not only learn essential design skills but also gain valuable insights into the role of design in addressing real-world challenges and creating meaningful connections within their community.
Learning will include:
1 Identify a real-world context to base their work around. Research and explore this context to understand what they are designing and for who.
2 Generate and develop ideas across a related series of Design briefs, including logo, map, ticket and poster design.
3 Produce a resolved series of work to present as a portfolio for the end of year submission.
‘KAI hei Whakaaro! FOOD for THOUGHT! A New Zealand food event’.
Students will explore and research a food issue and or cuisine and create a series of promotional briefs that promotes their chosen theme and event to New Zealanders in a new and exciting way.
Subject Overview
Term 1
Students design a logo for their chosen food festival. Learning about typography, motifs and symbols will underpin the generation and development of their design and brand identity. A localised focus will require students to identify in their own community a food issue or cuisine to inform their design work.
Term 2
Students develop map, ticket and poster design informed by the style and conventions of their chosen artist model. They will consider how to best target their audience and the ways in which design can be used as a tool to engage and challenge the viewer.
Term 3
The development and extension of ideas continues in Term 3 with students taking greater ownership of their ideas and development of promotional material. This Term leads into the portfolio submission early in Term 4.
Term 4
The presentation of all branding outcomes on the external folio board concludes the student’s year in Design.
Prerequisites
Preference will be given to students who have achieved at least 12 credits in Year 11 Visual Arts (DPI or Art).
Discretionary entry will be offered by the Head of Faculty.
Pathway
Credit Information
You will be assessed in this course through all or a selection of the standards listed below.
External
NZQA Info
Visual Arts 2.3 - Develop ideas in a related series of drawings appropriate to established design practice
NZQA Info
Visual Arts 2.4 - Produce a systematic body of work that shows understanding of art making conventions and ideas within design
Possible Careers
Animator/Digital Artist, Actor, Advertising Specialist, Copywriter, Sales and Marketing Manager, Software Developer, Archivist, Art Director (Film, Television or Stage), Artist, Artistic Director, Film and Video Editor, Beauty Therapist, Tattoo Artist, Entertainer, Film/Television Camera Operator, Fashion Designer, Trainer, Graphic Designer, Interior Designer, Communications Professional, Industrial Designer, Event Manager, Jeweller, Make-up Artist, Curator, Graphic Pre-press Worker, Director (Film, Television, Radio or Stage), Early Childhood Teacher, Teacher of English to Speakers of Other Languages (ESOL), Primary School Teacher, Kaiwhakaako Māori, Tertiary Lecturer, Private Teacher/Tutor, Recreation Co-ordinator, Youth Worker, Secondary School Teacher, Teacher Aide,
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