Design ideas, concepts and solutions.
A dynamic
Process.
There are three ways to refer to our drawings and designs in VCE Visual Communication Design. We use the terms Design Ideas, Design Concepts and Design Solutions. These three terms define designs with different functions for designers and are done at different stages of the Design Process. This page will unpack these three terms, how they are different from each other and how each one is used to support students as they meet the requirements of a brief and satisfy audiences’ and users' needs.
Takeaways
Good to go
Design ideas, concepts & solutions
Design ideas, concepts, and solutions represent three distinct stages in the Visual Communication Design process. Design ideas are early-stage creative explorations using divergent thinking to generate the widest range of possibilities; design concepts are refined selections from those ideas developed through convergent thinking with greater detail and focus; and design solutions are the final, resolved presentations that effectively communicate the complete answer to the design problem using appropriate conventions and formats.
- Each Stage Serves a Different Purpose in Problem-Solving
Design ideas focus on creative exploration and experimentation without constraints, allowing unlimited possibilities to emerge through divergent thinking strategies like brainstorming and SCAMPER. Design concepts are then refined through convergent thinking, incorporating feedback and iterative improvements, to identify the most promising ideas. Finally, design solutions present the completed, resolved design that meets all brief requirements and user needs through appropriate presentation formats. - Thinking Strategies Change From Design Ideas to Solutions
The design process requires students to shift from divergent thinking (generating many possibilities without limitations) during the ideas stage to convergent thinking (critically evaluating, selecting, and refining) during the concepts and solutions stages. This transition from ‘thinking outside the box’ to focused refinement is crucial for evolving from design ideas to solutions that effectively address real user needs. - Visual Representation Becomes More Sophisticated
Design ideas use quick sketches, low-fidelity prototypes, and rough visualisations to capture emerging thoughts using available materials. Design concepts incorporate development and documentation drawings with technical conventions, surface rendering, and refined application of design elements and principles. Design solutions utilise professional presentation formats with field-specific visual language and conventions that effectively communicate to stakeholders, audiences and users. - Annotations Evolve
Design ideas require annotations that document creative choices, reference research insights, and explain suitability for target audiences. Design concepts need annotations that justify design decisions, record evaluation against design criteria, and explain refinements based on testing and feedback. Design solutions require annotations that demonstrate how the final presentation format meets communication needs.
Design is a dynamic process that begins with a spark of imagination and transforms into impactful solutions. In the early stages, students ignite their creativity using diverse methods, materials, and bold ideas to tackle problems. Through drawings and prototypes, they explore the realm of possibilities in their design ideas. Design concepts take shape from here as students reflect critically, selecting and refining ideas based on feedback and problem-solving iterations. Documentation drawings and low-fidelity prototypes provide insight, refining designs to perfection. Finally, solutions emerge showing the exciting journey of imagination, critical thinking, and the power of design to shape a better world.
Design ideas
Design ideas refers to drawings or low-fi prototypes done at the early stages of the Design Process that are made in response to the stimulation of findings from research and information regarding a design problem and the potential users’ needs. Design ideas include both visualisations of initial ideas and an exploration of the potential effects of different methods, media and materials. They are creative, investigative and experimental, and aim to create the widest range of possible ways users’ needs could be fulfilled. Design ideas are made using the approaches of Divergent Thinking.
Introduction
Design ideas mark the beginning of the double diamond design process, emerging as the initial responses to a problem or design task. This creative phase occurs early in the development journey. Employing divergent thinking strategies, designers work with unlimited possibilities, unburdened by limitations. These ideas are the seeds of experimentation, characterised by imaginative and swift generation.
As the design process unfolds, students explore a range of methods, materials, and media, applying design elements and principles to give life to their concepts. The emphasis remains on a user-centric approach, ensuring designs resonate with the intended audience, and that the design ideas are based on well-grounded research. Now is the time to embrace the unbridled freedom of your imagination, for it is the spark that ignites the flame of innovation.
A folio page of design ideas. Catriona Thompson.
Divergent thinking
Students are encouraged to think outside the box and generate a multitude of ideas without constraints. They explore a range of directions, allowing for new possibilities to emerge. Students are encouraged to explore different divergent thinking strategies to help them push the boundaries of their creativity.
Exploration of design elements and principles
While exploring a wide range of ideas, students incorporate design elements and principles to compose their visualization drawings effectively. This integration ensures that their designs are not only imaginative but also aesthetically pleasing. Where relevant the elements and principles should also be applied to improve the functionality of a design.
Low-fidelity prototyping
To capture the essence of their emerging ideas, students create quick and rough prototypes, using whatever materials are handy. These prototypes serve as tangible representations of their thoughts, allowing for immediate feedback and iterative improvements. These prototypes may focus on functionality, ergonomics, or user interactions, allowing students to identify any potential issues and make necessary adjustments without getting bogged down by intricate details.
Encourage collaboration
Design ideas in the early stages benefit from collaborative efforts. By exchanging ideas, feedback, and perspectives with peers, students gain a broader understanding of design problems and may find new possibilities. Collaboration fosters an environment of support and growth, enriching the design process further.
Annotating design ideas
As students explore a vast array of design ideas, it is essential to document their design choices and reflect on their progress. This documentation not only helps in tracking the evolution of concepts but also facilitates critical self-assessment and learning from mistakes. Other areas students need to address in their annotations for their design ideas are how well-suited their different design ideas are for their target audience or end users. Furthermore, students need to refer to earlier research conducted which provides valuable insights and data to inform their design decisions.
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Develop
Divergent Thinking Strategies
Design Elements
Design Principles
Design Critique, Collaboration & Annotations
task
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1.1 Think-pair-share-square
Your teacher may give you a theme or design problem to focus on. See how many different ideas you can come up with on your own in a brainstorm. Pair off with someone and share to see if there is anything else you can add. Finally, join up with another pair and share again.
1.2 Designing for the user
This can be done with any design project where you have been tasked with coming up with a creative solution for a design problem. Select one of your design ideas and explain how it reflects a user-centric approach. A user-centric approach means that the design revolves around the needs, preferences, and experiences of the users. Consider who the users of your solution would be and how your design idea would cater to their needs.
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Design Concepts
Design concepts refer to drawings or low-fi prototypes that have been selected as having potential for refinement and resolution into design solutions. Design concepts may represent a single approach or embrace a group of drawings or prototypes that use a similar approach to solving a design need. Conventions appropriate to design fields and disciplines are integrated into design concepts as they are refined and progress closer to resolution. Students work on design concepts by using the approaches of Convergent Thinking.
Introduction
Design concepts happen at the Deliver stage of the design process and are more detailed, providing a clearer vision of how the final design solution might look and function. As students transition from divergent to convergent thinking strategies, a new focus emerges. This phase is all about honing students’ ideas, critically assessing their potential, and refining them into something that resolves the design problem.
Think of design concepts as a magnifying glass, bringing every detail into sharp focus. Students’ decisions become more deliberate and purposeful as they work to transform their ideas into a seamless and practical design solution. In this stage, they'll refine the elements and principles and explore how people will interact with their designs, ensuring that it's not just beautiful, but functional too.
Ultimately, design concepts act as a bridge between imagination and reality. They communicate students’ visions to everyone involved – from stakeholders to users – showcasing the thought, care, and passion you've poured into their work.
Convergent thinking
Students begin by critically examining their design ideas in the context of the specified problem. They consider how well each concept addresses the needs and requirements identified during the research phase. This reflective process allows them to identify strengths, weaknesses, and potential improvements for each idea.
Convergent Thinking technique; the S.W.O.T. analysis. Jesse Briffa.
Iterative nature
Design concepts are iterative, with constant testing, evaluation, and improvement of ideas. Students continuously review and refine their concepts, building upon previous iterations to enhance the quality and feasibility of their designs. This is further enhanced by receiving feedback from their peers or target audience on ways their concepts could be further improved.
Feedback Integration
Feedback from peers, instructors, or potential users plays a vital role in the convergence process. Students carefully analyse the feedback received during earlier stages and incorporate constructive suggestions to enhance their design concepts. Having a design critique is a great way to achieve this.
Purposeful elements and principles
As students refine the design elements and principles, they make decisions to resolve design functions and aesthetics. Each design element and principle impacts on the overall design and its ability to convey the intended message or functionality.
Resolving Details in the drawings
Development and documentation drawings become essential tools in visualizing and refining design concepts. Students begin to incorporate conventions of their chosen fields of design into their work. These drawings allow students to work out intricate details, evaluate the progress of their designs, and ensure that their ideas are technically feasible. Drawings at this stage may also depict surfaces and various textures through rendering.
Annotating design concepts
Annotations for design concepts record design decisions and justify the reasoning behind their choices. Design decisions need to be in response to ongoing critical evaluation through testing and feedback to select concepts with the greatest potential in resolving the need. It is important that annotations summarise the evaluation of the design solution against the Design Criteria written in the Define stage of the brief.
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Deliver
Convergent Thinking Strategies
Design Elements
Design Principles
Design Critique, Collaboration & Annotations
task
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2.1 Making the shift
Reflect on a previous design project or assignment where you have experienced making the transition from divergent to convergent thinking strategies. How did this shift impact the development of your design concept?
2.2 Testing Ideas
List all the ways you can think of to test your ideas. Which of these ideas is most effective? Why?
2.3 Communication tools
How do design concepts bridge the gap between imagination and reality? Explain how they serve as a communication tool between designers and stakeholders/users.
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Design solutions
Design solutions is the term given to completed designs that are presented as resolutions for the Design Process and are intended as outcomes or deliverables that solve a design problem and meet the user’s needs. Design solutions use appropriate presentation formats and conventions of design fields or disciplines. Design solutions are made with Convergent Thinking approaches.
Introduction
Design solutions happen at the end of the Deliver stage, where students propose a resolved and well-thought-out solution to the specified problem. Students choose presentation formats to effectively communicate their design solutions, showcasing their creativity, problem-solving abilities, and understanding of user needs. These presentations serve as a powerful tool in discussions with stakeholders, potential users, and other designers, providing a compelling vision of a well-considered and resolved design solution.
Image of a design solution presentation 1. Alana Lacy.
Image of a design solution presentation 2. Alana Lacy.
Visual Language and Conventions
Presentation formats use styles and conventions of the design fields in which they are made. These include technical drawing conventions. Students must research and become familiar with the ways designers use Visual Language and other conventions in Design solution presentations. More details can be found on the page on Presentation Formats.
Meeting the Communication Need
The Design solution is the final outcome of the Design Process. It will meet the needs of a client or the target audience or users. It will satisfy the constraints and expectations shown in the brief. Presentation formats can be evaluated with Design Criteria that students wrote in the Define stage of the Design Process.
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Deliver
Convergent Thinking Strategies
Presentation Formats
Design Principles
task
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3.1 Presentation formats
List all the different presentation formats you can think of, that would suit each of the design fields.
3.2 Design scenario
Imagine you are part of a design team tasked with creating a more eco-friendly and functional school courtyard. Your team's challenge is to propose a design solution that addresses sustainability, aesthetics, and usability.
- Select a presentation format that you believe would effectively communicate your design solution. It could be a visual presentation, a physical model, a concept board, or even a digital interactive simulation.
- Explain how your chosen presentation format would showcase your creativity, problem-solving skills, and understanding of user needs. How would it capture the essence of your design solution?
- Consider the stakeholders who would be interested in your design solution (such as school administrators, students and teachers). How would your presentation engage and persuade these stakeholders to support your idea?
- Reflect on the role of effective communication in design. How would your chosen presentation format help you convey your design solution's benefits and features clearly?
- Imagine you are presenting your design solution to your school's administration. How would you emphasize the sustainable aspects, aesthetics, and usability of your design to make a compelling case for its implementation?
Teachers may encourage students to write the answers to these questions and make individual or group presentations to the class.