Course Title: Develop and extend design skills and practice

Part B: Course Detail

Teaching Period: Term2 2015

Course Code: VART6284C

Course Title: Develop and extend design skills and practice

School: 320T Architecture & Design

Campus: Brunswick Campus

Program: C5316 - Diploma of Graphic Design

Course Contact : Al Briggs

Course Contact Phone: +61 3 9925 9152

Course Contact

Name and Contact Details of All Other Relevant Staff

Frances Tatarovic
9925 9438

Nominal Hours: 30

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None, however this unit will be run in a clustered delivery with BSBCRT501A Originate and develop concepts.

Course Description

While undertaking this unit you will develop and extend skills needed to be a practising graphic designer. Designers may work independently or be employed by an organisation.  Designers must continually refine, develop and evaluate their own conceptual and technical skills. Research, experimentation and collaboration are key factors in this process.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

BSBDES403A Develop and extend design skills and practice


1. Acquire and develop technical skills

Performance Criteria:

1.1. Plan strategies to ensure the development of appropriate technical skills in design practice
1.2. Plan and use opportunities to develop and assess technical skills
1.3. Identify and use practice, feedback, discussion and evaluation opportunities to continuously improve technical skills
1.4. Develop and extend technical skills through testing capabilities of materials, tools and equipment
1.5. Identify and use relevant media to stimulate technical and professional development


2. Develop conceptual skills and ideas

Performance Criteria:

2.1. Engage in ongoing experimentation and exploration of different ideas and techniques
2.2. Discuss ideas with others and apply knowledge gained to inform own work
2.3. Use work practice to gain experience in a range of genres and interpretations
2.4. Study the work of others to stimulate conceptual and technical skills development
2.5. Research and share ideas across a range of design disciplines
2.6. Identify and use a range of opportunities to develop own skills and keep informed about current design practice


3. Develop own voice

Performance Criteria:

3.1. Explore and experiment with new ideas in making and/or interpreting design work
3.2. Explore and use technology, where appropriate, to develop own voice and expand practice
3.3. Demonstrate own voice through design project realisation


4. Evaluate own work

Performance Criteria:

4.1. Seek and apply constructive criticism from others to improve own work
4.2. Evaluate own work against planned strategy for own practice
4.3. Evaluate own work in the context of work by others in order to extend own practice
4.4. Adjust work processes and practice as necessary to improve technical, conceptual and commercial outcomes


5. Research work opportunities

Performance Criteria:

5.1. Correctly identify sources of information relating to work opportunities for designers
5.2. Identify networks and promotional opportunities for designers which may be helpful in developing career opportunities
5.3. Incorporate research results and information into own work and career planning

Learning Outcomes

On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.

Details of Learning Activities

In class activities will include:
• Lectures
• Design games and activities
• Peer teaching and class presentations
• Group discussion
• Online research
• Library research
• Independent project based work
• Teacher directed group activities/projects
• Class exercises to review discussions/lectures
• ‘Workshopping’ of student projects
• Analysis/critique of relevant reading material

Out of class activities will include:
• Independent research activity

Teaching Schedule



ContentPerformance criteria for


Performance criteria for BSBCRT501A
1Introduction and overview. Group creativity exercises. Review of sketchbook examples and discourse on sketchbooks.Create a journal/sketchbook. In class task - create a sketchbook using sustainable practice. 1.1, 2.4 


Ways of Thinking - Creativity, perfection and impermanence

Group creativity activities. Discourse on art practices, impermanence and engaging with process. Continue with creation of sketchbook. Begin to cut out images from magazines in preparation for collage activity.

1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4


2.1 - 2.8 

Ways of Thinking - Brainstorming and Lateral Thinking

Discourse on Edward de Bono and techniques for creating concepts. 6 Thinking Hats discourse and group activity. Hannah Hoch, Kurt Schwitters, and the Dada collages. Begin collage tasks / delivery of formative asssessment task 1.

 1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4


 2.1 - 2.8

Ways of Thinking - Impossible Things and Oblique Strategies Homework:

How do designers solve problems? Examine 4 approaches from 4 different creative fields. Brian Eno. David Bowie. Johnathan Barnbrook. Ideas on simplicity from John Maeda. Practice Oblique Strategies - idea response generation.

Work on and finalise collage tasks. Hand in today.

1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4 2.1 - 2.8

Paper - Paper folding : basics

Deliver Formative Assessment task 2 - folio of constructed paper objects - Workshop on the basics - crane, chatterbox, Swiss cross, thaumotrope.


1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4



 2.1 - 2.8

Paper - Paper folding : advanced techniques in paper folding for designers.  FA2 due today. Introduction to Summative Assessment Task 1 (SA1) - As the Ox Ploughs folded booklet.


1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4



2.1 - 2.8, 3.2, 3.4

Paper - Collage and Cut-ups

 Burroughs and the Beats. Brion Gysin and Flicker. Making the collage/constructing the surface design. Creating cut-up text and images.


1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4


 2.1 - 2.8, 3.2, 3.4

Paper - Ox Plough Booklet

Summative Task 1 - conclusion and hand in folio of folded paper works and the Ox Plough book DUE today.


1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4


  2.1 - 2.8, 3.2, 3.4

Ways of Thinking - Innovation

Student presentations on inventions / innovations.
Communication games and creativity exercises.
Coffee shop problem.
Technological development - written exercise.
Explore technological development and changes.


1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4


2.1 - 2.8, 3.1 - 3.2 

Ways of Thinking - Problem solving

Class activities about problem solving. Problem solving partner work - Think of a problem that many people experience and devise a range of possible solutions.



1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4


2.1 - 2.8, 3.1 - 3.2  

Ways of Thinking - Problem solving

Student presentations (in pairs) of the problem and solution. Delivery of SA2 - Crowdfunding (design a paper-based product and implement a crowdfunding campaign).


 1.1- 1.5, 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4



 2.1 - 2.8, 3.1 - 3.2

Innovation and Crowdfunding

Paper competition.
Continue with assessment task - Crowdfunding.
Watch design film: Objectified.

 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4, 5.1 - 5.3


 2.1 - 2.8, 3.1 - 3.7, 4.1 - 4.3

Innovation and Crowdfunding

Informal student presentations and feedback for each other

 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4, 5.1 - 5.3


1.1 - 1.7, 2.1 - 2.8, 3.1 - 3.7, 4.1 - 4.3 

Innovation and Crowdfunding

Students to work on Crowdfunding assessment piece and action feedback from previous week.

 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4, 5.1 - 5.3


 1.1 - 1.7, 2.1 - 2.8, 3.1 - 3.7, 4.1 - 4.3

Final presentations of refined Crowdfunding idea. Feedback given.

 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4, 5.1 - 5.3


  1.1 - 1.7, 2.1 - 2.8, 3.1 - 3.7, 4.1 - 4.3
16DUE: Summative Task 2 at start of class.
Presentations, voting and posters displayed.


 2.1 - 2.6, 3.1 - 3.3, 4.1 - 4.4, 5.1 - 5.3


2.1 - 2.8, 3.1 - 3.7, 4.1 - 4.3 



Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources.

Learning Resources

Prescribed Texts

None required


You are advised to look at the course myRMIT site for ongoing updated information.

Title: Cut-ups, cut-ins, cut-outs : the art of William S. Burroughs
Authors: William S. Burroughs; Gregory Corso; Colin Fallows; Synne Genzmer; Allen Ginsberg; C. A Howe; Barry Miles; Lee Ranaldo; Jon Savage

Title: The Book As A Physical Object
Author: Smith, Keith

Title: The Waste Land
Author: Eliot, TS.

Title: Drawing on the Right Side of the Brain.
Author: Edwards, Betty.

Title: The Artist’s Way.
Author: Cameron, Julia.

Title: Simplicity.
Author: de Bono, Edward.

Title: Six Thinking Hats.
Author: de Bono, Edward.

Title: How to be an Explorer of the World: Portable Life Museum.
Author: Smith, Keri.

Title: Objectified (DVD)

Other Resources

You will require materials and tools that are listed in the Graphic Design Kit and a personal hard drive to store digital work. In every class, you will require materials and tools such as a pair of scissors, cutting knife, glue stick, small paintbrush, ruler and bone folder - all from your Graphic Design kit. Bring a notebook/sketchbook to class for sketching and note taking during presentations.
RMIT will provide you with resources and tools for learning in this course through our online systems and access to specialised facilities and relevant software. You will also have access of the library resources.

Overview of Assessment

Assessment is on-going throughout the course. Assessment tasks will require you demonstrate the application of knowledge and skills through practical projects and/or written tasks.  Assessment tasks in this course are:

  • Design Task 1 (50% of total grade)
  • Design Task 2 (50% of total grade)

Assessment Tasks

Tasks in this course are either formative or summative. Feedback throughout the course may be
written, verbal or a combination of both.

Formative tasks provide the basis for ongoing feedback and can be considered essential building
blocks for the more substantial summative assessment tasks and you should engage in all
formative tasks.

This course has two Summative Tasks, both of which must be completed. Each task has an
allocated percentage of the total grade. You are required to demonstrate all learning outcomes to
a satisfactory standard.

DUE WEEK 4 : Formative Task 1
Folio of collage tasks

DUE WEEK 6 : Formative Task 2
Folio of folded paper works

DUE WEEK 11 : Formative Task 2
Presentation about problems

DUE WEEK 8 : Summative Assessment Task 1.
As the Ox Ploughs folded booklet.
Weighting: 50%

DUE WEEK 16 : Summative Assessment Task 2.
Crowd-funding project.
Weighting: 50%

You will receive ongoing feedback with verbal and/or written evaluation of your progress within class time.
The submitted projects will be assessed with written feedback as well as a quality indicator that relates to separate components of the project and the overall outcome.

Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency. These are available from the course contact person (stated above).

At the completion of the course, grading will be offered in addition to, and after, competency based assessment.

Grades which apply to courses delivered in accordance with competency-based assessment, but which also use graded assessment.

HD Competent with High Distinction
CDI Competent with Distinction
CC Competent with Credit
CAG Competency Achieved - Graded
NYC Not Yet Competent
DNS Did not submit

Other Information

The major learning experience involves studio based exercises, demonstration and production. It is strongly advised that you attend
all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to be successful in this course.

You will receive verbal and written feedback by teacher on your work. This feedback also includes suggestions on
how you can proceed to the next stage of developing your projects.

Student feedback at RMIT:
Pick the following link to access the Student feedback webpage

Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential.
Pick the following link to access the Student progress policy  webpage

Special Consideration Policy, Late Submission & Extensions
All assessment tasks are required to be completed to a satisfactory level.
If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension.
Pick the following link for details on applying for Special consideration
Any student seeking an extension, should aim at doing so a minimum of 2 days before the deadline. Work submitted late and without an extension at any point will incur late penalties in accordance with university policy.
If you require an extension you must complete an extension form with evidence supporting your application and hand this to your instructor. Further links - Application for extension of time

On Time Submission and Impact of Late Submission
On time submission is an important factor in your assessment. Employability skills are embedded in all courses and these include Planning & Organising and Self-management. For this reason, late work impacts on your overall grade for each assessment task.
The following adjustments for late submission will be made: Grades will be reduced by 10% for each day (or part thereof), for the first two days. If submissions are three days or more late, the work will only be assessed as a pass or fail – it will not be graded. Submissions seven days or more late should still be handed in, however they will not be assessed and will be kept as a record only.

Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of submitted work. This signed sheet acknowledges
that you are aware of the plagiarism implications.
Pick the following link for Cover sheet for submission of works

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity.
Pick the following link for more information Academic Integrity

Course Overview: Access Course Overview