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A Guide to
Visual
Communication
Design
VCE Units 1–4

Jacinta Patterson
Joanne Saville

SECOND EDITION
 University Printing House, Cambridge CB2 8BS, United Kingdom
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477 Williamstown Road, Port Melbourne, VIC 3207, Australia
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is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of education,

learning and research at the highest international levels of excellence.

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Information on this title: www.cambridge.org/9781316621981

This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of .

First published 2013

Second edition 2017
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Cover and text designed by Loupe Studio

Typeset by Loupe Studio
Printed in Malaysia by Vivar Printing

A Catalogue-in-Publication entry is available from the catalogue

of the National Library of Australia at www.nla.gov.au

Paperback

Additional resources for this publication at www.cambridge.edu.au/GO

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The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages
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II viscomm A Guide to Visual Communication Design

Contents

Welcome to viscomm VII

Author profiles IX
Assessment grid  X
How to use this resource XVIII
Acknowledgements XX

UNIT 1 Introduction to visual communication design

CHAPTER 1 Drawing as a means of communication 3
1.1 Drawing 4
1.2 Observational drawing: draw what you see 4
1.3 Visualisation drawing: I’ve got drawing on my mind 7
1.4 Presentation drawing 8
1.5 Rendering techniques 15
1.6 Media and materials 20
1.7 Generating and reflecting on ideas 28
1.8 Some last thoughts on drawing 29
IN THE KNOW 1.1: Kimberly Buck, illustrator 30
CHAPTER REVIEW 34

CHAPTER 2 Design elements and principles 41

2.1 The design elements 42
2.2 The design principles 59
2.3 Purposes of visual communications 68
2.4 Refining with the design elements and principles 68
2.5 Copyright and legal obligations 69
CHAPTER REVIEW 70

CHAPTER 3 Historical and cultural practices 77

3.1 Factors that influence visual communication design 78
3.2 Past to present 82
IN THE KNOW 3.1: Paul Rand, graphic designer 96
IN THE KNOW 3.2: David Carson, graphic designer 99
CHAPTER REVIEW 102

CONTENTS III
 UNIT 2 Applications of visual communication
within design fields

CHAPTER 4 Technical drawing in context 107

4.1 Two fields of design 108
4.2 The Australian Standards and conventions 108
4.3 Industrial design 108
4.4 Environmental design 119
CHAPTER REVIEW 131

CHAPTER 5 Type and imagery 139

5.1 Typeface classification 140
5.2 Type has history and many stories to tell 140
5.3 Terminology and conventions 145
5.4 Moody type: did you choose the right type? 149
5.5 Layout, grids, type and balance 150
5.6 Styling type with media and materials 152
5.7 Manipulation and digital creation 152
5.8 Copyright and responsible use of digital media 155
CHAPTER REVIEW 156

CHAPTER 6 The design process 165

6.1 The design process model as a framework 166
6.2 The brief 167
6.3 Research and analysis for inspiration 170
6.4 Refinement and presentation 173
6.5 Design thinking techniques 175
6.6 Methods 175
CHAPTER REVIEW 186

IV viscomm A Guide to Visual Communication Design

UNIT 3 Visual communication design practices

CHAPTER 7 Analysis and practice in context 195

7.1 Three fields of design 196
7.2 Design fields and key design features  198
7.3 Analysing visual communication design  201
7.4 Purpose202
7.5 Context205
7.6 Target audiences 206
7.7 Methods, materials and media 208
7.8 Design elements and principles 210
7.9 Analysis in context 211
7.10 Practice in context 217
CHAPTER REVIEW 219

CHAPTER 8 Design industry practice 231

8.1 Roles and responsibilities 232
8.2 Role of the brief 232
8.3 Design decisions 233
8.4 Case studies 233
IN THE KNOW 8.1: Andrew O’Keeffe, Studio Alto 234
IN THE KNOW 8.2: Eirian Chapman, illustrator 239
IN THE KNOW 8.3: Randal Marsh, architect 243
IN THE KNOW 8.4: Anna Muratore, industrial design student 248
IN THE KNOW 8.5: Jesse Leeworthy, memobottleTM 251
CHAPTER REVIEW 255

CHAPTER 9 The brief and generating ideas 259

9.1 Applying the design process to research and
generation of ideas 260
9.2 The brief 260
9.3 Research266
9.4 Generation and recording of ideas 269
CHAPTER REVIEW 273

CONTENTS V
 UNIT 4 Visual communication design development,
evaluation and presentation

CHAPTER 10 Development, refinement and evaluation 279

10.1 Applying the design process to development
and refinement 280
10.2 Development of concepts 280
10.3 Refinement289
10.4 Evaluation – the pitch 290
CHAPTER REVIEW 292

CHAPTER 11 Final presentations 299

11.1 Final stages of the design process 300
11.2 Ways of presenting distinctive final visual
communications300
11.3 Ways to gain and maintain the interest
of the target audience 306
11.4 Final presentation submission 307
CHAPTER REVIEW 308

CHAPTER 12 Exam time 313

12.1 Before the exam 314
12.2 During the exam 314
12.3 Specific advice for the Visual Communication
Design exam 315
12.4 The right tools 319
CHAPTER REVIEW 320

Glossary  324
Index 327

VI viscomm A Guide to Visual Communication Design

Welcome to viscomm

Viscomm has been written as a companion Visualisation drawing is a means of

to studying Visual Communication Design recording ideas and imaginative concepts
and addresses the Units and Outcomes from your head:
in a sequential order. The book provides
• a way to assist in generating ideas – you
the necessary theory that underpins the
can build upon each concept drawn
subject’s VCAA Areas of Study and the end-
• is usually in the form of quick freehand
of-chapter tasks can be used to address the
sketches
Outcomes. Throughout each chapter, there
• drawings can be two dimensional (2D) or
are many extra activities and inspirational
three dimensional (3D) and may include
visual imagery that can be used to launch
the use of drawing systems to assist in
a folio concept.
explaining an idea
• may include explanatory diagrams.

THREE AREAS OF DRAWING

Presentation drawing means finished
Drawing underpins everything in this
drawings, design concepts and/or solutions:
study. It is often the first thing you
will do when starting a project in class • is ready for submission to a client or
or undertaking research for a design your teacher
process. Drawing is a way that designers • means that drawings and concepts
communicate. Throughout the study of have been fully refined and resolved
visual communication design you will use • may include manual or digital media
the three drawing methods listed below. methods.
These types of drawing can be completed
manually or digitally depending on the task
provided by your teacher or the needs of CROSS-STUDY SPECIFICATIONS
your brief. The cross-study specifications is where course
content that applies to all four units within
Observational drawing means drawing the study design is located. This information
what you actually see: is important and can be examined.

• used to represent form, texture and

Designing and making visual
materials of an object
communications
• can assist in showing the function,
The following information provides you
proportion and scale of an object
with the vital ingredients that are used
in relation to other objects and/or
when designing and creating visual
environment
communications. It is essential that you
• can be quick freehand drawings or
learn these terms, as using the correct
longer studies.
terminology is important in the end-of-year
examination, completed at the end of Unit 4.

Welcome to viscomm VII

 • Methods The methods for this subject Design thinking
include: drawing, painting, printmaking, Design thinking underpins the design
printing, photography, computer, collage process. This study looks at creative, critical
and 3D process and reflective design thinking. Creative
• Media Manual and digital media thinking may be used when starting the
• Materials Manual and digital materials design process and generating ideas. Critical
• Design elements Point, line, shape, form, thinking may be used when developing and
tone, texture, colour, type refining to assist in making critical choices
• Design principles Figure/ground, balance relevant to the brief. Reflective design
(symmetrical and asymmetrical), thinking may be used at the refinement
contrast, cropping, hierarchy, scale, stages to ensure that choices made truly
proportion, pattern (repetition and resolve the design problem. However, any of
alternation) these types of design thinking can be used
• Final presentations Includes two- and when required.
three-dimensional presentation formats
and manual and digital presentations Design fields
This study looks at three fields of design.
Design process Environmental design is the design of the
You will use a design process when creating built environment, industrial design is the
visual communications. The model, shown design of products and communication
below, is unique to Visual Communication design is visual information that
Design and differs in areas to other communicates messages or ideas. Each
processes undertaken in other VCE subjects. design field has its own language, specific
It is important that you refer to the correct drawing methods and practices. Each field
key stages; for example, when responding to has different specialists that work with
a brief, labeling pages in a visual diary and designers to meet the requirements of a brief.
answering questions in an examination.
Intellectual property and copyright
The process is not a linear one, rather you
All designers and design students need to be
should to return to different stages when
aware of IP (intellectual property) and legal
required to assist in resolving problems.
obligations associated with copyright. This
information is now relevant to all four units
in the Visual Communication Design study
design. You will study associated content
progressively through the study design
units and will need to acknowledge sources
of inspiration and resources from Unit 1
onwards.

The Visual Communication Design process model (VCAA Study Design, © VCAA)

VIII viscomm A Guide to Visual Communication Design

Author profiles

JACINTA PATTERSON JOANNE SAVILLE

B.Ed. (Visual Arts), Grad.Dip.Ed. Dip.T., B.Ed., Grad.Dip.Ed.

(Graphic Communication), M.Ed. (Graphic Communication)

Jacinta Patterson is an experienced Visual Joanne Saville has been teaching in the
Communication Design teacher who has visual arts for over 20 years. She has taught
taught in a variety of independent and Art, English and Visual Communication
Catholic secondary schools. She is currently Design in a number of Catholic and
the Head of Art and Design at The Ivanhoe independent schools. Currently Head of
Grammar School. Jacinta has significant Creative Arts at Genazzano FCJ College
experience with curriculum development in Kew, she has successfully established
and design including working in the roles a vibrant and diverse creative arts
of Panel Chair and Chief Assessor for the curriculum including introducing visual
Victorian Curriculum and Assessment communication design, media, and design
Authority (VCAA). She is an active member and technology while in this role. Joanne has
of Visual Communication Victoria (VCD been an exam panel member, assessor and
Teachers Association), presenting at both deputy chief examiner for the VCAA Visual
their Units 1–4 seminars and annual Communication Design exam. A member
conferences. Jacinta has assisted in running of Visual Communication Victoria, Joanne
presentations for teachers on the Unit 3 has participated in conferences and
and 4 folio for the VCAA and is actively actively contributes to the development
involved with the Top Designs program. of curriculum and assessment of Visual
Jacinta lives with three growing boys, her Communication Design. Her other passions
amazing husband and an over-indulged are her family and travel. Joanne has
cat called Perdicia. She would like to successfully introduced an overseas tour
acknowledge the generous and creative for the Creative Arts students at Genazzano
partnership with her co-author Joanne to New York City and Washington, DC,
Saville and all of the talented students where design and art are embedded into
at Ivanhoe Grammar School. To be part those cities’ cultures. On weekends and
of these students’ education is nothing after hours away from work, Joanne enjoys
short of spectacular. Gratitude and much spending time with her husband, son and
appreciation is felt towards both the editor, daughter as well as walking her dog.
Greg Alford, and Alexandra Kolasinski at ,
for nothing gets past their eyes. Jacinta
would also like to acknowledge her true
partner in crime – Harriet Jordan. Harriet
makes the dream of a book come true.

AUTHOR PROFILES IX
 Assessment grid

Area of Outcome Task Key skills Chapter

Study & page
number

UNIT 1

Area of Outcome 1 THE USB Students will: Chapter 1

Study 1 Page 37
On completion of This task asks students to: • apply design elements and
Drawing as this unit the student • respond to a given brief design principles to communicate
a means of should be able to • design with a target audience ideas and functions of
communicating create drawings for in mind objects and structures
different purposes • undertake research, including • apply drawing methods that
using a range of collect a range of existing are suitable for the purposes
drawing methods, designs of observation, visualisation
media and materials. • complete observational drawings and presentation
• use scale and graph paper • use manual and/or digital
• use visualisation drawing methods to create drawings
• use design thinking strategies for different purposes
• complete a third-angle • apply three-dimensional drawing
orthogonal drawing with methods to represent the form
dimensions and structure of objects
• complete perspective drawings • apply two-dimensional drawing
• complete rendering methods to depict objects
• complete presentation drawings. from and in multiple views
• select and apply media,
materials and techniques to
draw and render forms
• apply design thinking to
generate alternative ideas and
reflect on their suitability.

X viscomm A Guide to Visual Communication Design

Area of Outcome 2 PROJECT A – FOR THE LOVE Students will: Chapter 2
Study 2 OF CHARLEY HARPER Page 72
On completion of • apply techniques to generate
Design elements this unit the student PROJECT B – ODE TO NOMA alternative design possibilities Page 74
and principles should be able to BAR • use appropriate drawing
select and apply methods to generate visible
Both of these tasks ask students to:
design elements and ideas and develop concepts
• analyse the work of existing
design principles • select and apply different design
designers and understand
to create visual elements and design principles
how the design elements and
communications when generating and developing
principles are used in successful
that satisfy the alternative design options
visual communications
stated purposes. • use selected manual and digital
• create a poster as a final
drawing methods, media and
presentation using digital
materials appropriate to visual
methods
communication purposes
• generate ideas
• refine and present visual
• use design thinking strategies
communications to meet
• explore manual methods, such
their stated purposes
as watercolour techniques, that
• apply practices that fulfil
can be scanned and used in the
legal obligations in visual
creation of a digital presentation
communications when using
• evaluate concepts.
images belonging to others.

Area of Outcome 3 POLITICALLY, SOCIALLY AND Students will: Chapter 3

Study 3 CULTURALLY MOTIVATED Page 104
On completion of • describe visual communications
DESIGN
Visual this unit the student in terms of their social
communications should be able to Students research and analysis the and cultural settings
in context describe how visual graphic design work of El Lissitzky • identify the connections between
communications and Noma Bar. past and contemporary visual
in a design communications practices
Students are required to outline the:
field have been • describe visual communications
influenced by past • purposes in terms of how manual
and contemporary • methods and digital methods, media,
practices, and • media and materials materials, design elements,
by social and • significant design elements and design principles and
cultural factors. principles presentation formats are applied
• use and influence of current • use appropriate terminology.
technologies (technologies of
the time) on the design process,
including the production of final
presentations
• messages and/or information
being conveyed.

ASSESSMENT GRID XI
 UNIT 2

Area of Outcome 1 THE SHIPPING CONTAINER Students will: Chapter 4

Study 1 PROJECT Page 134
On completion of • apply drawing methods that
Technical this unit the student Students will: are suitable for presentation
drawing in should be able to drawings and the selected field
• select a client and target
context create presentation • use manual and digital methods
audience
drawings that to create presentation drawings
• research existing architectural
incorporate relevant • select and apply technical
projects that incorporate
technical drawing drawing conventions used
shipping containers
conventions with presentation drawings
• brainstorm ideas
and effectively appropriate to the selected field
• complete exercises in
communicate • select and apply two-
measurement and scale.
information and and three-dimensional
• use visualisation drawing to
ideas for a selected methods to represent form,
generate ideas
design field. proportions and scale.
• complete a floor plan with
dimensions using manual
or digital methods. Add the
elevations and correct labels and
title block.
• complete a planometric drawing
of the shipping container using
either manual or digital methods
• complete a perspective drawing
of your shipping container in
context
• complete a scaled model using
white card or balsa wood.

XII viscomm A Guide to Visual Communication Design

Area of Outcome 2 TYPE AS AN IMAGE Students will: Chapter 5
Study 2 Page 160
On completion Students will: • describe and analyse the
Type and of this unit the connections between past and
• look at the conventions of type
imagery student should be contemporary typography
• design four different panels that
able to manipulate • analyse the use of type in
use type to illustrate a phobia
type and images visual communications
• use four different techniques to
to create visual • generate ideas using imagery
generate and manipulate type
communications and text and reflect on suitability
using Adobe® Photoshop® and
suitable for print of conceptual options
Illustrator®
and screen-based • manage files and apply
• look at ways to combine type
presentations, techniques to manipulate
to create images that make
taking into account type and images using digital
connections or meanings.
copyright. design technologies
• select and creatively use
appropriate media, materials,
methods, presentation formats
and conventions to suit a range of
communication design purposes
• apply practices that fulfil legal
obligations when using existing
typefaces and imagery.

Area of Outcome 3 SEED PACKAGING Students will: Chapter 6

Study 3 Page 189
On completion of Students will: • research and analyse information
Applying the this unit the student relevant to a given brief
• respond to a given brief
design process should be able to • apply and document design
• design final presentations for
apply stages of thinking when engaged
a target audience
the design process in the design process
• consider an environmentally
to create a visual • use freehand visualisation
friendly design process
communication drawings and annotations
• conduct research
appropriate to to make ideas visible
• generate ideas
a given brief. • develop design concepts using
• develop two concepts
suitable manual and digital
• complete refinement of concepts
methods, media and materials
• produce final presentations.
• evaluate the suitability of design
ideas and concepts in terms of
the requirements of the brief
• select and use a range of
appropriate manual and
digital methods, media,
materials, design elements
and design principles
• apply techniques to refine and
present visual communications
• apply practices that fulfil
legal obligations when
using the work of others
• use appropriate terminology.

ASSESSMENT GRID XIII

 UNIT 3

Area of Outcome 1 PAVILIONS Students will: Chapter 7

Study 1 Page 221
On completion of • analyse
Students will complete three projects, addressing
Analysis and this unit the student both analysis and practice in context in three existing visual
practice in should be able different fields of design. communications
context to create visual in terms of their
PROJECT A
communications for key features in the
Environmental design – Analysis in context:
specific contexts, three design fields
purposes and • target audiences • methods • make and document
audiences that • purposes and • media and materials design decisions
are informed by contexts • final presentations that are informed
their analysis of by the analysis
Environmental design – Practice in context:
existing visual of existing visual
• target audiences • floor plans and
communications communications
• purposes and elevations
in the three and the connections
contexts • scale and
design fields. between them
• visualisation measurement
• select and apply
drawings • planometric drawing
drawing methods
• presentation formats • perspective drawing
and technical
PROJECT B drawing conventions
Communication design – Analysis in context: appropriate to
different purposes,
• target audiences • methods
audiences and
• purposes and • media and materials
contexts
contexts • final presentations
• select and apply
Communication design – Practice in context : a range of design
elements, design
• target audiences • type: conventions,
principles, manual
• purposes and characteristics and
and digital
contexts anatomy
methods, materials,
• visualisation • grids and layout
conventions and
drawings • design elements and
media appropriate
• presentation formats principles
to different
Project C purposes, audiences
Industrial design – Analysis in context and contexts
• use appropriate
• target audiences • methods
terminology.
• purposes and • media and materials
contexts • final presentations

Industrial design – Practice in context

• target audiences • third angle orthogonal

• purposes and drawings with
contexts dimensions
• visualisation • isometric drawings
drawings • perspective drawings
• presentation formats • rendering

XIV viscomm A Guide to Visual Communication Design

Area of Outcome 2 THE DESIGN INDUSTRY Students will: Chapter 8
Study 2 Page 256
On completion of Students prepare a written • describe the roles and
Design industry this unit the student report with visual information relationships between designers,
practice should be able to that discusses the work of three specialists and clients in the
discuss the practices contemporary designers from communication, industrial and
of a contemporary communication, environmental environmental design fields
designer from each and industrial design. • discuss the practices,
of the design fields techniques and processes used
and explain factors by designers in establishing
that influence briefs and in designing and
these practices. producing visual communications
that fulfil clients’ needs
• explain how design decisions are
influenced by a range of social,
cultural, ethical, legal, financial
and environmental factors
• identify practices that
acknowledge ethical and
legal obligations
• use appropriate terminology.

Area of Outcome 3 TASK A: COMMENCING THE Students will: Chapter 9

Study 3 BRIEF Page 275
On completion of • apply design thinking to create,
Developing this unit the student TASK B: AUDIENCE PROFILE analyse, evaluate, reflect on, and
a brief and should be able critique information and ideas
9.3 Research – for ways to Page 266
generating ideas to apply design • document a brief that states
start your research, including
thinking in preparing two distinct client needs
observational drawing
a brief with two • access and reference research
communication 9.4 Generation and Recording material from a range of sources Page 269
needs for a client, of Ideas – for ways to start your • synthesise research and
undertaking research generation of ideas investigation findings
and generating • apply freehand drawing and
Students should look at preparing
a range of ideas rendering techniques to
a brief, research and generation
relevant to the brief. represent observations of the
of ideas to satisfactorily complete
form, structure and function
Area of Study 3.
of existing objects and/or
spaces relevant to the brief
• apply visualisation drawing
methods to explore and
generate ideas
• annotate drawings to
explain connections to
the brief and research
• use appropriate terminology.

ASSESSMENT GRID XV
 UNIT 4

Area of Outcome 1 TASK A: DEVELOPING AND Students will: Chapter 10

Study 1 REFINING – A checklist that Page 293
On completion • apply design thinking to support
students can use to assist in
Development of of this unit the the application of relevant
ensuring all requirements of the
design concepts student should be stages of the design process
SAT Folio have been addressed
able to develop • select ideas for development
distinctly different that address the
concepts for each requirements of the brief
communication • select and apply a range of
need and devise manual and digital methods,
a pitch to present materials, media, design
concepts to an elements, design principles,
audience, evaluating presentation formats and
the extent to which conventions to develop concepts
these concepts meet • test and evaluate the suitability
the requirements and quality of concepts
of the brief. • devise and deliver a pitch that
supports the presentation
of refined concepts
• evaluate the quality of
the refined concepts
• evaluate the design process
as a framework for creating
refined concepts
• refine concepts in the light of
evaluation and reflection
• apply techniques to progressively
record decision making
and development of design
concepts for two different
communication needs
• apply practices that fulfil
legal obligations
• use appropriate terminology.

XVI viscomm A Guide to Visual Communication Design

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