- BSBDES303A - Explore and apply the creative design process to 3D forms
BSBDES303A
Explore and apply the creative design process to 3D forms
Application
This unit applies to individuals who apply the creative design process to the development of 3-dimensional forms. The unit underpins many other specialised design units. |
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Source information on 3-dimensional design | 1.1. Identify and access relevant sources of information on 3-dimensional design 1.2. Evaluate and collate information to build a knowledge of 3-dimensional design |
2. Explore the creative design process for 3-dimensional forms | 2.1. Use creative thinking techniques to generate a range of ideas and options 2.2. Use experimentation to explore and challenge a range of different ideas 2.3. Challenge assumptions, reflect on ideas and refine approaches 2.4. Consciously change perspective, and evaluate ideas and situations in new ways |
3. Communicate concepts or ideas through application of design processes to 3-dimensional forms | 3.1. Investigate and reflect on how a particular concept or idea might be communicated in a 3-dimensional form 3.2. Select materials, tools and equipment relevant to the realisation of the concept or idea 3.3. Apply a creative design process to produce a range of 3-dimensional concept realisations 3.4. Reflect on own application of design process and success in communicating the concept or idea 3.5. Seek and obtain feedback from others about the 3-dimensional form and its success in communicating the concept or idea 3.6. Present and store concept realisations or samples in a format which takes account of the need for professional presentation and potential value for future work |
Required Skills
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Required skills |
communication skills to explain ideas and to have discussions about design concepts with others literacy skills sufficient to read and interpret information about 3-dimensional design visual literacy skills to make judgements about the application of the design process to 3-dimensional forms. |
Required knowledge |
copyright, moral rights, intellectual property issues and legislation, and their impact on aspects of design creative thinking techniques that can be used as part of the design process elements and principles of design as applied to 3-dimensional forms materials, tools and equipment required for the design of 3-dimensional forms in the relevant work context notion of individual interpretation and choice within the design process particular challenges and issues in the design of 3-dimensional forms relationships between form and space. |
Evidence Required
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: production of a range of samples or concept realisations which show the creative application of the processes to 3-dimensional forms knowledge of the design process as it applies to 3-dimensional work. |
Context of and specific resources for assessment | Assessment must ensure: access to the materials resources and equipment needed to apply design processes to 3-dimensional forms. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of samples or concept realisations produced by the candidate and interrogation of the creative process used oral or written questioning to assess knowledge of 3-dimensional design. |
Guidance information for assessment | The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. |
Range Statement
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Sources of information may include: | anecdotal sources, personal observation art and design work books and magazines natural and manufactured forms, objects and/or structures optics, including single and multiple vanishing points scientific texts web-based resources |
Creative thinking techniques may include: | brainstorming: bulletin board buzz session computer-aided sequencing stop and go daydreaming and mental wandering Edward de Bono's six thinking hats ego alter or heroes graphic organisers: concept fans visual maps webbing lateral thinking games making associations mind mapping morphological analysis storytelling sub-culture surfing trigger words use of metaphors and analogies vision circles visualisation wishful thinking word salads |
Experimentation may involve consideration of: | bending binding cutting folding mass moulding and modelling pasting and taping positive and negative forms proportion relationships of form to form and form to space rhythm shape size stitching stretching symmetry, asymmetry, balance tone twisting |
Concept or idea to be communicated may relate to a range of activities such as: | advertising and promotion artistic works exhibitions or events fashion designs interactive digital media products interior designs sign making |
Materials, tools and equipment may include: | brushes buckets and containers clamps clays and other plastic compounds (plasticene, plaster) cutting tools (scissors, knives blades) drill fibres, tape, string foamcore, polystyrene found materials glue hammer measuring tools nails, screws, wire papers, cardboard and paper pulp pliers recycled materials relevant and current hardware and software saw shaping tools (surform blades, planers, modelling and carving tools) wood, metal, fabric, plastic |
Concept realisations or samples may be: | digital output fabricated and constructed works models prototypes |
Sectors
Unit sector |
Competency Field
Design - Design Process |
Employability Skills
This unit contains employability skills. |
Licensing Information
Not applicable.