YEAR 12 GRAPHICS PRODUCTION GRAPHICS

UNDERLYING PRINCIPLES COVERED

 3D VIEWING SYSTEMS
o GENERATION SKILLS
o SHADOWS
o REFLECTIONS

 2D VIEWING SYSTEMS
o PROJECTION SKILLS

DESIGN A BLOCK SUITABLE TO BE DRAWN IN MANY

GRAPHICAL REPRESENTATIONS.

THE BLOCK MUST HAVE THE FOLLOWING CHARACTERISTICS IN ITS

DESIGN:

 A TRENCH
 A CHAMFER OR ANGLE
 A STEP (90° CUT)
 A KEYWAY/KEYHOLE/GROOVE
 HOLE

NB: ALL CHARACTERISTICS CAN BE THROUGH OR STOPPED

GIVE THE BLOCK A NAME

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TASKS

SKETCHES TO COMPLETE

 SKETCH BOOK - SHOWING THE SYSTEMETIC DEVELOPMENT OF EACH

CHARACTERISTICS DISPLAYING VARIOUS OPTIONS TOWARDS
ACHIEVING THE FINAL SOLUATION - PICTORIAL (3D)
 EACH DEVELOPMENT STAGE MUST HAVE VALID DESCRIPTIVE NOTATION
 FINAL SOLUATION SKETCH - RENDERED
 ORTHOGONAL SKETCH - SQUARE GRID (2D) WITH DIMENSIONS

FORMAL DRAWINGS TO COMPLETE – Using AutoCAD

 ORTHOGONAL WITH DIMENSIONS

 ORTHOGONAL WITH A SECTIONAL VIEW
 2 ISOMETRIC VIEWS
 2 OBLIQUE VIEWS (Cabinet and Cavalier)
 PLANOMETRIC
 SINGLE POINT PERSPECTIVE

CAIRNS SHS – SENIOR GRAPHICS – FOUNDATION STUDIES

NB: 4 DRAWINGS MUST BE RENDERED USING DIFFERENT STYLES

CAIRNS SHS – SENIOR GRAPHICS – FOUNDATION STUDIES

 BASIC EXAMPLE FOR DESIGNING THE BLOCK

Sketch Box in 3D Add in a Trench

Remove Chamfer or Angle Add in a Keyway or Groove

Remove a Step Add a Hole

CAIRNS SHS – SENIOR GRAPHICS – FOUNDATION STUDIES

Year 12 The BLOCK - Implementation of Design
Graphics involves devising and communicating graphical responses to best display
objects or ideas. To facilitate this, students should be involved in the planning, refinement,
production and evaluation stages when responding to stimulus material (e.g. task,
problem, question, object, idea, brief) within a contextual unit.

Planning can involve the interpretation and

analysis of the task or problem, the
gathering of information, ideation and/or
investigation. It may include gathering
samples, exemplars and information, and
could be demonstrated through, for
example, collages, sample bags,
photocopies, sketches and data sheets.
The student is required to annotate each
sample, idea, etc., individually or
collectively, with statements that
demonstrate their judgments about each.

Refinement is the optimisation of the

graphical representation through
consolidation and improvement of the idea
or choice. It should include commentary on
directions taken and decisions made. This
section includes choices of layout, media
and viewing systems to be used. Students
need to justify their choices through
annotations. Both the planning and
development stages should be supported
with annotated sketches which demonstrate
the students’ visualisation of ideas.

Production of single or multiple graphical

representations may be generated manually
or electronically, and in some instances by
a sketch. The graphical representations
should reflect the knowledge,
understanding and application of standards
and conventions and may be presented in a
variety of formats. Pictorials will
predominantly be rendered to better reflect
the three-dimensionality of the object
through colour, tone texture and shadow.
Animations and PowerPoint presentations
may be used to support the graphical
representation.

Evaluation provides the opportunity to

judge the value of graphical representations
in respect of the task or brief. This may be
done through client surveys, oral reports, teacher feedback, and written reports, and may result in
amendments to any of the previous stages. It can also involve written commentary or graphical
representations produced by others.

CAIRNS SHS – SENIOR GRAPHICS – FOUNDATION STUDIES