DCX101 Design Context

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.
DCX101_Assessment 3_ Tableau Vivant Part B Page 2 of 5
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
DCX101_Assessment 3_ Tableau Vivant Part B Page 3 of 5
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.
DCX101_Assessment 3_Tableau Vivant Part B Page 4 of 5
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.

DCX101_Assessment 3_Tableau Vivant Part B Page 5 of 5

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.

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