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-production
    for example, treatments, scripts, storyboards, costume designs
  • production
    for example, shooting video or film, developing negatives and making enlargements, setting up lights, programming a website
  • post-production
    for 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 research
    may 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 offline
    and empathetic observation
    may 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 relationships
    communicate 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 professionals
    throughout the design process
Defining
  • Identify potential users and relevant contextual factors for a chosen design opportunity
  • Identify criteria for success, intended impact, and any constraints
    limiting 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 factors
    including social, ethical, and sustainability
    to meet community needs for preferred futures
  • Recognize community needs for balanced futures
    consideration of long-term impacts to ensure healthy and sustainable outcomes
  • Maintain an open mind about potentially viable ideas
Prototyping
  • Identify and apply sources of inspiration
    may 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 experts
    and information
  • Choose a form for prototyping and develop a plan
    for example, thumbnail drawings, mind mapping, sketches, flow charts
    that 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 iterations
    repetitions of a process with the aim of improvement to attain a desired result
    of prototyping
Testing
  • Identify and communicate with sources of feedback
    may 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, technologies
    tools 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
  • Share
    may include showing to others or use by others, giving away, or marketing and selling
    progress 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