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


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


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.


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


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


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


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


Criteria covered by Task 1.2 – Bus Shelter



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


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


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


Criteria covered by Task 1.3 – Architect Studies


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


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


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:


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.


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.



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

http://www.johnwarner.herts.sch.uk/



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.


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

Design in the Built Environment - John Warner in the Built Environment Assignment Title –...

Documents

Transcript of Design in the Built Environment - John Warner in the Built Environment Assignment Title –...