GDES2014 PREVIOUS STUDENT WORK ANALYSIS

GDES2014 PREVIOUS STUDENT WORK ANALYSIS

Here's three sets of effective visual solutions to recent student briefs on this module.. It's really useful at this stage in your process to look these over and to examine and analyse them to see what factors 'work' and potentially what factors (from your perspective) could still be improved upon.

Understanding why these pieces were effective could then help you build in some of these key factors in your own final work too..

TASK 
(To run in parrallel with my 1-1 tutorials - but must be finished by end of the session please)..

1. Look each set of student solutions through and choose ONE example from each brief to analyse further.

2. Save the image(s) you choose to analyse to your desktop by (PC) right-clicking them -or- (Mac keyboard) control-clicking them from this blog post.

3. Create a new post on your learning journal blog titled 'Past Student Work Analysis'.

4. Bring each of the 3x examples of student work chosen into this post and then answer the following questions about each of them underneath each image..

Questions (Please write a minimum of a sentence answer for each, simply writing 'I don't know' or leaving the question blank isn't acceptable here - we need your considered thoughts down here please..). 

A. Having read the short project summary of the brief that relates to your picture choice, how successfully (or otherwise) do you feel this solution fits the brief? Please explain your answer. 

B. What colourschemes have been used in this solution, why do you think this is? Please explain your answer. 

C. What visual 'art style' or treatment has been used here (i.e. diagramatic, pictograms, loose illustrations and/or maybe photographic, vector/flat colour or template mockups maybe)? Do you feel these are appropriate (?) - please explain your answer. 

D. What type styles have been used here? Do you feel these are appropriate (?) - please explain your answer. 

E. Each solution chosen will have a form of corporate ID across the various elements normally. These may be 'given' ID's or colourschemes/refs as part of the brief (or) ones developed as part of the brief by the students. Do you feel these are appropriate (?) - please explain your answer. 

F. Elements on the page or design board.. Some solutions are better as simple but effective solutions, looking at your chosen item do you feel it's 'complexity' of visual elements is appropriate, too complicated or maybe too simplistic? Please explain your answer. 

G. Does your chosen element or design board use a mockup or photoshop template to help show it in different scenarios in the real world? These can often help best present visuals and (depending on source used) can either be freely aquired or for a small fee. If 'yes' then please explain how these are used and how effective you feel them to be, if 'no' then do you think using these might improve the overall presentation of the final student work? 

H. Improvements. Looking at the work and having a summary of the brief, do you feel that your chosen element or board could be further improved still? If 'yes' then please suggest how this might be. If 'no' then please explain why you think they've supplied the optimum solution(s). 

Final Overall Q: (Answer this after you've worked through all 3x examples) 

I. Looking at these examples of final student outputs on each brief, do you feel that analysing these further has given you further ideas about final presentation of your own work on this project. Please explain your answer whether yes or no.

Live Project No. 1: The National Archives: 'What is History'?

Set by live client The National Archives in London. The aim was to get students to explore, understand and then best create example covers and associated activity spreads linked to key individuals (spys, ancient maps and notorious criminals etc) over history.

Students had a minimum of a cover, reverse cover and linked activity pages, they could also 'add' pages as required if they felt their activity spreads needed additional resource pages to make them best work..

Audience: Key stage 2/3 school chidren in the UK who will have visited and spent a day at the archives.

(Click individual images to enlarge).

Ross

Kelly

Joe 01

Joe 02

Live Project No. 2: The National Archives: 'Significant People in British History'

Set by live client The National Archives in London. The aim was to get students to explore, understand and then best create example covers and associated activity spreads linked to prominent individuals (Captain Cook, Queen Elizabeth 1st and William Shakespear etc) over history.

Students had a minimum of a cover, reverse cover to design for and linked activity pages, they could also 'add' pages as required if they felt their activity spreads needed additional resource pages to make them best work..

Audience: Key stage 1 school chidren in the UK who will have visited and spent a day at the archives.

(Click individual images to enlarge).

Mike 01

Mike 02

Kirby 01

Kirby 02

Sophy 01

Sophy 02

Laura 01

Laura 02

Live Project No. 3: University of Worcester "Children's Bushcraft Activity Book"

Set by the University linked to their new 'Lakeside Campus' and new activities planned for the site. The aim was to get students to explore, understand and then best create example covers and associated activity spreads linked to simple children's bushcraft (like 'Forest Schools') actitivies on site there.

Students had a minimum of a cover, reverse cover to design for and linked activity pages, they could also 'add' pages as required if they felt their activity spreads needed additional resource pages to make them best work..

Audience: Key stage 2 school children in the Worcester area who visit the UW Lakeside Campus for ushcraft activities.

(Click individual images to enlarge).

Charlotte

Katie

Anna