Big Ideas
Big Ideas
Personal design choices require self-exploration and refinement of skills.
Social, ethical, and sustainability considerations impact design choices.
Tools and technology have an impact on people’s lives.
Content
Learning Standards
Content
design opportunities
media technologies
for example, video production; layout and design; graphics and images; photography, digital, and traditional; new emerging media processes such as sound design, network art, kinetic design, biotechnical art and design, robotic art, space art
techniques for organizing ideas to structure stories or information and to create points of view in images
media production skills, including
- pre-productionfor example, treatments, scripts, storyboards, costume designs
- productionfor example, shooting video or film, developing negatives and making enlargements, setting up lights, programming a website
- post-productionfor example, fine-tuning and manipulating the production, editing video footage, touching up and mounting photos, conducting multimedia tests
standards-compliant
for example, layout conventions, mark-up language, current web standards, other digital media compliance requirements
technology
ethical, moral, and legal considerations
for example, duplication, copyright, manipulation and appropriation of imagery, sound, and video
, and ethics of cultural appropriation use of a cultural motif, theme, “voice”, image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn
technical and symbolic elements that can be used to create representations influenced by points of view, story, genre, and values
specific features and purposes of media artworks, past and present, to explore multiple viewpoints and to explore the perspectives of First Peoples
influences of digital and non-digital media in documentation, communication, reporting, and self-expression
digital citizenship, etiquette, and literacy
appropriate and responsible technology use
history of design: local, indigenous, regional, and global
Curricular Competency
Learning Standards
Curricular Competency
Applied Design
Understanding context
- Engage in a period of researchmay include traditional cultural knowledge and approaches of First Peoples and others, secondary sources, collective pools of knowledge in communities and collaborative atmospheres, both online and offlineand empathetic observationmay include experiences; traditional cultural knowledge and approaches; First Peoples worldviews, perspectives, knowledge, and practices; places, including the land and its natural resources and analogous settings; users, experts, and thought leaders
- Engage in reciprocal relationshipscommunicate with knowledge keepers for greater understanding of perspectives and history within the community, such as seniors, Elders, chiefs, First Nations tribal or band councils, and later career professionalsthroughout the design process
Defining
- Identify potential users and relevant contextual factors for a chosen design opportunity
- Identify criteria for success, intended impact, and any constraintslimiting factors such as task or user requirements, materials, expense, environmental impact
- Identify potential user, intended impact, and possible unintended negative consequences
Ideating
- Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
- Screen ideas against criteria and constraints
- Critically analyze and prioritize competing factorsincluding social, ethical, and sustainabilityto meet community needs for preferred futures
- Recognize community needs for balanced futuresconsideration of long-term impacts to ensure healthy and sustainable outcomes
- Maintain an open mind about potentially viable ideas
Prototyping
- Identify and apply sources of inspirationmay include aesthetic experiences; exploration of First Peoples perspectives and knowledge; the natural environment and places, including the land, its natural resources, and analogous settings; people, including users and expertsand information
- Choose a form for prototyping and develop a planfor example, thumbnail drawings, mind mapping, sketches, flow chartsthat includes key stages and resources
- Evaluate a variety of materials for effective use and potential for reuse, recycling, and biodegradability
- Prototype, making changes to tools, materials, and procedures as needed
- Record iterationsrepetitions of a process with the aim of improvement to attain a desired resultof prototyping
Testing
- Identify and communicate with sources of feedbackmay include First Nations, Métis, or Inuit community experts; keepers of other traditional cultural knowledge and approaches; peers, users, and other experts
- Edit based on feedback from critiques
- Iterate the prototype or abandon the design idea
Making
- Identify and use appropriate tools, technologiestools that extend human capabilities, materials, and processes for production
- Make a step-by-step plan for production and carry it out, making changes as needed
- Use materials in ways that minimize waste
Sharing
- Sharemay include showing to others or use by others, giving away, or marketing and sellingprogress while creating design to enable ongoing feedback
- Decide on how and with whom to share or promote design
- Critically evaluate the success of the design, and explain how ideas contribute to the individual, family, community, and/or environment
- Critically reflect on their design thinking and processes, and identify new design goals
- Assess ability to work effectively both as individuals and collaboratively in a group, including ability to share and maintain an efficient collaborative work space
Applied Skills
Demonstrate an awareness of precautionary and emergency safety procedures in both physical and digital environments
Identify the skills needed in relation to specific projects, and develop and refine them
Applied Technologies
Choose, adapt, and if necessary learn more about appropriate tools and technologies to use for tasks
Evaluate impacts
personal, social, and environmental
, including unintended negative consequences, of choices made about technology use
Evaluate the influences of land, natural resources, and culture on the development and use of tools and technologies