DCX101_Assessment 3_ Tableau Vivant Part B Page 1 of 5
| ASSESSMENT 3 BRIEF | |
| Subject Code and Title | DCX101 Design Context |
| Assessment | Tableau Vivant (Living picture) (Part B) |
| Individual/Group | Individual |
| Length | Part A: Final tableau presentation, 5-8-slides, supported with visual elements. Part B: Design process journal, 8-10-pages supported with visual elements. |
| Learning Outcomes | 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. d) Demonstrate creativity through propositional, imaginative and iterative thought and action, to independently solve a design challenge. |
| Submission | For face to face students, this assessment is due in class in Module 12. For online students, this assessment task is due by 11:55pm AEST/AEDT Sunday of Module 12. |
| Weighting | 40% |
| Total Marks | 100 marks |
Context:
Now that you have completed research and planned your final tableau, you are to visually
compose your chosen historical scene, which is to include yourself. And to help establish
context your composition is also to include at least 3 associated symbols or designed objects
describing that era.
Please be aware your design process journal submitted in Assessment 2 will continue to be
used to document the development and final completion of your tableau and form part of
your submission in Assessment 3.
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Instructions:
This assessment requires you to photograph and prepare a small presentation, no more
than 5-8-slides, accompanied with visual elements that document your final tableau and
development process.
In support of our presentation, you are also to fully document the final composition process
using your design process journal.
Below is a suggested pathway to document your design process:
Step 1: Identify
• Choose one idea from Assessment 2 that you would like to develop.
Step 2: Experiment
• Explore varied ways of visualizing this image. Remember that the medium itself can
support your image; colour or b/w; sepia toning; Kodak orange colour cast; canvas or
other textures.
• Play with visual elements including composition, graphic effects, lighting, clothing,
location/background, as well as symbols and designed objects that may also be
appropriate in establishing the context and story, and therefore meaning within the
tableau.
Step 3: Refine
• Seek feedback and make changes where necessary.
Step 4: Finalise
• Make choices to finalise your visual elements.
• Prepare and create your final tableau.
In your design process journal, document your approach to the making, refinement and
finalisation of your tableau 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 will also include:
– An introductory paragraph that outlines your design project – the subject you have
chosen to present and the historical period you have chosen.
– Discuss the detail of your tableau. How have you established context and meaning?
Consider the significance of your content? How does it connect with the historical
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period you are representing? What meanings does it convey? Does it have any
connection to present culture?
– An explanation of your design process – how did you progress from your initial idea
through construction to final outcome. What issues arose and how did you address
them?
– A concluding paragraph in which you draw your discussion to a close by summarising
the previous content and making a concise statement.
– Include an APA reference list for all documents you cited within your journal.
Presentation (5-8-slides, supported with visual elements)
In addition to the digital submission:
Face to face students will be presenting this assessment in class in Week 12
Online students are to make a video/recording of your presentation and submit it by 11:55
pm Sunday of Module 12.
Students are required to record a voice-over narration to further elaborate on their
presentation. This should provide further context and detail. Please use the documents
below for more instructions on how to record audio. The audio should be clear and succinct
with the use of correct terminology.
If you wish to use PowerPoint to record your audio presentation, please see below:
Record Narration in PowerPoint 2011 for Mac
Record Narration in PowerPoint 2010-2013-2016
Record Narration in PowerPoint 2016 for Mac
Submission Instructions:
Students will submit:
– Part A: Final tableau presentation slides, 5-8-slides, supported with visual elements.
Uploaded to Blackboard as a PDF document.
– Part B: Design process journal (expanded from Assessment 2), 8-10-pages supported
with visual elements. Uploaded to Blackboard as a PDF document.
– For online students, a recording of their presentation via a Vimeo/YouTube link.
Your design process journal should use appropriate academic language where necessary and
adhere to the APA referencing conventions.
For face to face classes, this assessment is due in class on Module 12.
For online classes, this assessment task is due by 11:55 pm Sunday of Module 12.
Your Learning Facilitator will grade your submission out of 40% and provide you with
formative feedback.
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Assessment Rubric: Assessment 3
| 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 20% | 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. 20% | 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. |
| Effective Communication in submission and presentation. 25% | 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. |
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| Analysis and application with synthesis of new knowledge 25% | Limited synthesis and analysis. | Demonstrated analysis and synthesis of new knowledge with application. Shows the ability to interpret relevant information and literature. | Well-developed analysis and synthesis. Shows a well-developed ability to interpret relevant information and literature. | Thoroughly developed and creative analysis and synthesis. Shows a thoroughly developed ability to interpret relevant information and literature. | Highly sophisticated and creative analysis, synthesis of new with existing knowledge. Shows a sophisticated ability to interpret relevant information and literature. |
| 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. |