Western Cape Education Department

Directorate: Curriculum FET

Design
REVISION BOOKLET
TOPIC 3: DESIGN IN CONTEXT

Grade 11
TERM 1
2023

This revision program is designed to assist you in revising the critical content
and skills covered during in Topic 3 this year. The purpose is to prepare you
to understand the key concepts and to provide you with an opportunity to
establish the required standard and the application of the knowledge. It is
also preparation for the Visual Culture content and skills in Grade 12.

The revision program covers the following topics:

• Design Literacy
• Content covered in Grade 11
 TABLE OF CONTENTS

Page
1. Overview: Grade 11 Revision Packages 2
2. Broad overview of Topic 3 2
3. Content covered in Grade 11 3
4. Design Literacy 4
4.1 Elements 5
4.2 Principles 6
4.3 Examples of Design Literacy 8
5. Design history – movements 11
6. Design in a socio-cultural/environmental and 15
sustainable context
7. Test & Examination Tips 17
8. Revision activities 19
9. Resources 23
10. Conclusion 23

Design is not just what it looks like. Design is how it works.

Steve Jobs, entrepreneur, inventor & industrial designer
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1.
Overview: Grade 11 Revision
Packages

The revision packages will focus on the following:

Term 1: Topic 3 – Design in context
Term 2: Topic 1 & 2 – Process & Product
Term 3: Topic 1,2 & 3: Focussing on preparation for Paper 1 & 2

2.
Broad overview of Topic 3

In Grade 11 Topic 3 will cover the following:

Design literacy
• Knowledge of the theory and the terminology that underpins and describes design
in both theory and practice.
History of design
• Sound knowledge of the historical development, characteristics and influences of
styles in design.
Design in a socio-cultural/environmental and sustainable context
• Critically reflect on how design shapes the physical and the social environment.
• Demonstrate ways in which design can be used to benefit society.
• Understand signs and symbols, stereotyping, bias and prejudice in design.

The four categories in Design will be addressed in all the content.

1. Visual Communication/Information Design and/or Digital Design
2. Surface Design and Two-dimensional Craft Design
3. Product Design and Three-dimensional Craft Design
4. Environmental Design
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3.
Content covered in Grade 11

Design literacy
• Design terminology (revision of Grade 10 terminology: elements and principles of
design)
• Consolidation of Grade 10 introduction to visual communication: symbolic
language
• Gestalt
• History of typography: the structure of type, choosing a font, styling of text, main
categories in typeface design, and concise history of font

Design History /movements

• Industrial Revolution/ Arts and Crafts (Revision of Grade 10)
• Art Nouveau
• Bauhaus
• Art Deco
• De Stijl
• Modernism
• Scandinavian Design
• Popular culture – overview, subcultures, revival and retro trends.
• Visual analysis (examples of design not analysed in class before): basic
terminology that describes and underpins design and characteristics of each
movement to be used with confidence

Design in a socio-cultural/environmental and sustainable context

• Signs and symbols, stereotyping, bias and prejudice in design: link to visual
communication with the focus on illustrations,
cartoons, posters (Weimar, Germany), political propaganda, communism and
revolution (Cuba, Russia, China), and
resistance in South Africa
• One contemporary international designer/design group who addresses socio-
cultural issues
• One contemporary international designer/group who addresses environmental
and sustainable issues
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4.
Design Literacy

In Grade 10 you covered the elements and principles in depth. The terminology and
application thereof will always be part of the discussion of any work. It is therefore important
that you do understand it and are able to apply it in the discussion of designs.
Elements are the basic design tools and principles are the application of these elements. (A
metaphor can be that your elements are the ingredients and your principles are the recipe)
The following pages are a shortened version that you can keep on hand when you are
reviewing and practicing to discuss designs.

The examples above are from Visual Arts. You will have to apply your knowledge of the
elements and principles to Design products.
-
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4.1 Elements

To help you with improving your Visual analysis here are some guidelines on what to
discuss under each element. Language is very important in visual analysis. You must know
and understand terminology to apply it in language. Below are lists of common
descriptive words to use in visual analysis. These lists are not comprehensive and can be
added too, but will help you to find the words to express your thoughts.

LINE Words to describe line:

When discussing line in a design blurred freehand curvy

consider the following: bold gestural strong
• Type (curved, straight, etc.) broken horizontal dominant
• Direction (horizontal, vertical, contour implied thick
diagonal) controlled interrupted thin
• Function (Contour lines, decorative curved ruled vertical
lines, lines formed by objects in a delicate short wavy
design, etc.) diagonal stippled wide
flowing straight zig-zag

SHAPE AND FORM Words to describe shape & form:

When discussing shape one can speak about: abstracted flat

• Positive shapes - the actual positive image on amorphous geometric
which the eye initially focuses. angular linear
• Negative shapes- these are the spaces or asymmetrical massive
shapes in-between the positive shapes biomorphic proportional open
• Organic shapes- these are natural and circular organic
curvilinear they look relaxed closed repeated
• Geometric shapes- these are man-made and cubist round
rectilinear they look formal curvaceous rounded
• An object/product has form, is three-
curvy square
dimensional and has mass. The surrounding
distorted
space is the negative form. Look at the shape of
the work – does it penetrate space or is it a elongated
closed form?
TEXTURE Words to describe texture:

When discussing texture one can actual hairy soft

speak about: coarse leathery sticky
• Tactile texture- this is texture fine prickly tacky
that can actually be felt flat rough thick
• Implied texture- it looks as if it furry sandy uneven
has texture gooey shiny velvety
granular simulated wet
gritty smooth
COLOUR Words to describe colour:

When discussing colour one can speak about: bold muted

• Look for the dominant colour in a design bright naturalistic
and use the correct terminology e.g. it is calm pale
mainly done in monochromatic blues clear polychromatic
creating a cool feeling. complementary primary
• Use of primary and secondary colours. contrasting saturated
cool secondary
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• Use of complimentary colours (red and dull subtle

green. Blue and orange, yellow and purple) dusty tertiary
to create brightness. earthy vibrant
• Use of tints, shades, colour intensity, etc. exciting warm
• Psychological effects of colour – warm and garish
cool. Also how colour creates space e.g. monochromatic
multi-coloured
blue retreating in a design.
VALUE Words to describe value:

When discussing value one can speak about: cast shadow, moody
• Tone value indicates the light and dark contrasting muted
areas of the content. dark opaque
• Creating an atmosphere e.g. dramatic dramatic reflected light
with large contrasts or soft when high key shaded
predominantly light tones are used. highlight shadow
• Create focal areas by contrasts. light subtle
low key tinted
medium mid-tone

SPACE & DEPTH Words to describe space:

When discussing space one can speak about: ▪ ambiguous ▪ overlapping

• Actual space – this exists around forms and ▪ background ▪ positive/negative
is real. Designers use actual space in the ▪ closed ▪ shallow
design and creation of three-dimensional ▪ deep ▪ three dimensional
designs. ▪ flat ▪ tight
• Two-dimensional works are created on ▪a foreground ▪ busy
flat surface. Illusionistic space – to portray
▪ middle-ground ▪ two dimensional
3D objects on a 2D surface artist use
▪ open ▪ unfocused
illusionism. This is done by using the correct
perspective (line and/or aerial) so that an
object seems to exist ‘in’ the picture.

4.2 Principles

PROPORTION Words to describe proportion:

● Proportion refers to relative size of objects, • out of proportion

e.g. the parts of the human body. • realistic proportion
• exaggerated
• distorted
• elongated
• surrealist
• strange
• unnatural

BALANCE Words to describe balance:

● Balance is the equal distribution of motifs • asymmetrical

or design elements. The work must be • balanced equal
visually balanced on both sides. • even unbalanced
● What creates the balance in the • radial balance
composition? • symmetry
● Is the balance symmetrical - when • top heavy
something looks exactly the same on
one side of a vertical axis, as it does on
the other side?
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● Is the balance asymmetrical - balance is

achieved with dissimilar objects that
have equal visual weight, or equal eye
attraction?
● Imbalanced can be used for effect – it
usually creates a sense of unease and
even movement.
● crystallographic balance- balance
created through the repetition of a
pattern in equal size and space. E.g.
wallpaper
CONTRAST & VARIETY Words to describe contrast &variety:

● Contrast is brought about through the
contrast between design elements for
e.g. a contrast in tone, or colour or
shape etc.
● Are there contrasts in colour such as dull
- bright, cool - warm, dark – light?
● Are there contrasts of shape, texture,
movement, size, complexity – simplicity?
• Colours – warm vs. cool, complementary,
intense vs. dull
• dramatic
• Form- real vs. abstract
• Line direction – horizontal vs.
vertical/diagonal/curved
• Shapes – geometric vs. organic/free
• Sizes – large vs. small
• strong
• subtle
• Textures – smooth vs. rough
• Values – light vs. dark

EMPHASIS Words to describe emphasis:

● Emphasis is the part of the design that • dominant feature

catches the viewer’s attention. Usually • even distribution
the designer will make one area stand • eye catching
out by contrasting it with other areas. The • focal point
area could be different in size, colour, • leading lines
texture, shape, etc. • subordinate
● Emphasis is created by contrast and
• uneven distribution
isolation.
• zooming in
● Focal point is where your eye finally
comes to rest/draws the most attention.
Explain why a certain element is the
focal point e.g. use of perspective lines,
etc.
RHYTHM & MOVEMENT Words to describe rhythm & movement:

● Movement is the path the viewer’s eye • continuous

takes through the work of art, often to • directional lines
focal areas. Such movement can be • dramatic
directed along lines, edges, shape, and • flowing
colour within the work of art. • flowing lines
● This concept refers to the movement of • optical illusion
the viewers’ eye, across the surface of • pattern
an image, picking up the recurrent • repetition
motifs, providing the repetition inherent
• stillness
in the idea of rhythm.
● Rhythm is created by repetition, and
creates a sense of movement.
SCALE Words to describe scale:
● Both scale and proportion refer to size. • intimate
• large
• life size
• massive
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• miniature
• monumental
• small
COMPOSITION/UNITY Words to describe composition and unity:
• Has the work been done on a horizontal, • angled
vertical or square format? • arrangement
• Where is the focal point (main area of • background
attraction) and why is it the focal point, • circular
e.g. all the lines in the work lead to it; it’s • diagonal
the brightest or dullest part of the picture, • directional lines
etc.
• focal point
• Pick out the main geometric groupings as
• foreground
found in the work. Often the objects
create a triangular composition. The • horizontal
composition could also be circular or • layout
square – this is seen through the main lines • middle ground
and groups in the work. • position
• Unity is the feeling of harmony between • square format
all parts of the work of art, which creates • structure
a sense of completeness. • triangular

4.3 Examples of Design Literacy

The following examples will show you how the elements and principles were applied to
specific Design products. Remember you will be tested with both two-dimensional and
three-dimensional products, as well designs from the four categories.
9
10

Note: YSL is a fragrance for women,

while JOOP is an aftershave for men.
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5.
Design history - movements

It is important that the aims, influences and characteristics of each of the design
movements studied are clearly defined. You must also be able to refer and discuss at least
one designer and a design for each movement.

In Grade 11 the following Design movements will be studied:

• Arts and Crafts movement
• Art Nouveau
• Bauhaus
• De Stijl
• Art Deco
• Modernism
• Scandinavian Design

DESIGN MOVEMENTS TIMELINE

Look at the diagram below to see how the movements fit into the timeline and
overlapped in many cases. You will study Pop and Post-Modern Design in Grade 12.
 12

HOW TO DO REVISION on the movements

• A summary is a long text that has been reduced to the essential information, thus the
most important points to note. The specific form, the sentence structure and the
vocabulary, have changed, but the most important ideas remain.
• Read the information about the movement. As you read, underline or write down the
most important ideas.
• Make sure you look up words that you do not understand.
• Use this format to summarize the movements in your own words.

EXAMPLE: Template for a summary: DESIGN MOVEMENTS

Take a look at the following summary of the design movement Art Nouveau. It shows what
you need to know about this movement to be able to answer the question. The column
on the right refers to the mark allocation.
Art Nouveau

Discuss the aims, influences and characteristics in term of the 3

included quote in the Question.

Aims • Developing an appropriate modern visual style for designs and 3

spaces of the 20th century and a new urban world, devoid of
excessive historicism.
• Form and decoration, and a view that the arts and design should
‘speak’ a united language through one set of principles –
Gesamtkunstwerk.
Influences • Designers were influenced by the usage of Victorian technology 3
and new industrial materials
• They incorporated electric light fittings and elevators into
architecture.
• Others found inspiration in the subconscious, nature and spirituality.
• Changes in society and rebelled against the traditional views
regarding the role and nature of women led to the representation
of women as powerful and sensual beings.
• The intertwining line patterns are inspired by the decorative
surfaces of Celtic and Viking stone carvings
• the highly decorative lattice work seen in Late Gothic architecture

Characteristics • Due to the dominantly curvilinear use of line – like the whiplash line, 4
inspired by nature, products express movement and feeling.
• Stylised lines and shapes dominate the surfaces of products, taking
the attention away from the form and the function and creating
very decorative objects.
• Shapes and forms are mostly organic.
• Subject matter such as animals, birds, plants, highly stylised roses,
sunflowers, lilies, peacocks and the sensuous female form is used in
abundance.
• Flat, matt, subtle and subdued colour
• The materials that are used are exotic and contribute to the
creation of decorative and lavish surfaces, e.g. mother-of-pearl,
lapis lazuli, horn, ivory and iridescent glass.
 13

Design and • The Staircase of the Hotel 1 +

Designer Tassel, Brussels, Victor Horta. 4

• It is generally considered as
the first true Art Nouveau
building, because of its highly
innovative plan and its
ground-breaking use of
materials and decoration.
• Plant-like forms and sensuous
double curves, that would
later be known as 'the
Belgian line' or whiplash line,
was adapted to fit every
detail of his buildings.
• Horta makes use of wrought
iron as decorative detail in
the staircase and balcony
structures so that it appears .
as part of the actual building
material.
• He deliberately exposed the
steel beams of the columns
and roof and shaped them
into fantastic plant forms and
tendril designs to create a
highly decorative, expressive
whole.
• The interior is delicate and full
of feminine curves similar to a
Rococo drawing room i.e.
the floor, walls and ceilings.

TEMPLATE FOR SUMMARY OF THE DESIGN MOVEMENTS

Use this template to make your own summaries/study notes on the different movements.
Name of movement

Discuss the aims, influences and characteristics 3

Aims 3

Influences 3

Characteristics 4
 14

Design and 1+
Designer 4

Remember to paste in a
picture of the design you
studied.

VISUAL ANALYSIS
It is important that you practice visual analysis of designs so that you use the terminology
(vocabulary) correctly. One way to practice this skill is to label the image of a design.
Below is an example of an analysis of architecture from the Arts and Crafts movement.
 15

This diagram with the questions can be used to analyse any design product:

6.
Design in a socio- cultural/environmental
and sustainable context

Case studies: International Designers and Design Groups

Make sure you understand the following three concepts:

• Sustainability
• Social conscience / Social awareness
• Environmental conscience / environmental awareness

You must clearly distinguish between the different categories or groups of designers used
for the case studies (your teacher will decide on the specific examples):

Group/category International designer/design groups

Environmental/Sustainable
Social/Cultural
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REQUIREMENTS FOR A CASE STUDY OF A DESIGNER, DESIGN GROUP OR DESIGN STUDIO

• Influences: immediate environment, identification of the consumer, and trends
• Style characteristics
• At least ONE example of design/product: identify the need/the brief from the
client/intention of the end product, choice of materials/systems, design production
and design processes.
• Any impact of socio-cultural and/or environmental issues, if applicable, on the
sustainability of the design or business
• Share the marketing strategy, if applicable
• Define how the success of the final product was measured

USE THE FOLLOWING TEMPLATE TO MAKE YOUR OWN STUDY NOTES

Name of Designer / Design Agency Picture of the relevant design

Environmental, Social or Contemporary

Designer / Agency or both:

Designer / Design Agency

Briefly describe the background or history of the designer / agency:

Fully describe the social / environmental issues (problems) that they address
through their designs:

Choose and name a relevant design. Describe the design itself – make use
adjectives/expressive language.
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7.
Test & Examination Tips

PREPARATION FOR DESIGN PAPER 1

The theory paper will be presented in a format similar to the Grade 12 NSC exam paper so
that you can already learn how to respond to those types of questions in Grade 11.
The THREE sections that are part of a Grade 11 paper are as follows:

• SECTION A: Design Literacy

• SECTION B: Design History
• SECTION C: Design in a socio-cultural / environmental and sustainable context

1. SECTION A: Design Literacy

You will get unseen examples to test your knowledge of terminology and its
application.
Tips on answering unseen works:

● Look carefully at the captions - it gives the name of the designer, title of the work, date and
medium. It can all serve as clues.
● E.g. the type of design is important - is it a product or is it visual communication design? The
functions of the different design forms will provoke different reactions. The application of
design elements will differ in the different design forms.
● Know and understand the elements and principles of design and how to apply, interpret and
explain it in terms of the visuals provided.
● Substantiate your discussion of the elements and principles. Don't just make obvious
observations stating where you see it in the work - analyse and explain your observations.
For example: a line can be curved, thin, geometric, organic, diagonal, created by a row of
dots, etc. A rhythmic movement was created by the decorative, concentric patterns and
lines repeated throughout the pattern.
● Look carefully at what you need to discuss and make sure you write something on every
aspect - it doesn't help you just discuss colour and ignore composition (depending on what's
asked). Usually what you are asked to discuss will be the most important design elements of
the work. What are the requirements of the question?
● Your answers should refer directly to the visuals provided.
● Motivate your opinions e.g. the advertisement discriminates against women - explains how it
is portrayed in the advertisement and why it is seen as a discriminatory portrayal that this
practice is unconstitutional and abusive.
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Tips:

● As you study the different content in Grade 11, new terminology will be constantly
added. See that you understand them and can apply them.
● Make a short diagram or “brainstorm” before you begin your answer (based on
keywords in the question).
● Plan your time.
● Imagine that your marker knows absolutely nothing. Do not assume that anything is
too simple or unimportant to discuss.

Instructional verb Explanation

Analyse A detailed and logical discussion of the elements and principles in

Design and application thereof related to a specific Design
example.
Compare Point out differences and similarities in an ordered sequence within
the same argument. See that you consistently throughout the
essay refer to both Design movements/examples. Structure your
comparison according to the bullets provided e.g. materials,
function, form, etc.
Discuss Present your point of view and give reasons for your
statements. Use the guidelines that are often provided to
structure your answer e.g. aims, influences, a specific example,
etc.
Explain Clarify and give reasons for your statement e.g. refer to specific
images/elements/principles in the visual source/studied example
and the role they play to convey meaning and concepts e.g.
stereotyping, patriotism, etc.
Identify Point out and describe; usually very specific e.g. refer to two
symbols in the example.

Vocabulary/Terminology
Below are some of the concepts/terminology that you must understand in Grade 11 to be
able to answer questions. You can add to the list as you get introduced to new
concepts/terminology.
• Abstract • Exclusivity • Prototype
• Aesthetic • Facade • Recycle
• Anti-design • Gender specific • Sign
• Asymmetrical • Gestalt • Social-cultural
• Avant-garde • Global • Stereotypes
• Bias • Hard-edge • Streamlined
• Biomorphic • Kitsch • Sub-cultures
• Conscience • Mass Production • Subliminal
• Consumer • Minimalism • Symbol
• Craft • Mythology • Trend
• Discrimination • Ornamental • Trompe l’oeil
• Eclectic • Pictogram • Universal
• Environmental • Popular culture • Upcycle
• Ergonomics • Prejudice • Vernacular
• Ethics • Propaganda
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8.
Revision activities

QUESTION 1: Product design

Figure 1: Adjustable Chair (Morris Chair),

Manufacturer: Morris and Co., oak frame Figure 2: Rare White 'Wisteria' Table Lamp,
with separate cushions upholstered in the leaded glass, patinated bronze,1902-1903.
'Squirrel' wool tapestry.

Figure 3: Marianne Brandt, The Tea Infuser, Figure 4: Philips radio model 834A, Holland. Its
silver and ebony, 1924. front is made of bakelite and its sides (not
shown) are made of a Bakelite Formica ,1933.

Analyse and discuss the use of the following elements and principles with reference to
Figure 1-4:

• Line
• Shape
• Pattern
• Repetition and/or rhythm
(Remember: Be very SPECIFIC to the design depicted. Don't generalise)
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QUESTION 2: Visual communication design

Figure 5: Toulouse -Lautrec, La troupe de Mlle Eglantine,

crayon lithograph with brush and splashes, in three Figure 6: Joost Schmidt, Poster for the
colours, 1896. 1923 Bauhaus exhibition in Weimar,
1923.

Compare Figure 5 with Figure 6 in an essay of at most ONE page and use the following as
guidelines:

• Font type, font size and font colour

• Pattern
• Colour
• Line
• Possible influences and inspiration

QUESTION 3: Design History

FIGURE 1: Pamphlet from the Renaissance
period. An early example of news articles, this
version of a vision seen above Mohammad's
tomb in 1620, was translated from Italian to
English.
FIGURE 2: Poster from the period of the Industrial
Revolution: Rapid Transit, a
chromolithographic poster advertising the Boston
rail system.
 21

FIGURE 3: Art nouveau - FIGURE 4: Art Deco poster by FIGURE 5: Bauhaus poster by László
Sarah Bernhardt poster by Horace Taylor, 1924. Moholy Nagy, 1931.
Alphonse Mucha, 1896.

“Graphic design is a relatively young way of expression, primarily a response to the needs
of the industrial revolution”
• Identify the key features of each Design Movement following FIGURES 1-5.
• Identify 4 obvious changes that took place from the Renaissance to the modernist
era.
• Look for two examples of contemporary posters or advertisements showing the
influences of any of the periods in FIGURES 1-5. Analyse and explain where these
influences are visible and why they were used.

QUESTION 4: Design in a sociocultural / environmental and sustainable context

FIGURE 6: Child Soldiers: Not FIGURE 7: One Child Is Holding Something Has Been
Happening Here, But Happening Now, Banned in America to Protect Them. Guess Which One?
Pius Walker, Amnesty International, Gray, Toronto, Canada.
Switzerland.
 22

FIGURES 6 AND 7 are part of advertising campaigns that address social awareness. Write a
brief analysis of each in which you discuss the following aspects:

• Type of social issue (be specific)

• Meaning and context of the slogan
• Shock value
• Your opinion on the success or failure of the advertisements

QUESTION 5

FIGURE 8: Crosby Studios' founder FIGURE 10: Vivienne

Harry Nuriev has teamed up with
Balenciaga to create a transparent
vinyl couch filled with worn and
discarded clothing from the French
fashion brand.
FIGURE 9: At EILEEN FISHER,
each item of gently worn
clothing earns five dollars in
credit on a rewards card,
old clothes are received
with the sort of excitement
that usually accompanies
record-breaking sales, not
record-breaking returns.
Westwood is sticking by her
belief that we should all buy
less, choose well and make
it last. "Buy less, dress up,"
she says in the campaign
video for her new collection.
Fashion Week is an unusual
place to find such an anti-
consumerism message, but it
is fitting with Westwood's
punk aesthetic.

The examples in FIGURES 8-10 address all three issues of overconsumption in the fashion
industry.

• Explain the message and strategy that each photo represents.

• Why is the idea of sustainability in the fashion industry an important issue?
• What would you suggest to make the fashion industry sustainable?
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9.
Resources

Use key words from Grade content to search for interesting websites and YouTube videos.

Browse the Grade 11 Design resources on the ePortal:

https://wcedeportal.co.za/browse/subjects/design/grades/11
It is important that you have access to the lessons developed on the Grade content and
to complete the activities. Ask your teacher if you have not received them

10.
Conclusion

Have you noticed that in every heading there is an iconic chair, many from the movements
you will study this year. See if you can identify some of them?

Dieter Rams is a German industrial designer who was responsible for the design of Braun’s
consumer products for many years. About 50 years ago, in his quest to answer the question
“Is my design a good design?”, he developed the 10 principles of Good Design.

10 principles of Good Design

1. Is innovative
2. Makes a product useful
3. Is aesthetic
4. Makes a product understandable
5. Is unobtrusive
6. Is honest
7. Is long-lasting
8. Is thorough down to the last detail
9. Is environmentally friendly
10. Involves as little design as possible

Do you think they are still relevant today? Do you apply them to
your own designs?

Enjoy this journey with the many movements and designers in

Grade 11.