1.10 understanding design elements lesley pearce national coordinator technology auckland university
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1.10 Understanding
Design Elements
Lesley PearceNational Coordinator Technology
Auckland Universitywww.technologynz.wikispaces.com
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Learning intentions
1. To analyse the teaching and learning strategies to support students understanding of the design elements
2. Developing literacy strategies to support the report writing
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What is design?
• “A plan for arranging elements in such a way as to best accomplish a particular purpose”
Charles Eames
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• A design is created with elements – line, shape, colour, value, and texture – that are put together using principles – unity, variety, emphasis, balance and scale
• Although design can be divided into elements and principles for the sake of discussion it is only when these elements and principles work together to form a whole that a design is considered successful
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• Bauhaus (Founded in 1919 in Germany)• Developed a form of analysing forms:• Elements of design = words and punctuation• Principles of design = rules of grammar
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• In designing products designers choose which elements to use and how to put them together to best communicate their thoughts and ideas.
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The elements of design are….
• The components, the building blocks of design• Elements are like the ingredients of a recipe
(Faimon and Weigand, 2004)
• The parts of a machine (Evans and Thomas, 2004)
• Or notes of music• On their own they do little but put together
they create a cake, a car, a handbag, a chair
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• The principles of design are guidelines used for putting elements together to create the look of a product.
• The elements are the “what”
• The principles “how”
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. Design elements
• Design elements are the building blocks or basic units in the construction of a visual image
• Point • Line • Shape • Value • Texture • Color
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Point
• The point serves as the focus of a visual, highlighting or drawing attention to important information.
• A series of points can attract attention, especially as they move closer together.
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Line
A line can be thought of as points so close together that they lose their individual identity and form a new entity. 1. Thick lines are more powerful than thin lines.2. They also equate to power and strength.3. Horizontal lines symbolize rest and
relaxation.
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Shape
• A shape is defined as an area that stands out from the space next to or around it due to a defined or implied boundary, or because of differences of value, color, or texture.
• Simple shapes are remembered and understood more easily than complex shapes.
• Shapes can vary endlessly and can suggest physical form and direct eye movement.
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Value
• Value is the relative degree of lightness and darkness in a design element.
• Line, color, texture, and shape all need value contrast in order to be seen.
• Dark areas tend to denote: gloom, mystery, drama, menace
• Light areas tend to denote: Happiness, Fun, Gaiety, Warmth, closeness
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Texture
• is defined as the surface characteristics of a material that can be experienced through the sense of touch or the illusion of touch.
• Texture can be used to accent an area so that it becomes more dominant than another.
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Colour
• is the part of light that is reflected by the object we see.
• The colour wheel is created when the primary and secondary colours are placed in a circle.
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• Colours directly across from each other on the colour wheel are called complementary colours.
• Orange and blue are complementary colours
• Complementary colors used together provide extreme contrast.
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• When complementary colors are used together the resulting image is difficult to look at for any length of time.
• Less contrast is achieved by using every other color on the color wheel, such as blue, red, and yellow and orange, green, and violet.
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• More harmonious effects can be achieved by using colors that are close together on the color wheel.
• Another way to organize color is by color "temperature." Colors are either "warm" or "cool."
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Using Deceptive Design Elements to Emphasize Product Features
• deception that promotes and extends the appearance of certain features so that they appear better
• a smart way to design products as it will make your products seem better than they actually are, all done artificially through appearance rather than function
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https://vimeo.com/32944253
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• Design is usually a balance of aesthetic and functional components. Successful design balances the right amount of aesthetic value with functional requirements
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Subjective
• An individual Judgements about aesthetic design value are often a reflection of personal taste.
• This can be based on the senses, the emotions or intellectual opinions
• They can be affected by desire, culture, preferences, education, history, values, beliefs, fads and fashions
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• Good aesthetic design is usually interesting and stimulating at the same time.
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Learning: deep and surface approaches
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Literacy activity
• Discuss together the design element handout.• What does it mean to your area? Are they all
applicable?
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Telephone Whispers
• In groups of four each has a different set of words related to the design elements.
• First person writes the definition, then folds to hide given word
• Second person reads definition and adds a word. Then fold over the definition
• Third person adds the word. Fold over definition• Fourth person adds the word.• The pass back to first person and open.
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Group activity
• Read achievement standard• Develop questions to go on A3 sheet• What questions will allow students to reach
excellence?
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Aesthetics Questions• Draw the object. • Can you see any natural shapes and forms?• How does it look? Do you like the way it looks? • Can you describe it? • Where has the designer got their inspiration from for the design? • Does it look new or old? • Do you think it is modern? Why? • Is it outdated or old-fashioned? Why? Do you dislike it? Why? • Is it comfortable? Does the shape remind you of anything else?
What colour is it? • Does it have a pattern or is it plain? Are there any graphics,
writing or images on it?
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Function Questions
• What is the object? Is it obvious what it is? What is it for? • Who was it designed for? How does it work? Why was it designed that
way?• What does it do? What are the drawbacks? What are the problems? • Would you use it? How is it assembled? Does it fit together well? • Does it have safety in mind? When is it used?• Can you see a recycling symbol?• Does it open? If so how?• What are some possible solutions?• How would you rewrite the instructions? • What are the fastenings and how effective are they? • Can you see the name of the designer?• What information does the object give us?• Can you see instructions for use? • Are the instructions easy to follow? Try following them and see.
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Writing frame
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Excellence example
• Annotate where you see the evidence
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Evaluation – thank you