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VCD 2024

Techniques for
analysis.

This page will explore a range of simple techniques designed to build students capacity to write clearly and cohesively. This is not full-on English language advice, your teachers in that department are much better equipped for that, but a series of techniques that can be incorporated to help students answer questions more effectively. Beginning with command terms, then moving though descriptions, analyses we finish with the newly introduced for VCD 2024, the comparative analysis.

Takeaways

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Analyses

Analysis techniques for Visual Communication Design are structured methods for clearly and effectively answering questions about design work. These techniques include understanding command terms (action words that indicate how to respond), using specific formulas for short answers and extended analysis, and applying comparative analysis to examine the similarities and differences between designs.

  • Command terms are your roadmap - learn what each one means
    Words like 'identify,' 'describe,' 'explain,' 'analyse,' and 'compare' each require different types of responses, so understanding these terms is crucial for answering questions correctly and getting full marks.
  • Follow the three-step formula for short answers every time
    • Start with a topic sentence that addresses the entire question.
    • Elaborate with specific evidence from the design.
    • Link back to the question.
  • Avoid common mistakes that cost you marks
    Don't just repeat the question as your topic sentence, don't jump into analysis without describing what you see first, and never use subjective words like 'unique' or 'random'. Always use specific, objective descriptions.
  • Structure comparative analysis with clear organisation
    Use an introduction that states your subjects and points of comparison, body paragraphs that compare one aspect at a time using linking words like'similarly'and 'however,' and a conclusion that summarises your findings.
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Command terms
short answers
Analysis
Comparative analysis
Comparative example 1
Comparative example 2
Comparative example 3

command terms

Command terms are the words that instruct students to answer questions in particular ways. They signal the action as student must do. They tell you how to answer a question, what is required. Any form of discussion or analysis of design hinges on the correct use of command terms. Below is a group of command terms used in VCE, and adjusted to suit VCD. They are from a full list published by VCAA.

The command terms used in VCD include;

Identify
Identify = Recognise and name or select a feature, element, or part from a list or within a diagram, structure, artwork or design.

(Question)
Identify the stage of the design process shown in Figure 1.

(Response)
Develop

Describe
Describe = Provide accurate characteristics, features and qualities of a given concept, process, effect, artwork, design or other artefact.

(Question)
Describe colour in Figure 1.

(Response)
A range of warm reds, oranges and yellows.

Discuss
Discuss = Present a clear, considered and balanced argument that identifies issues and shows the strengths and weaknesses of, or points for and against, one or more arguments or opinions.

(Question)
With reference to the stage of the design process shown in Figure 1, discuss reasons for the designer using manual methods at this stage.

(Response)
Figure 1 shows a range of rapid visualisation drawings. These would have been made during the Develop stage of the design process. Reasons for using manual methods are; manual sketching is quick and intuitive and using pencil makes it easy to represent form with line, tone and texture. Both of these reasons are suitable for this stage because ideas can be visualised easily, quickly and cheaply.

Outline
Outline = Provide an overview of the main features of a diagram, design or image.

(Question)
With reference to Figure 1, outline one design decision relating to materials, that was made to reduce waste.

(Response)
The designer decided to use stainless steel, rather than single-use plastic, for the water bottle in Figure 1 because this material is long-lasting, so will be kept in use for a long period of time.

Suggest
Suggest = Put forward for consideration a solution, hypothesis, idea or other possible answer.

(Question)
Suggest an alternative presentation format for the information shown in Figure 1 (poster).

(Response)
A brouchure.

Explain
Explain = Give a detailed account of why or how a component of design functions in a design, with reference to causes, effects or reasons; make the relationships between things evident.

(Question)
Identify a material used to make the design shown in Figure 1. With reference to an environmental factor, explain why the designer might have selected this material.

(Response)
The designer used plastic made from recycled PET bottles to make the seat shown in Figure 1. This material was selected to reduce waste and pollution in the environment. Using repurposed or recycled materials for new products prolongs their lifetime, ensuring it remains in use, which reduces waste, ensuring we have a cleaner environment.

Analyse
Analyse = Identify components or elements of designs and discuss the significance of the relationship between them.

(Question)
With reference to aesthetics and function, analyse the use of form in the design in Figure 1.

(Response)
The two conical forms in the kettle shown in Figure 1 create a minimal, abstract, sculptural design solution. Creating them on opposing axes and with different proportions makes it a most artistic object. The two conical forms also function as important parts of the kettle. The large rounded form is wide enough to hold sufficient water for a number of people. The long thin form set at an angle serves as both the kettle’s handle and its spout. Both of the two forms, the only parts of this kettle create its sleek aesthetic and function as a vessel to boil water.

Compare
Compare = Identify or establish similarities and differences and discuss the significance of these similarities and differences.

(Question)
Compare one aspect of the working practices of the two communication designers in their studios, shown in Figures 1 and 2.

(Response)
The two communication designers shown in Figures 1 and 2 are working on the same kind of design project; designing a logo. Figure 1 was taken in 1947 and Figure 2, in 2023. In the earlier image, the designer is shown developing and resolving design ideas in the same way one would do a technical drawing. He has measured out the shapes for the logo with a range of pencils, pens and drawing instruments, and is working carefully with Indian ink to create a positive that can then be photographed and reduced for print. The design must be fully refined before work begins on the final version because no changes in the shape will be possible after the final image-making begins. By contrast, the contemporary designer is creating a logo using a vector-based application. On her screen, we can see she is resolving three different versions of the logo to completion. One version emphasises line, another shape and the third, form. The designer is able to zoom in and out, copy and delete components and print, test and evaluate her work, as she goes. Working with a computer is a far more flexible way to produce effective designs that can easily be modified, should the client wish.

Evaluate
Evaluate = Make a judgment about the merits of a design, using the information or image supplied, (design evaluation or award selection) criteria, Principles of Good Design or own knowledge and understanding. This may involve considering supporting evidence for and against different points, arguments, concepts, processes, opinions or other information.

(Question)
Considering the data supplied in Figure 1 and the screenshot of the animation in Figure 2, evaluate Public Transport Victoria’s ‘Dumb Ways to Die’ campaign, in terms of its ability to relate to its target audience.

(Response)
According to the data supplied in Figure 1, Public Transport Victoria’s ‘Dumb Ways to Die’ campaign is an extremely effective campaign for public safety around trains. Its use of a light comedic genre, together with its high-key colours, catchy jingle and characters, make it most relatable for its target audience of teens who are both frequent train travellers and computer gamers. They are used to and respond positively to messages that are transmitted in the way the campaign has used. It is no surprise that the ‘Dumb Ways to Die’ campaign was an international award winner.

Reference:
The material on Command Terms in this section was adapted from the information on this VCAA webpage.

task

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1.1 Command Terms

Collect a range of past exam papers and consider how and when each command term has been used.

1.2 Write Questions

Collect two interesting examples of design. Write five questions, similar to the ones shown above using five different command terms. Put them on one word file and print it out.

1.3 Answer Questions

Swap papers from Task 1.2 with your partners. Answer each question, paying particular attention to how each command term should be used correctly.

1.4 Respond in detail

Answer five questions from past exam papers. Look for and find five different command terms in the questions. Swap papers with your partner and evaluate the answers in terms of how well they have followed the intention of each command term.

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short answers

In this section, students will learn a simple formula that can be used to answer short answer questions seen in tests and exams. They will find that breaking a response down into three components ensures that they act on the command verbs and answer each part of the question. This technique can be applied to short answer questions in any subject easily.

How to answer short answer questions

There are several steps to answering short answer questions accurately and ensuring that students address each aspect of the question. Here is an outline of a useful process:

Before you write #1

  • Highlight command terms
  • Highlight the course content the question is asking you to demonstrate your understanding of
  • Highlight the subject of the analysis (Figure #) the question is referring to

Before you write #2

  • Describe the parts of course content in your mind
  • Consider how you could frame an answer in one sentence that answers the whole question. Take 30 seconds to do this silently and get the sentence right in your head before you start writing

      Writing

      Step 1 Write a topic sentence

      • Answer the whole question completely in one opening sentence. Ensure that the sentence contains the course content words you have been asked to identify or analyse, the subject the analysis is referring to and the effect or function the course content is having on the subject

      Step 2 Elaborate and provide evidence

      • Describe each part of the course content in the question, by referring to specific parts of the Figure or subject of the analysis. If required, explain how that component functions (creates aesthetic or functional effects, meets the needs of audiences, was influenced by a factor, design decisions, etc.,)
      • Repeat, for each part of the course content in the question

      Step 3 Evaluate and link back to the question (only required in explain, evaluate or compare questions)

      • Summarise the points of analysis and restate the role of the course content in achieving the effect asked for in the question

      Example

      Black and white circular logo divided into four sections by a cross, with the letters L, O, G, and O in each quadrant. The word LOGO is spelled using bold, outlined letters.
      Figure 1.

      Question
      With reference to Figure 1, discuss how the design elements of line and type are used together to create an aesthetic effect.

      Before you write #1

      • Highlight +command terms
      • Highlight the *course content the question is asking you to demonstrate your understanding of
      • Highlight the #subject of the analysis (Figure #) the question is referring to

      With reference to #Figure 1, +discuss how the design elements of *line and *type are used together to create an *aesthetic effect.

        Writing

        Step 1 Write a topic sentence
        The design elements of line and type have been used to create a retro, traditional aesthetic effect in the logo in Figure 1.

        Step 2 Elaborate and provide evidence
        (First course content)
        Geometric lines of even thickness form a circle and a plus sign, dividing the space for the four letters of the logo. The thickness of the line compliments the outline type used in the name. The circle formed by the line looks like a monogram-style logo. This gives it a retro feeling.  

        (Second course content)
        A capitalised, slab serif outline typeface has been used to create the logo. This type is easy to read. Dividing the word in this way, using only line, resembles old-fashioned symbols and signs.

        Step 3 Evaluate and link back to the question
        This combination of line and type are used together to evoke a nostalgic feeling in this simple logo.

        Short answer example

        Question 1
        With reference to Figure 1, discuss how the design elements of line and type are used together to create an aesthetic effect.

        The design elements of line and type have been used to create a retro, traditional aesthetic effect in the logo in Figure 1. Geometric lines of even thickness form a circle and a plus sign dividing the space for the four letters of the logo. The thickness of the line compliments the outline type used in the name. The circle formed by the line looks like a monogram-style logo. This gives it a retro feeling. A capitalised, slab serif outline typeface has been used to create the logo. This type is easy to read. Dividing the word in this way, using only line, resembles old-fashioned symbols and signs. This combination of line and type are used together to evoke a nostalgic feeling in this simple logo.

        Common problems with short answer analyses

        Topic sentence says nothing
        Question
        Explain how the designer has used one digital-based method to cater for the needs of a user.

        (Topic sentence)
        The designer has used one digital-based method to cater for the needs of a user.

        The student has just repeated the question without answering it. A good answer might be;

        (Topic sentence)
        The designer has used 3D printing to cater for high-school students.

        Starting an analysis without describing course content or providing evidence
        Question
        Explain how the designer used tone and colour to evoke emotions in target audience members.

        (Response)
        The picture of the horse is scary. It makes the audience feel bad. Dark colours always look depressing.

        The student jumped into analysis before identifying and describing the components of the design. A better answer might be;

        (Response)
        The designer has used dark, rich tones of red to depict a horse in pain. This use of colour evokes a strong feeling of anguish in the audience.

        Using subjective terms to describe components of visual language
        Question
        Describe the use of balance in Figure 1.

        (Response)
        The use of balance in Figure 1 is unique.

        One should never use subject terms such as unique, random, appealing, distinctive, ugly, etc. to describe parts of designs as these terms mean different things to different people. A better response might be;

        (Response)
        The use of balance in Figure 1 creates a very unstable, dynamic effect.

        Using incorrect verbs
        Choosing the correct verb can be tricky. There are so many that seem similar in the context of design analysis. Yet, they all have different meanings. Which one is best, if you are talking about how a designer (verb) a giraffe, a map, sadness, skill, a design element or a feeling? Here are some examples of these verbs;

        Give off, create, use, make, convey, depict, display, demonstrate, show, reveal accentuate, emphasise.

        Here are some examples of the verbs used correctly in sentences;

        • The skunk gives off a terrible stink
        • Colour and shape have been used to create balance
        • The designer uses balsa wood to make a model
        • The dark colours and rough texture convey a depressing feeling
        • The illustrator used markers to depict a truck
        • A point-of-sale stand was used to display a new range of watches
        • The designer created a PDF presentation and used it to her ideas to a client
        • The convention, ‘structuring of time’ was used to reveal the influence the murderer had Flowing lines were used to accentuate curves on a drawing of a car
        • A red background was used to emphasise the prices in an advertisement

        task

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        2.1 Short answers

        Collect a range of past VCD examination papers. Select and practice writing a response for five questions.

        2.2 Find your strengths, improve weaknesses

        If you do Task 2.1 in class, swap papers and check your partner’s answers. Have they answered the question fully? If not, how could they improve their answer?

        2.3 Check examiner’s reports

        If you do Task 2.1 in class, swap papers and check your partner’s answers. Have they answered the question fully? If not, how could they improve their answer?

        2.4 Use verbs correctly

        Choose the correct verbs from the list above and use them in new sentences. Match them with;

        • ... a design principle
        • … a design element
        • … a model
        • … a new car
        • … a hidden part
        • … a feeling
        • … an emotion
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        Analysis

        In this stage, students will learn how to plan and write an extended analysis when they are required to explain how various factors or techniques used by designers have been used to achieve particular aesthetic or functional goals or meet the needs of audiences or users in specific ways.

        Writing an analysis

        Writing an analysis
        There are three main components to an analysis: An introduction, body paragraphs and a conclusion.

        1. Introduction
        The introduction is a crucial part of the analysis, as it sets the stage for the reader. It introduces the reader to the subject, contention and purpose of the analysis. The subject is the design being discussed, the contention is the writer's opinion about the subject, and the purpose is the reason for the analysis, which should reflect the intention of the question.

        2. Body paragraphs
        Each body paragraph introduces and discusses one aspect of the examination. Each discussion is supported by evidence taken from specific parts of the design. There is a separate body paragraph for each aspect of the analysis.

        3. Conclusion
        The conclusion summarises the evidence given in the body paragraphs and evaluates the effect of the subject. A conclusion may also suggest a call to action for the reader.

        A simple plan for writing an analysis
        Target Learning suggests students use the following process for writing an analysis:

        1. Identify and describe each area of course content and the subject of the analysis
        2. Write a dot-point plan elaborating on ideas and meanings related to the areas of course content
        3. Write the essay, drawing on the ideas and evidence in the plan

        Example analysis

        An urban community garden with raised wooden beds filled with vegetables and plants. People are walking and gathering in the background, surrounded by apartment buildings and trees on a sunny day.

        Figure 1. Urban Horticulture - Community Garden in Central square of the city, Turin, Italy - September 29, 2016. (Image: MikeDotta@shutterstock.com).

        Question
        Figure 1. is a picture of a community garden in the centre of a busy city neighbourhood. Identify and explain how two factors may have influenced the designers in ensuring that the garden meets two needs, habits and mindsets of users.

        1. IDENTIFY AND DESCRIBE AREAS OF COURSE CONTENT

        Describe aspects of course knowledge according to the question

        1 Social
        Evidence that the social factor has influenced the garden:

        • The garden is in a densely populated area
        • Gardening requires collaboration
        • Gardening is good exercise

        2 Environmental
        Evidence that the environmental factor has influenced the garden:

        • The garden grows food
        • The garden enables people to share resources
        • Growing food keeps it local and reduces transport miles pollution
        • Growing food minimises waste

        2. PLAN ESSAY

        Introduction
        (TS, Including subject and contention): The Community Garden in Turin, Italy, is an excellent example of how factors can influence a design so that it meets users' needs, habits, and mindsets.

        (Purpose of analysis of course components): To explain how two factors were influential in ensuring a design would meet the needs of users. Discussing:

          • Social factor
          • Environmental factor

        Body paragraphs
        In each paragraph:

        1. Introduce each area of course content in a topic sentence
        2. Provide evidence to show how the garden meets the needs of users
        3. Summarise

        1 Social
        The social factor refers to the ways people relate together

        Evidence that the social factor has influenced the garden:

        • The garden is in a densely populated area
        • Gardening requires collaboration
        • Gardening is good exercise

        Evidence that designing with the social factor in mind has met one need of the users’ needs, habits or mindsets:

        Urban users can be isolated. Therefore, sharing a garden encourages interaction and conversation, leading to better mental health. This improves their day-to-day mindsets.

        2 Environmental
        The environmental factor refers to the ways people can minimise impacts to the environment

        Evidence that the environmental factor has influenced the garden:

        • The garden grows food
        • The garden enables people to share resources
        • Growing food keeps it local and reduces transport miles pollution
        • Growing food minimises waste

        Evidence that designing with the environmental factor in mind has met one need of the users’ needs, habits or mindsets:

        Urban users can be busy and may tend to ignore the environment. Encouraging them to grow some of their food gives them a purpose for looking after the environment, minimising transport miles and waste caused by commercial food chains. Providing a way to change users’ habits allows them to care for the environment.

        Conclusion
        Summarise: The social factor has influenced the design by bringing people together with purpose and enhancing the community.

        The environmental factor has influenced the design by minimising resource use and waste by providing only the food that is needed at the point at which it will be consumed.

        Link back to the question: These two factors’ influence has been important in ensuring that the design of the community garden meets the emotional mindsets and physical habits of urban users.

        Short analysis example

        Question
        Figure 1. is a picture of a community garden in the centre of a busy city neighbourhood. Identify and explain how two factors may have influenced the designers in ensuring that the garden meets two needs, habits and mindsets of users.

        The Community Garden in Turin, Italy is an excellent example of how factors can influence a design so it meets the needs, habits of mindsets of users. This analysis will explain how Social and Environmental factors were influential in ensuring a design would meet the needs of users.

        The social factor refers to the ways people relate together. The garden is in a densely populated area between streets and apartment buildings. Gardening requires collaboration and is good exercise. Urban users can be isolated, therefore sharing a garden encourages interaction and conversation, leading to better mental health. This improves their day-to-day mindsets, health and wellbeing.

        The environmental factor refers to the ways people can minimise impacts to the environment. The garden grows food and enables people to share resources. Growing food keeps it local, reduces transport miles pollution and minimises waste seen in large food distribution chains. Urban users can be busy and may tend to ignore the environment. Encouraging them to grow some of their food gives them a purpose for looking after the environment, minimising transport miles and waste. Providing a way to change users’ habits allows them to care for the environment more easily.

        The social factor has influenced the design by bringing people together with purpose and enhancing the community. The environmental factor has influenced the design by minimising resource use and waste by providing only the food that is needed at the point at which it will be consumed. These two factors’ influence has been important in ensuring that the design of the community garden meets the emotional mindsets and physical habits of urban users.

        example explained
        A diagram explains how to write a topic sentence answer, highlighting the command term, subject of analysis, and course content in a sample question about a community garden’s design. Red boxes and lines connect each element to explanations.
        An annotated illustration of how a topic sentence answeres the question in one sentence.
        Diagram illustrating the structure of analysis in essay writing, with labeled sections for introduction, body paragraphs, evidence, elaboration, and conclusion, plus descriptions and examples for each component.
        An annotated illustration showing the structure of the analysis.

        task

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        3.1 Analysis

        Read the section on analysis above. If asked by your teacher, follow the steps to write an analysis yourself.

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        Comparative analysis

        In this section, students will learn how to structure a comparative analysis. They will begin by making simple comparisons exploring the use of design elements and principles, then graduate to writing cohesive comparisons between more relevant examples.

        Writing a comparative analysis

        A comparative analysis has three main components: an introduction, body paragraphs, and a conclusion. The comparative analysis examines two designs or designers in each paragraph.

        Introduction
        An introduction introduces the reader to the subjects of the comparison, the contention, the purpose of the analysis and the points of comparison. The subjects of comparison are the two designs or designers the student is comparing. A contention is the writer's opinion about the subjects. The purpose of the analysis is the reason, which should reflect the intention of the question. The points of comparison are the features or different ways each design will be compared.

        Body paragraphs
        Each body paragraph compares similarities and differences between the two subjects in terms of one point of comparison.

        Linking words
        Linking words are used in the body paragraphs of a comparative analysis. When the writer wishes to show that the two subjects are similar, words such as similarly, just as, in the same way, can be used. When the writer wishes to highlight differences between the two subjects, words such as however, although, conversely, by contrast, can be used to link the two halves of the paragraph. In each paragraph, the writer should elaborate by providing evidence or examples to illustrate the writer’s contention.

        Conclusion
        The conclusion summarises the examples and evaluates the effect or contribution of the two subjects. It may also suggest a call to action for the reader.

        Process
        Target Learning suggests students use the following process for writing a comparative analysis:

        1. Identify points of comparison
        2. Identify and describe points
        3. Write a dot-point plan elaborating on ideas and meaning
        4. Write the essay, drawing on the ideas and evidence in the plan

        An example of a comparative analysis using this approach is shown below. For detailed For information on constructing this kind of analysis, visit the page linked here.

        Example 1. Design A and B

        Two square graphic designs labeled Design A and Design B. Both feature the word WORD in various sizes and styles, with different color blocks and geometric shapes as backgrounds.

        Question
        With reference to Design A and Design B above, compare the ways the designer has used two design elements and two design principles to create aesthetic effects.

            1. IDENTIFY Points of comparison

            • Colour
            • Type
            • Balance
            • Contrast

            2. IDENTIFY AND DESCRIBE POINTS

            1 Colour
            Design A

            • Cool colours
            • Accent light yellow
            • White

            Design B

            • Black and white
            • Accent Red

              2 Type
              Design A

              • Capital sans-serif condensed typeface
              • White and yellow
              • Two different sizes

              Design B

              • Capital slab serif typeface
              • Black and red
              • Two different sizes

                3 Balance
                Design A

                • Asymmetrical balance in the background
                • Centre-aligned type in the foreground

                Design B

                • Asymmetrical balance throughout the composition
                • Left-aligned type

                  4 Contrast
                  Design A

                  • Subtle contrast in colour
                  • Stronger contrast in shape
                  • Strong contrast in sizes of type

                  Design B

                  • High contrast figure-ground achieved through tone and colour
                  • High contrast in shapes
                  • High contrast in sizes of type

                  3. Plan essay

                  Introduction
                  (TS, Including subjects and contention): Design A and Design B both use design elements of colour and type and design principles of balance and contrast to achieve soft and dramatic effects.

                  (Purpose of analysis and points of comparison): To show how the same design elements and design principles can be used differently to achieve different effects. Discussing:

                  • Colour
                  • Type
                  • Balance
                  • Contrast

                  Body paragraphs
                  In each paragraph:

                  1. Write a topic sentence introducing a similarity or difference between both examples
                  2. Elaborate and provide evidence for both examples
                  3. Use comparison terms where appropriate
                  4. Summarise

                  Point 1 Colour
                  (TS): Both designs use a limited colour scheme to achieve different aesthetic effects.

                  (Evidence 1): Design A

                  • Cool colours
                  • Accent light yellow
                  • White

                  (Evidence 2): Design B

                  • Black and white
                  • Accent Red

                  (Summarise): Design A has a softer quality whereas Design B has a more dramatic effect.

                  Point 2 Type
                  (TS): Each design uses a different kind of typeface.

                  (Evidence 1): Design A

                  • Capital sans-serif condensed typeface
                  • White and yellow
                  • Two different sizes

                  (Evidence 2): Design B

                  • Capital slab serif typeface
                  • Black and red
                  • Two different sizes

                  (Summarise): Design A uses type in a smooth, contemporary way whereas Design B uses type in a stronger, old-fashioned manner.

                  Point 3 Balance
                  (TS): Each design is created around a different kind of balanced composition

                  (Evidence 1): Design A

                  • Asymmetrical balance in the background
                  • Centre-aligned type in the foreground

                  (Evidence 2): Design B

                  • Asymmetrical balance throughout the composition
                  • Left aligned type

                  (Summarise): Designs A and B use asymmetrical balance in different ways. The effect of the use of balance in Design A is a stable composition interrupted only by the position of the dark green square in the top right. However, Design B uses asymmetrical balance to create a fluid design that seems to advance from left to right along the red rectangle, only to be halted abruptly by the black circle.

                  Point 3 Contrast
                  (TS): Design A uses subtle contrasts in colour and balance to create a soft effect but Design B uses dramatic contrasts in colour and balance to create a dramatic effect.

                  (Evidence 1): Design A

                  • Subtle contrast in colour
                  • Stronger contrast in shape
                  • Strong contrast in sizes of type

                  (Evidence 2): Design B

                  • High contrast figure-ground achieved through tone and colour
                  • High contrast in shapes
                  • High contrast in sizes of type

                  (Summarise): The contrasts in colour and balance in Design A create a more peaceful effect whereas the strong contrasts in the same design element and design principles in Design B are used to create an unstable, dynamic effect.

                  Conclusion
                  Summarise:

                  • The use of colour, type, balance and contrast in Design A creates a peaceful soft effect
                    The use of the same two design elements and design principles in Design B creates a stronger, effect.

                  Link back to the question:

                  • Therefore, whilst using the same design elements and principles, designers can achieve different effects by modifying the key characteristics of each.
                  Comparative analysis example 1

                  Question 1
                  With reference to Design A and Design B above, compare the ways the designer has used two design elements and two design principles to create aesthetic effects.

                  Design A and Design B both use design elements of colour and type and design principles of balance and contrast to achieve soft and dramatic effects respectively. This analysis will show how the same group of design elements and design principles can be used differently to achieve different effects. I will be discussing the use of colour, type, balance and contrast in the two designs.

                  Both designs use a limited colour scheme to achieve vastly different aesthetic effects. Design A uses two cool shades of green with an accent of light-yellow type for effect. The large heading is reversed out in white to be read first. Similarly, Design B uses only black, white and red. This, however, creates a stronger effect, reminiscent of 1930s utopian design. The two designs use colour differently. Design A has a softer quality whereas Design B has a more dramatic effect.

                  A significant difference between the designs is in the typeface used in each. Design A uses a capitalised, sans-serif condensed typeface. The large word is shown in white, and the smaller words are shown in a light yellow helping them to recede into the design in a relaxed manner. Design B also uses a capitalised typeface, however, in contrast to Design A, its type is in a slab serif typeface. Most of the type in Design B is in black which contrasts strongly with its background. However, to provide a spark of relief, one small word is coloured red creating an interesting relationship with the large red rectangle. Design A uses type in a smooth, contemporary way whereas Design B uses it in a more authoritative, old-fashioned manner.

                  Each design is created around a different kind of composition using asymmetrical balance in different ways. Design A uses asymmetrical balance in the background. The triangle is symmetrically balanced, but the dark green square is not. However, the type is all centre-aligned type in the foreground. By contrast, Design B uses asymmetrical balance throughout the whole composition. The shapes are asymmetrically balanced around a centre line and the type is all left aligned against a margin on the left. Designs A and B use both asymmetrical balance in different ways. The effect of the use of balance in Design A is a stable composition interrupted only by the position of the dark green square in the top right. However, Design B uses asymmetrical balance to create a fluid design that seems to advance from left to right along the red rectangle, only to be halted abruptly by the black circle.

                  Contrast is used very differently in each design. Design A uses subtle contrasts in colour, type and balance to create a soft effect, but Design B uses dramatic contrasts in colour, type and balance to create a dramatic effect. The subtle greens and more stable balance in Design A create a peaceful effect whereas the contrasts between black, red and white in a most asymmetrically balanced layout in Design B create a very unstable, dynamic effect.

                  The use of colour, type, balance and contrast in Design A creates a peaceful soft effect. The use of the same two design elements and design principles in Design A creates a stronger, effect. Therefore, whilst using the same components, designers can achieve different effects by modifying the key characteristics of each.

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                  Example 2. Coffee cups

                  A person in a red sweater holds a white disposable coffee cup and is placing a black plastic lid on it. The cup is filled with coffee and some foam can be seen on top.

                  Disposable coffee cup. (Image: Ivan-Kurmyshov@shutterstock.com).

                  A person holding a reusable glass coffee cup with a cork band and a black lid, wearing a white shirt and beige pants. Their nails are painted light pink.

                  Reusable coffee cup. (Image: Igisheva@shutterstock.com).

                  Question 1
                  Compare the similarities and differences between the design of a disposable and a reusable coffee cup.

                  1. IDENTIFY Points of comparison

                  • Aesthetics
                  • Materials
                  • Image

                   

                  2. IDENTIFY AND DESCRIBE Points

                  1 Aesthetics
                  Disposable cup

                  • Simple, basic, austere, cheap
                  • Contrasting colours

                  Reusable cup

                  • Clean, minimal, warm
                  • Natural textured band over clear glass

                    2 Materials

                    Disposable cup

                    • Easy to construct paper
                    • Used cup is non-recyclable
                    • Causes pollution and damage to the environment
                    • Single-use cup consumes resources quickly

                    Reusable cup

                    • Cork, glass, plastic
                    • Durable and easy to clean
                    • Cork insulates heat from the hand
                    • Reusable cups do not go to landfill causing pollution

                      3 Image they project

                      Disposable cup

                      • Hasty, not considering the environment

                      Reusable cup

                      • Environmentally responsible values

                      3. Plan essay

                      Introduction
                      (TS, including subjects and contention): In Australia, cafes use two kinds of coffee cups: disposable and reusable. Both have advantages and disadvantages.

                      (Purpose of analysis and points of comparison): Explore the similarities and differences between disposable and reusable coffee cups, comparing the cups’

                        • aesthetics
                        • materials
                        • image using both kinds of cups project

                      Body paragraphs

                      In each paragraph:

                      1. Write a topic sentence introducing a similarity or difference between both examples
                      2. Elaborate and provide evidence for both examples
                      3. Use comparison terms where appropriate
                      4. Summarise

                      Point 1 Aesthetics
                      (TS): The form of both disposable and reusable coffee cups are fairly similar as they both do the same job.

                      (Evidence 1): Disposable cup

                      • Plain and simple.
                      • Minimal aesthetics suit their single-use function.

                      (Evidence 2): Reusable coffee cups

                      • More elaborate and intentional.
                      • Clean, warm and natural aesthetic quality
                      • More enjoyable to look at.

                      (Summarise): Both are superficially similar yet different in details.

                      Point 2 Materials
                      (TS): The main point of difference between disposable and reusable coffee cups is in the materials they use.

                      (Evidence 1): Disposable cups

                      • Plastic-coated paper with a thin plastic lid.
                      • Lack insulation and can burn a user’s hand.
                      • Materials are designed for single use and are non-recyclable. End up in landfills, causing massive amounts of pollution to the environment.

                      (Evidence 2): The reusable cup

                      • Three different materials.
                        • The body of the cup is glass which insulates well and protects the user from heat.
                        • The cork, a natural and renewable kind of wood, adds grip and further insulation, giving a soft feel to the cup.
                        • Plastic lid is designed for multiple use and washing.
                      • Fully recyclable or renewable keep valuable resources in use for longer periods of time.

                      (Summarise): The careful use of materials can do a lot to save the environment.

                      Point 3 Image
                      (TS): Communicates different messages to people around the user.

                      (Evidence 1): Disposable cups

                      • Communicates an image of one who has no concern for the environment.

                      (Evidence 2): The reusable cup

                      • Communicates a belief that the environment should be considered first in purchase decisions.

                      (Summarise): Something as simple as the choice of a coffee cup can say a lot about your values to other people.

                      Conclusion
                      Summarise:

                      • Disposable coffee cups are convenient for morning coffee
                      • Irresponsible choice as they cannot be recycled and end up in landfill.
                      • Renewable and recyclable materials in reusable coffee cups care for the environment
                      • Reusable cups communicate to the world an intelligent and responsible image.

                      Link back to the question:

                      • Therefore, whilst both cups look similar and do the same job, the effects of their use are entirely different. Let’s work to eliminate disposable coffee cups.
                      Comparative analysis example 2

                      Question 1
                      Compare the similarities and differences between the design of a disposable and a reusable coffee cup.

                      There are two kinds of coffee cups used in cafes in Australia. Both have advantages and disadvantages. This analysis will explore the similarities and differences between disposable and reusable coffee cups. It will examine the aesthetics, the use of materials and the image using both kinds of cups projects to others.

                      The form of both disposable and reusable coffee cups is fairly similar as they both do the same job. Disposable coffee cups are plain and simple in their appearance. Their somewhat minimal aesthetic suits their single-use function. By contrast, renewable coffee cups often have a more elaborate and intentional appearance. The cup shown above has a clean, warm and natural aesthetic quality making it more enjoyable to look at. Both cups are superficially similar yet different in their details.

                      The main point of difference between disposable and reusable coffee cups is in the materials they use. Disposable cups are made from plastic-coated paper with a thin plastic lid. They lack proper insulation and can burn a user’s hand. In addition, the materials are designed for single use and are non-recyclable. This means the cup with end up in landfill, causing massive amounts of pollution to the environment. The reusable cup is made from three different materials, each suited to its function. The body of the cup is glass which insulates well and protects the user from heat. Cork, a natural and renewable kind of wood, adds grip and further insulation, giving a soft feel to the cup. Finally, the durable plastic lid is designed for multiple use and washing. These three materials, two of them fully recyclable or renewable keep valuable resources in use for longer periods of time. Careful selection and use of materials in products can do a lot to save the environment.

                      The use of these two kinds of coffee cups communicates different messages to other people around the user. Disposable cups communicate an image of one who has no concern for the environment. By contrast, reusable cup shows others that the user believes that the environment should be considered first in purchase decisions. Something as simple as the choice of a coffee cup can say a lot about your values to other people.

                      Whilst disposable coffee cups are certainly a convenient way to carry and drink a morning coffee, they are an irresponsible choice as they cannot be recycled and end up in landfill. However, using renewable and recyclable materials in reusable coffee cups not only cares for the environment but communicates to the world an intelligent and responsible image. Therefore, whilst both cups look similar and do the same job, the effects of their use are entirely different. Let’s work to eliminate disposable coffee cups.

                      task

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                      4.1 Comparative Analysis

                      Read the section on comparative analysis above. If asked by your teacher, follow the steps to write a comparative analysis yourself.

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