What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
For this Assessment Activity, you will be presenting a product or spatial design outcome of your own, as part of a display for teachers, whānau, prospective parents and students to view.
You will choose a design outcome you have developed to be rendered (digital or hand-rendered) or constructed into a final physical model.
Once you have chosen the design outcome you’d like to showcase, select the mode of representation that will be used.
Try out some suitable techniques and media to draft up the rendered drawing(s) or set up a potential model as preparation for the actual final render or presentation model. You should focus on techniques that explore colour, tone, texture, or pattern of the materials you may want to use or represent.
Make sure to visually communicate the three-dimensional form, the features and materiality to clarify your design ideas. The time this takes will vary based on the representation mode you selected, but it should usually be one to two weeks.
Make sure that you showcase the best features of your design outcome to enhance the visual communication of your ideas and intentions through refining the use of techniques in a way that’s clear and engaging for your viewers. Using multiple views, and careful use of tonality will allow you to show the details clearly.
Make sure the purpose of the design outcome is clear, through visually communicating the design outcome in its design context, or through a heading or a written statement.
For this Assessment Activity, you will be presenting a product or spatial design outcome of your own, as part of a display for teachers, whānau, prospective parents and students to view.
You will choose a design outcome you have developed to be rendered (digital or hand-rendered) or constructed into a final physical model.
Once you have chosen the design outcome you’d like to showcase, select the mode of representation that will be used.
Try out some suitable techniques and media to draft up the rendered drawing(s) or set up a potential model as preparation for the actual final render or presentation model. You should focus on techniques that explore colour, tone, texture, or pattern of the materials you may want to use or represent.
Make sure to visually communicate the three-dimensional form, the features and materiality to clarify your design ideas. The time this takes will vary based on the representation mode you selected, but it should usually be one to two weeks.
Make sure that you showcase the best features of your design outcome to enhance the visual communication of your ideas and intentions through refining the use of techniques in a way that’s clear and engaging for your viewers. Using multiple views, and careful use of tonality will allow you to show the details clearly.
Make sure the purpose of the design outcome is clear, through visually communicating the design outcome in its design context, or through a heading or a written statement.
How to present your learning
You will submit a presentation that can include the following formats:
- rendered image or images on A3 paper
- pdf file of a rendered image or images
- an mp4 movie file of no more than 1 minute length
- an mp4 file of an animation or flythrough of no more than 1 minute length
- multiple photographs of your physical model taken from different angles.
The maximum submission for this Assessment Activity is 5 pages including final rendered drawings.
You will submit a presentation that can include the following formats:
- rendered image or images on A3 paper
- pdf file of a rendered image or images
- an mp4 movie file of no more than 1 minute length
- an mp4 file of an animation or flythrough of no more than 1 minute length
- multiple photographs of your physical model taken from different angles.
The maximum submission for this Assessment Activity is 5 pages including final rendered drawings.
Timeframe
This project will run for five weeks (approximately 20 hours of class time, plus home learning).
There will be at least one mid-project checkpoint (to assess your progress) as well as ongoing feedback and feedforward from your teacher.
This project will run for five weeks (approximately 20 hours of class time, plus home learning).
There will be at least one mid-project checkpoint (to assess your progress) as well as ongoing feedback and feedforward from your teacher.
Getting started
The reason we render drawings is to communicate to either our client or the person who is making our design ideas what it is made from and how it will be made.
A good place to start would be to learn basic techniques for manual rendering and mock-up, as well as model making. This could include how to:
- create the tonal effects from a light source, cast shadows, use shadow lines and highlights, and show materials and textures in rendering
- use a range of rendering media, including colour pencils, markers, air brushing, pastels, paints, or overlays
- use basic model-making techniques to create 3D forms. This can include cutting, scribing, modelling materials, or material effects.
You can also research examples of rendered drawings and physical models as part of the selection process for what mode you will use.
The reason we render drawings is to communicate to either our client or the person who is making our design ideas what it is made from and how it will be made.
A good place to start would be to learn basic techniques for manual rendering and mock-up, as well as model making. This could include how to:
- create the tonal effects from a light source, cast shadows, use shadow lines and highlights, and show materials and textures in rendering
- use a range of rendering media, including colour pencils, markers, air brushing, pastels, paints, or overlays
- use basic model-making techniques to create 3D forms. This can include cutting, scribing, modelling materials, or material effects.
You can also research examples of rendered drawings and physical models as part of the selection process for what mode you will use.
Student resources
Ensure your original drawing is photocopied onto different paper types to support testing and trialing of rendering media eg watercolour paper, 120gms.
Make sure you have sourced quality media resources to ensure high quality presentation.
Follow your teacher’s health and safety guidance for any cutting equipment (guillotine).
Ensure your original drawing is photocopied onto different paper types to support testing and trialing of rendering media eg watercolour paper, 120gms.
Make sure you have sourced quality media resources to ensure high quality presentation.
Follow your teacher’s health and safety guidance for any cutting equipment (guillotine).
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
For this Assessment Activity, you will be presenting a product or spatial design outcome of your own, as part of a display for teachers, whānau, prospective parents and students to view.
You will choose a design outcome you have developed to be rendered (digital or hand-rendered) or constructed into a final physical model.
Once you have chosen the design outcome you’d like to showcase, select the mode of representation that will be used.
Try out some suitable techniques and media to draft up the rendered drawing(s) or set up a potential model as preparation for the actual final render or presentation model. You should focus on techniques that explore colour, tone, texture, or pattern of the materials you may want to use or represent.
Make sure to visually communicate the three-dimensional form, the features and materiality to clarify your design ideas. The time this takes will vary based on the representation mode you selected, but it should usually be one to two weeks.
Make sure that you showcase the best features of your design outcome to enhance the visual communication of your ideas and intentions through refining the use of techniques in a way that’s clear and engaging for your viewers. Using multiple views, and careful use of tonality will allow you to show the details clearly.
Make sure the purpose of the design outcome is clear, through visually communicating the design outcome in its design context, or through a heading or a written statement.
For this Assessment Activity, you will be presenting a product or spatial design outcome of your own, as part of a display for teachers, whānau, prospective parents and students to view.
You will choose a design outcome you have developed to be rendered (digital or hand-rendered) or constructed into a final physical model.
Once you have chosen the design outcome you’d like to showcase, select the mode of representation that will be used.
Try out some suitable techniques and media to draft up the rendered drawing(s) or set up a potential model as preparation for the actual final render or presentation model. You should focus on techniques that explore colour, tone, texture, or pattern of the materials you may want to use or represent.
Make sure to visually communicate the three-dimensional form, the features and materiality to clarify your design ideas. The time this takes will vary based on the representation mode you selected, but it should usually be one to two weeks.
Make sure that you showcase the best features of your design outcome to enhance the visual communication of your ideas and intentions through refining the use of techniques in a way that’s clear and engaging for your viewers. Using multiple views, and careful use of tonality will allow you to show the details clearly.
Make sure the purpose of the design outcome is clear, through visually communicating the design outcome in its design context, or through a heading or a written statement.
How to present your learning
You will submit a presentation that can include the following formats:
- rendered image or images on A3 paper
- pdf file of a rendered image or images
- an mp4 movie file of no more than 1 minute length
- an mp4 file of an animation or flythrough of no more than 1 minute length
- multiple photographs of your physical model taken from different angles.
The maximum submission for this Assessment Activity is 5 pages including final rendered drawings.
You will submit a presentation that can include the following formats:
- rendered image or images on A3 paper
- pdf file of a rendered image or images
- an mp4 movie file of no more than 1 minute length
- an mp4 file of an animation or flythrough of no more than 1 minute length
- multiple photographs of your physical model taken from different angles.
The maximum submission for this Assessment Activity is 5 pages including final rendered drawings.
Timeframe
This project will run for five weeks (approximately 20 hours of class time, plus home learning).
There will be at least one mid-project checkpoint (to assess your progress) as well as ongoing feedback and feedforward from your teacher.
This project will run for five weeks (approximately 20 hours of class time, plus home learning).
There will be at least one mid-project checkpoint (to assess your progress) as well as ongoing feedback and feedforward from your teacher.
Getting started
The reason we render drawings is to communicate to either our client or the person who is making our design ideas what it is made from and how it will be made.
A good place to start would be to learn basic techniques for manual rendering and mock-up, as well as model making. This could include how to:
- create the tonal effects from a light source, cast shadows, use shadow lines and highlights, and show materials and textures in rendering
- use a range of rendering media, including colour pencils, markers, air brushing, pastels, paints, or overlays
- use basic model-making techniques to create 3D forms. This can include cutting, scribing, modelling materials, or material effects.
You can also research examples of rendered drawings and physical models as part of the selection process for what mode you will use.
The reason we render drawings is to communicate to either our client or the person who is making our design ideas what it is made from and how it will be made.
A good place to start would be to learn basic techniques for manual rendering and mock-up, as well as model making. This could include how to:
- create the tonal effects from a light source, cast shadows, use shadow lines and highlights, and show materials and textures in rendering
- use a range of rendering media, including colour pencils, markers, air brushing, pastels, paints, or overlays
- use basic model-making techniques to create 3D forms. This can include cutting, scribing, modelling materials, or material effects.
You can also research examples of rendered drawings and physical models as part of the selection process for what mode you will use.
Student resources
Ensure your original drawing is photocopied onto different paper types to support testing and trialing of rendering media eg watercolour paper, 120gms.
Make sure you have sourced quality media resources to ensure high quality presentation.
Follow your teacher’s health and safety guidance for any cutting equipment (guillotine).
Ensure your original drawing is photocopied onto different paper types to support testing and trialing of rendering media eg watercolour paper, 120gms.
Make sure you have sourced quality media resources to ensure high quality presentation.
Follow your teacher’s health and safety guidance for any cutting equipment (guillotine).