DCX101_Assessment 2_ Tableau Vivant Part A Page 1 of 5
| ASSESSMENT 2 BRIEF | |
| Subject Code and Title | DCX101 Design Context |
| Assessment | Tableau Vivant (Living picture) (Part A) |
| Individual/Group | Individual |
| Length | Component 1: Design process journal, 8-10 pages supported with visual elements. Component 2: Proposal presentation, 5-8 slides, supported with visual elements. |
| Learning Outcomes | b) Demonstrate capacity to research and apply a structured systematic process of inquiry to source, analyse and evaluate information through reading, writing and illustration. c) Apply knowledge of major milestones in history to have designed an artefact informed by history – have nominated and translated a key learning into own context. |
| Submission | For face to face students, this assessment is due in class in Module 8. For online students, this assessment is due by 11:55pm AEST/AEDT Sunday of Module 8. |
| Weighting | 40% |
| Total Marks | 100 marks |
Context:
This assessment task is designed to further the student’s skills in investigation, research and
planning in order to understand the pathway to successful design solutions. Students are
required to form a proposal for the development of a photographic or illustrative tableau,
influenced by a historical era, that examines the construction of identity, the nature of
representation and the artifice of imagery.
Drawing on the concept of a tableau vivant (French for living picture), a style of artistic
presentation whereby a costumed actor (or actors) poses in a theatrically lit scene, you are
required to create a proposal for a convincing and compelling tableau. You will visually
depict a historical period and place a human element (yourself) within a constructed
background using at least 3 symbols or designed objects from that era to establish context.
Students are asked to engage with the design process and prepare research documentation,
outline a development strategy and show work in progress as part of their design process
journal.
DCX101_Assessment 2_ Tableau Vivant Part A Page 2 of 5
Please be aware your design process journal submitted in Assessment 2 will continue to be
used to document the continued development and final completion of your tableau and
form part of your submission in Assessment 3.
Instructions:
The key to any successful creative solution is in the planning as it ensures that your ideas
and the final execution are well considered and relevant.
Below is a suggested pathway for your investigation.
Step 1: Research and Investigation
| | Identify a period of history that you would like to represent. Investigate that period – what context do you need to establish? Audience analysis – who will be viewing this image? And, how can we ensure we are communicating effectively to them? |
Step 2: Ideation
Based on your initial research, develop concepts for your tableau. In what ways
can you convey this story convincingly that helps to express meaning in a
engaging way?
Step 3: Planning
Iterate alternative composition options, lighting, graphic effects. clothing,
location/background, as well as at least 3 symbols and designed objects that may
also be appropriate in establishing the context and story, and therefore meaning
behind your tableau. Your tableau can be purely photographic or may combine
photographic and digital illustration.
In your design process journal, document your approach to the above stages of research
and planning using an array of written and visual methods including, but not limited to,
traditional academic research as well as sketching, mood boards, storyboarding,
brainstorming, prototyping and photography.
Your design process journal should use appropriate academic language where necessary and
adhere to APA referencing conventions.
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Submission Instructions:
Component 1: Design process journal, 8-10-pages supported with visual elements,
uploaded to Blackboard as PDF document.
Component 2: Proposal presentation, 5-8-slides, supported with visual elements,
uploaded to Blackboard as PDF document.
For face to face students, this assessment is due in class on Module 8.
For online students, this assessment task is due by 11:55 pm Sunday of Module 8.
Submit digital presentation slides/notes via the Assessment link in the main navigation menu
in DCX101 Design Context. Your Learning Facilitator will grade your submission out of 40%
and provide you with formative feedback. You will then use this feedback to proceed with
Assessment 3 and the final completion of your Tableau Vivant.
DCX101_Assessment 2_ Tableau Vivant Part A Page 4 of 5
Assessment Rubric: Assessment 2
| Assessment Attributes | Fail (Unacceptable) 0-49% | Pass (Functional) 50-64% | Credit (Proficient) 65-74% | Distinction (Advanced) 75 -84% | High Distinction (Exceptional) 85-100% |
| Content, Purpose, and Professionalism 15% | Does not meet minimum standard with regard to content and professionalism. Demonstrates no awareness of content and/or purpose of the assignment. | Meets minimum standard with regard to content and professionalism. Demonstrates limited awareness of content and/or purpose of the assignment. | Moves beyond minimum standard with regard to content and professionalism. Demonstrates consistent awareness of content and/or purpose of the assignment. | Exceeds minimum standard with regard to content and professionalism. Demonstrates an advanced and integrated understanding of content and/or purpose of the assignment | Exceeds minimum standard with regard to content and professionalism. Consistently demonstrates a systematic and critical understanding of content and purpose of the assignment. |
| Knowledge and Understanding Key Concepts. 30% | Demonstrates limited understanding of required concepts and knowledge. Key components of the assignment are not addressed. | Demonstrates knowledge and understanding of required concepts. Resembles a recall or summary of key ideas. | Demonstrates thorough knowledge and understanding of required concepts. Demonstrates a capacity to explain and apply relevant concepts. | Demonstrates highly developed knowledge and understanding of required concepts. Well demonstrated capacity to explain and apply relevant concepts. | Demonstrates sophisticated knowledge and understanding of required concepts. Mastery of concepts and application to new situations/further learning. |
| Research and Analysis 30% | Little or no attempt to include research to support discussion. | Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. | Demonstrates use of high quality, credible and relevant resources to support and develop ideas. | Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of reading beyond the key reading | Demonstrates use of high quality, credible and relevant resources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading |
DCX101_Assessment 2_ Tableau Vivant Part A Page 5 of 5
| Effective Communication 15% | Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. Audience cannot follow the line of reasoning. | Information, arguments and evidence are presented in a way that is not always clear and logical. Line of reasoning is often difficult to follow. | Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. Line of reasoning is easy to follow. | Information, arguments and evidence are very well presented; the presentation is logical, clear and well supported by evidence. Line of reasoning is easy to follow. | Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments. Engages and sustains audience’s interest in the topic. |
| Correct citation of key resources and evidence 10% | Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. There are mistakes in using the APA style. | Is written according to academic genre and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style. | Is well written according to academic genre and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates use of credible resources to support and develop ideas. There are no mistakes in using the APA style. | Is very well written according to academic genre and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Show evidence of wide scope within the organisation for sourcing evidence. There are no mistakes in using the APA style. | Is expertly written according to academic genre and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates use of high quality, credible and relevant resources to support and develop arguments and position statements. Show evidence of wide scope within and without the organisation for sourcing evidence. There are no mistakes in using the APA style. |