Design in the Built Environment - John Warner in the Built Environment Assignment Title –...
Transcript of Design in the Built Environment - John Warner in the Built Environment Assignment Title –...
1 of 16 Version 2 BTEC NQF Level 1/2 – 1st – 2014-2016
Assignment 1
Enhancing the Town
Design in the Built Environment
2 of 16 Version 2 BTEC NQF Level 1/2 – 1st – 2014-2016
Edexcel BTEC NQF Level 1/Level 2
BTEC First in Design (Visual Communication)
Design in the Built Environment
Assignment Title – Enhancing the Town
Assignment Theme – Bus Shelter, etc.
Focus - Unit 4 – Communicating Ideas in 3D
Assignment Brief Writer – Mr P Jones
Assessor: Mr P Jones
Assessment Internal Verifier – Ms V Davis
Assignment to give access to Unit 4 – Learning Aims A, B & C
Learning Aim A: explore 3D Visual language and working practices Learning Aim B: investigate how artists, craftspeople and designers communicate in 3D Learning Aim C: communicate ideas using 3D knowledge and skills in response to a brief
Tutors: V Davis, L Naughton & P Jones Date Issued: Week Beginning – Monday 8th September 2014 Final Deadline: Week Beginning – Monday 27th April 2015
Assignment Brief I/V Name: Ms V Davis Signed: Ms V Davis Date: June 2014
3 of 16 Version 2 BTEC NQF Level 1/2 – 1st – 2014-2016
The Aim of this experience
Interior designers, architects and product designers have working in three dimensions in
common. 3D art, craft and design covers a wide range of practice across different disciplines to
create objects that we may see or use in our homes, in public spaces, in galleries, in shops, or
in the workplace.
Designers who work in 3D use many different materials, techniques and processes to suit their
intention. This might be for the development of a personal portfolio or in response to a brief
from a client or customer. All practitioners go through a design cycle in the process of initiating,
developing and reviewing their ideas. You will gain recording skills, learn how to work from
primary and secondary sources and, by exploring 3D visual language, will be able to generate
and develop visual communication ideas successfully.
Through exploring the work of craftspeople and designers, you will find inspiring examples to
stimulate and develop your own creative work.
This unit gives you exciting opportunities for 3D designing and making. You will experiment with
resistant and non-resistant materials and develop techniques in modelling, constructing,
carving, joining and moulding. You will gain skills in the visual language of 3D, exploring the
formal elements of volume, surface, form and structure. Through vocational briefs you will be
able to apply your learning in a personal and creative way.
You will explore 3D media in a series of activities designed to develop your visual
communication skills. You will gather a range of different examples of 3D work for your portfolio
that demonstrates your knowledge and understanding of 3D working methods.
You will also learn about essential health and safety practice within the creative industries, for
example using equipment safely, working safely and recycling materials.
To achieve this Unit you must:
A explore 3D visual language and working practices B investigate how artists, craftspeople and designers communicate in 3D
C communicate ideas using 3D knowledge and skills in response to a brief.
4 of 16 Version 2 BTEC NQF Level 1/2 – 1st – 2014-2016
This assignment is completed through you working like a small design company and undertaking a range of briefs for the redevelopment and modernisation of a small county town.
Your Background You are a successful designer and you have worked at a large company in London, which employed about 30 people, for a number of years. The types of projects you worked on have ranged from medical equipment, right through to transport systems and city infrastructures. You have decided to leave your existing company and set up on your own in Hoddesdon as it has good transport access to London and the South, by both train and motorway i.e. M25, which will enable you to create a solid client base in London and the surrounding area.
Your Context Your small design company is now established. Although you deal with all general design projects, your name and reputation is well known as a specialist in Transport and Environmental design. You have been involved in a number of product design projects, which you feel extends the company’s skill set and hopefully it will broaden the type of projects you can undertake. The brand image of company you are creating is that of a creative group, that comes up with imaginative and sometimes unusual solutions. You are developing close links with a lot of major manufacturing industries and many national-building contractors. You are well supported by a good range of local companies, so you are well covered to handle any element on the production side. You have made links with the local University, which has a Manufacturing, & Rapid Prototyping Centre attached to it. Harchester is a small country town, which is starting to suffer from competition from a near-by and larger town. This other town has a large number of out of town centres as well as a retail and leisure park. Over the last few years, Harchester’s shopping centre has started to empty, of both shops and shoppers. Your design company has been approached to tackle the major re-development for Harchester. The project has a wide brief because the town council realise the seriousness of their situation. They are looking to you to come up with not only an environmental and building programme, but also an approach to tackle the issue of the town’s image and the need to attract people back. Money is not a concern as they are have received a range of massive cash grants from the EEC as well as from the government, who support the need for the town’s regeneration. The local rail company, Network Rail and British Waterways are also prepared to invest in the town by supporting the development of the areas they own, if the over-all scheme is appropriate. Part of the re-development of Harchester is to look at the wider issues of how the town is viewed locally and people’s perception of Harchester within the County. Part of your brief will be to re-brand the town and Harchester intends to re-launch itself and its image in autumn, through a range of events and promotions through TV, Radio, website and a range of publicity materials.
Harchester
5 of 16 Version 2 BTEC NQF Level 1/2 – 1st – 2014-2016
Task 1.1 – Litter Bin
INTRODUCTION/SCENARIO: It has been agreed by Harchester Council to invest in a new approach in ensuring that the town is kept clean. This is very important to them as they wish visitors to get a good impression. Part of the project is to replace the existing set of litter bins with a new range. The main area around the central zone will have their bins emptied quickly. It is intended to use a small fleet of dustcarts, the size of a small van, to undertake the task and shop waste will be emptied at night by the same fleet. The Council intends to pave areas within the town to help and make create people friendly zones
CLIENT: Harchester Council
TASK: To design and make a range of litter bins which will reflect the new and modern style of Harchester. They will be free-standing and they will have a liner which will be made of galvanised steel and which can be removed quickly. Any material can be used if you feel it is appropriate. It is advised that you look at some existing products. OUTCOMES:
A range of annotated ideas to be presented to the council, in a form of your choice.
A scale model, which will show a range of possible materials which could be used, as well as showing a possible design.
EVIDENCE YOU MUST PRODUCE FOR THIS TASK
Portfolio containing:
records of relevant research to inform the design
progress journal – your ideas (how could you make a bin address the need using what you have learnt from your research)
annotation – what skills, materials, techniques, process have been used and what messages are being communicated?
Final Model:
Made to scale, accurate model using a variety of materials
6 of 16 Version 2 BTEC NQF Level 1/2 – 1st – 2014-2016
Criteria covered by Task 1.1 – Litter Bin
To achieve the criteria you must show that you are able to: Unit Criterion reference
Learning aim A: Explore 3D visual language and working practices
P1 Apply 3D visual language, using materials, equipment and techniques, observing and recording safe working practices.
4 LA A - P1
M1 Apply 3D visual language, selecting and using a diverse range of materials, equipment and techniques effectively and with consistency.
4 LA A - M1
D1 Apply 3D visual language, combining and using a diverse range of materials, equipment and techniques creatively and imaginatively.
4 LA A - D1
Learning aim C: Communicate ideas using 3D knowledge and skills in response to a brief
P4 Communicate ideas using 3D knowledge and skills to generate visual work that meets the requirements of a brief, observing and recording safe working practices.
4 LA C – P4
M3 Select and use 3D materials, equipment and techniques to generate a diverse range of visual work that effectively meets the requirements of a brief.
4 LA C – M3
D3 Use a diverse range of 3D materials, equipment and techniques to generate visual work that imaginatively meets the requirements of a brief
4 LA C – D3
P5 Record the progress of own work and use of 3D methods
4 LA C – P5
M4 Effectively explain the progress of own ideas and review own use of 3D methods.
4 LA C – M4
D4 Analyse and evaluate the progress of own ideas and use of 3D methods.
4 LA C – D4
7 of 16 Version 2 BTEC NQF Level 1/2 – 1st – 2014-2016
Task 1.2 – Bus Shelter
INTRODUCTION/SCENARIO: You have also been approached by the council with the support of the local bus company to design a series of new bus shelters for the town to go around Harchester at key points. This is being paid for by both the Council and the local bus company and is included as part of the relocation of the central depot and the new park & ride scheme.
CLIENT: Harchester Council and Harchester Bus Company
TASK: You will need to produce a range of ideas and a scaled model of your chosen design to show the Council as planning permission may need to be sorted.
OUTCOMES:
A range of ideas to be presented to the council and bus company in a form of your choice A scale model of the design that you feel is the best option. EVIDENCE YOU MUST PRODUCE FOR THIS TASK Portfolio containing:
records of relevant research to inform the design
progress journal – your ideas (how could you make a bus shelter more interactive or interesting?, using what you have learnt from your research)
annotation – what skills, materials, techniques, process have been used and what messages are being communicated?
Final Model:
Made to scale, accurate model using a variety of materials
8 of 16 Version 2 BTEC NQF Level 1/2 – 1st – 2014-2016
Criteria covered by Task 1.2 – Bus Shelter
To achieve the criteria you must show that you are able to: Unit Criterion reference
Learning aim A: Explore 3D visual language and working practices
P1 Apply 3D visual language, using materials, equipment and techniques, observing and recording safe working practices.
4 LA A - P1
M1 Apply 3D visual language, selecting and using a diverse range of materials, equipment and techniques effectively and with consistency.
4 LA A - M1
D1 Apply 3D visual language, combining and using a diverse range of materials, equipment and techniques creatively and imaginatively.
4 LA A - D1
Learning aim C: Communicate ideas using 3D knowledge and skills in response to a brief
P4 Communicate ideas using 3D knowledge and skills to generate visual work that meets the requirements of a brief, observing and recording safe working practices.
4 LA C – P4
M3 Select and use 3D materials, equipment and techniques to generate a diverse range of visual work that effectively meets the requirements of a brief.
4 LA C – M3
D3 Use a diverse range of 3D materials, equipment and techniques to generate visual work that imaginatively meets the requirements of a brief
4 LA C – D3
P5 Record the progress of own work and use of 3D methods
4 LA C – P5
M4 Effectively explain the progress of own ideas and review own use of 3D methods.
4 LA C – M4
D4 Analyse and evaluate the progress of own ideas and use of 3D methods.
4 LA C – D4
10 of 16 Version 2 BTEC NQF Level 1/2 – 1st – 2014-2016
Task 1.3 –Architect Studies
INTRODUCTION/SCENARIO: You have been asked to consider what other architects do and try to identify features and elements that make their work special. This is to help with the future assignment with regards to the Harchester’s regeneration project
CLIENT: A range of future clients with regards to the Harchester regeneration project, which is being undertaken in the near future.
TASK Undertake a study into a range of Architects, looking at their work and identify key elements and features they have used in their designs. From this a summary is needed of the key skills and materials they use to produce their outcomes.
EVIDENCE YOU MUST PRODUCE FOR THIS TASK
Final Outcome:
Document or presentation, with regards to a range of architects, their lives and work. It must include a summary of the skills and associated materials, techniques and processes required and used by these architects to help you identify what you need to do and to inspire you in your future Harchester project
11 of 16 Version 2 BTEC NQF Level 1/2 – 1st – 2014-2016
Criteria covered by Task 1.3 – Architect Studies
To achieve the criteria you must show that you are able to: Unit Criterion reference
Learning aim B: Investigate how artists, craftspeople and designers communicate in 3D
Describe four of the skills and associated materials, techniques and processes required by practitioners working In 3D.
4 LA B – P2
Select and present examples of work by at least four 3D professional Practitioners, illustrating their different approaches.
4 LA B – P3
Select and present effective investigations into a diverse range of 3D practitioners, explaining how they communicate their ideas.
4 LA B – M2
Select and present in-depth investigations into a diverse range of 3D practitioners, analysing how they communicate their ideas.
4 LA B – D2
12 of 16 Version 2 BTEC NQF Level 1/2 – 1st – 2014-2016
What you need to consider Learners working to Level 2 Pass will show evidence of investigations into a range of 3D visual
language, using a minimum of four or five different materials and techniques. Their results may
be varied with some evidence of skill in handling materials and techniques. Learners will be able
to identify and recognise the difference between artists’ approaches to 3D and use a range of art
terms to discuss the nature and purpose of the work. The evidence of their research will take
the form of collected annotated information from at least three different sources with notes and
sketches alongside.
They will show some independence but are likely to require some support in their exploration of
media. Learners’ experimentations with 3D materials and techniques may be varied in quality
but will show some skills and understanding. They will be able to generate and develop their
own ideas for a given brief and the evidence they produce will include three or four ideas
showing design sketches of different viewpoints alongside competently made test pieces or
maquettes. They will evidence review of their progress through notes, annotation or through
recorded discussions with teachers or peers. Learners at this level will be able to review their
progress using feedback methods, for example through a questionnaire or talking with their
client audience. They will apply art terms in evaluating the work and their written work will be
mainly descriptive. They must evidence how they have managed and recorded the health and
safety matters they meet during the engagement with this unit.
Learners working to Level 2 Merit will show evidence of explorations and investigations into 3D
visual language, using a minimum of five or six different materials and techniques. They will
demonstrate skilful handling of materials and techniques. They will be able to show evidence of
effective investigations into and comparisons between artists’, crafts people’s and designers’
approaches to 3D and use art terms in different ways to discuss the nature and purpose of the
work. The evidence of their research will take the form of collected annotated information from
at least four different sources with notes, annotations and sketches alongside.
Learners will show increasing independence and will be able to follow demonstrations to explore
3D media and materials successfully, showing skill and understanding. They will be able to
generate and develop their own ideas for a given brief, justifying their decisions for their final
idea. The evidence they produce will include a range of developed ideas showing design
sketches of different viewpoints alongside skilfully made test pieces or maquettes and final
work. They will review and evaluate their progress using different feedback methods, which they
will evidence with notes, annotation or through recorded discussions with teachers or peers.
They will apply art terms in an informed manner and their written work will demonstrate some
analytical ability.
Learners working to Level 2 Distinction will demonstrate risk-taking, exploratory investigations
into 3D visual language using a range of different combinations of materials and techniques.
They will compare the advantages and disadvantages of different methods, annotating their
results. They will make wide-ranging investigations into and comparisons with artists’
approaches to 3D communication and discuss the nature and purpose of the work in informed
ways.
Learners will demonstrate insight in their judgements and confidence in applying a wide range
of art terms. They will demonstrate an imaginative and creative approach to generating and
developing ideas to meet a brief. Evidence of their skills in the use of 3D media and techniques
13 of 16 Version 2 BTEC NQF Level 1/2 – 1st – 2014-2016
will be in extensive collections of annotated worksheets, imaginative design ideas and
experimental roughs. Final work will show high-level skills in communicating their ideas
successfully and in applying different combinations of 3D techniques. They will make in-depth
evaluation of their work as it develops. Learners will present their investigations applying
feedback from different sources.
The John Warner School
14 of 16 Version 2 BTEC Level 2 – 1st – 2013-2015
The Unit used in this assignment:
Unit 4: Communication Ideas in 3D
To achieve a pass grade the evidence must show that the learner is able to:
To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to:
To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to:
Learning aim A: Explore 3D visual language and working practices
P1 Apply 3D visual language,
using materials, equipment
and techniques, observing
and recording safe working
practices.
M1 Apply 3D visual language,
selecting and using a diverse
range of materials, equipment
and techniques effectively and
with consistency
D1 Apply 3D visual language,
combining and using a diverse
range of materials, equipment
and techniques, creatively and
imaginatively
Learning aim B: Investigate how artists, craftspeople and designers communicate in 3D
P2 Describe four of the skills
and associated materials,
techniques and processes
required by practitioners
working in 3D.
M2 Select and present effective
investigations into a diverse
range of 3D practitioners,
explaining how they
communicate their ideas.
D2 Select and present in-depth
investigations into a diverse
range of 3D practitioners,
analysing how they
communicate their ideas.
P3 Select and present
examples of work by at least
four 3D professional
practitioners, illustrating their
different approaches.
Learning aim C: Communicate ideas using 3D knowledge and skills in response to a brief
P4 Communicate ideas using
3D knowledge and skills to
generate visual work that
meets the requirements of a
brief, observing and recording
safe working practices.
M3 Select and use 3D
materials, equipment and
techniques to generate a
diverse range of visual work
that effectively meets the
requirements of a brief.
D3 Use a diverse range of 3D
materials, equipment and
techniques to generate visual
work that imaginatively meets
the requirements of a brief
P5 Record the progress of
own work and use of 3D
methods
M4 Effectively explain the
progress of own ideas and
review own use of 3D
methods.
D4 Analyse and evaluate the
progress of own ideas and use
of 3D methods.
The John Warner School
15 of 16 Version 2 BTEC Level 2 – 1st – 2013-2015
Resources
SCHOOL – Specific
Bus Shelters Booklet
SCHOOL – Specific - BTEC Website
General support sheets
SCHOOL - Department
Equipment: General design equipment, Design Studio, ICT facilities including A3 & A4 colour laser printers,
Workshop, general manufacturing facilities.
Main ICT Programme Focus: CAD - ProDESKTOP, Sketchup, 2D Design V2, REVIT
DTP - Photoshop, Illustrator
Texts: Product Design Book, Internet, DT Library, DT CD Rom, Design Magazine library back issues.
SCHOOL – Support
BTEC School Website
Access to the BTEC School Site can be through the School Website - http://www.johnwarner.herts.sch.uk/
Email access is also available through the site – [email protected]
SCHOOL – DT Library
Thorne M – Modern Trains and Splendid Stations (Merrell 2001)
Powell K – New London Architecture (Merrell 2001)
Powell K – New London Architecture 2 (Merrell 2007)
Powell K – City Reborn (Merrell 2004)
Murray P – Contemporary British Architects (Prestel 1994)
IDSA - Design Secrets – Products (Rockport 2001)
IDSA – Design Secrets – Products 2 (Rockport 2004)
Morris M – Models: Architecture and the Miniature (Wiley 2006)
Mills C - Designing with Models (Wiley 2000)
Bairstow J – Design Modelling (Hodder & Stoughton 1999)
SCHOOL – Magazines
AJ
Architectural Review
Creative Review
Blue Print
The John Warner School
16 of 16 Version 2 BTEC Level 2 – 1st – 2013-2015
Health & Safety Students will be required to assemble a portfolio with relation to health and safety within the design studio and workshop as part of the assignment. List down the tools & equipment used and download the risk assessment sheets from the website. Ensure all the faculty safety sheets are in the folder. Each studio has a Health & Safety Folder which includes COSHH regulations and risk assessments for that area and has details to assist if you are unsure or need to take action in response to a situation. Ensure you know where the fire exits and first aid facilities are and if there are any special safety issues you need to be aware off when working within that area. This must be submit with your portfolio
If you have not achieved the Level 2 criteria, your work will be assessed to determine if the following Level 1 criteria have been met.
To achieve the criteria you must show that you are able to: Unit Criterion reference
Apply 3D visual language with a limited range of materials, equipment and techniques using safe working practices.
4 Level 1 A.1
Identify how artists, craftspeople and designers communicate in 3D.
4 Level 1 B.2
Present at least two examples of 3D professional practitioners, identifying the chosen artists, craftspeople and designers.
4 Level 1 B.3
Communicate idea using 3D materials, equipment and techniques safely, generating at least one idea and visual work to meet a brief.
4 Level 1 C.4
Discuss the progress of own work.
4 Level 1 C.5