87832 VC Design Studio: Design Practice
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 12 cp
Result type: Grade and marks
Requisite(s): ((87443 VC Project: Typography in Context OR 87009 VC Design Studio: Visualising Experience) AND 87731 VC Design Studio: Narrative, Form and Time)
Description
Professional practice, responding to real-world design briefs, and gaining an understanding of industry best-practice form the basis of this subject. This subject prepares students with the practical skills for their transition into the design industry. Both primary and secondary research methods are used to develop an understanding of the workplace and prepare for employment by developing a personal visual identity and a professional portfolio. Lectures and workshops orient students with skills for professional practice, and encourage a social understanding of visual communication design practice locally and globally. Students are guided through the process of interpreting a design brief, pitching a design response, presenting process work for critique, incorporating critique into a design solution, and producing highly refined design outcomes to a professional standard.
The professional experience program (PEP) is introduced as part of this subject.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Critically analyse a project brief, in order to clarify project parameters and develop a project management plan |
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| 2. | Develop diverse and imaginative concepts and a refined design project through a process of critical reflection, responding to feedback, and iterative refinement |
| 3. | Visual, oral and written presentation skills for research, process and design outcomes. |
| 4. | Design portfolio pages to a professional standard |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Communicate ideas effectively in a variety of ways, including oral, written and visual. (C.3)
- Advance ideas through an exploratory and iterative design process. (I.2)
- Independent development of high level technical and craft skills for the production, presentation and documentation of work. (I.3)
- Analyse, synthesise and formulate complex ideas, arguments and rationales and use initiative to explore. (R.3)
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:
C = communication and groupwork
A = attitudes and values
P = practical and professional
R = research and critique
I = innovation and creativity.
Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).
Teaching and learning strategies
Pre-Work. Each week before class, you will familiarise yourself with a range of written and visual texts that relate to the subject and complete project stages as specified in the subject outline. These are included in the weekly teaching program.
Tutorial/lectures provide opportunities for self-reflection based on research; self and peer feedback within studio sessions: simulation of professional practice; self-directed project management; thinking through making; critical thinking through visual research.
Studio sessions will give you the opportunity to discuss questions about the weekly topic/content with your peers and with an expert studio leader, to collaborate on activities directly relevant to key ideas, and to develop your skills as a design practitioner with assistance from your studio leader. Studio sessions will provide you with the opportunity to take ownership of the ideas encountered in preparatory reading, research and the lectures. Your studio leader will facilitate discussion and offer expert insight and direction where needed, but as students you are primarily responsible for the mood of the studio session. Before leaving the studio, you will write an ‘action list’ of tasks you need to complete before the next studio session and assign times in your personal weekly planner to complete these tasks. You may be asked to reflect on how you managed these tasks with your learning group or studio leader in the following studio session.
Lectures and studio sessions provide important opportunities for you to move out of digital environments. Mobile phone and laptop use can be distracting to those around you. Digital devices can interfere with face-to-face communication. Mobile phones and laptops should not be used in lectures or studio sessions. You will be given explicit information about situations where limited use of these technologies might be appropriate.
Content (topics)
– Time management strategies for professional design practice;
– Pitching concepts in response to a professional design brief;
– Developing comprehensive drafts and prototypes to show design progress in client presentations;
– Refining design solutions to a professional standard;
– Developing a professional portfolio of work;
– Conducting desktop research into design studios and design practices.
Assessment
Assessment task 1: Design Project A
| Intent: | This task mimics a professional visual communication design project, providing students with an opportunity to be guided through the process of: analysing a client brief, developing a concept pitch, presenting work in progress for critical feedback, developing a prototype to test on the client/intended audience, and presenting refined design work for final approval. Students also develop a self-directed learning contract and a project management strategy for the semester. Through this task, students develop a professional design portfolio, in order to prepare for their Professional Experience Program and future job interviews. | ||||||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3 and 4 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.3, I.2, I.3 and R.3 | ||||||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||
| Weight: | 50% | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Design Project B
| Intent: | This task mimics a professional visual communication design project, providing students with an opportunity to be guided through the process of: analysing a client brief, developing a concept pitch, presenting work in progress for critical feedback, developing a prototype to test on the client/intended audience, and presenting refined design work for final approval. Students also develop a self-directed learning contract and a project management strategy for the semester. Through this task, students develop a professional design portfolio, in preparation for their Professional Experience Program and future job interviews. | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3 and 4 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.3, I.2, I.3 and R.3 | ||||||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||
| Weight: | 50% | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.