DCX101 Design Context

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.
DCX101_Assessment 2_ Tableau Vivant Part A Page 3 of 5
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.

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