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Big Ideas
Big Ideas
User needs and interests drive the design process.
Social, ethical, and sustainability considerations impact design.
Complex tasks require different technologies and tools at different stages.
Content
Learning Standards
Content
design opportunities
origins
including original source, raw materials, countries that are major producers of fibres and fabrics
, characteristics, and care of natural and manufactured textiles
hand and machine construction techniques for producing and/or repairing textile items
First Peoples traditional and current textile knowledge and practices
principles
including balance, proportion, rhythm and movement, harmony, and scale
of design used in the design of textile items
environmental factors
for example, harvesting of raw materials, sustainable growing methods, dyeing and processing of textiles, disposal of textiles
and ethical factors production of raw materials; workers’ rights; cultural appropriation, such as use of a cultural motif, theme, “voice”, image, knowledge, or story, 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
that influence textile choices and the impact of those choices on local and global communities
Curricular Competency
Learning Standards
Curricular Competency
Applied Design
Understanding context
- Engage in user-centred researchresearch done directly with potential users to understand how they do things and why, their physical and emotional needs, how they think about the world, and what is meaningful to themto determine design opportunities and barriers
Defining
- Identify potential users or consumers, and impacts of design choices
- Identify criteria for success and any constraintssuch as available technology, expense, resources, time, environmental impactfor a chosen design opportunity
Ideating
- Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
- Critically analyze the impacts of competing social, ethical, economic, and sustainability considerations on the availability of textile items
- Maintain an open mind about potentially viable ideas
Prototyping
initial trials, including half-scale, samples, mock-ups, toiles, croquis, technical drawings, patterns
- Identify and use sources of inspirationmay include personal experiences, exploration of First Peoples perspectives and knowledge, the natural environment, places, cultural influences, users and expertsand informationmay include First Nations, Métis, or Inuit community experts; sewists, tailors, weavers; secondary sources; collective pools of knowledge in communities and collaborative atmospheres
- Choose an appropriate form, scale, and level of detail for prototyping
- Evaluate a variety of materials for effective use and potential for reuse, recycling, and biodegradability
- Experiment with a variety of tools, materials, and processes to create and refine textile items
Testing
- Identify feedback most needed and possible sources of that feedbackmay include First Nations, Métis, or Inuit community experts; keepers of other traditional cultural knowledge and approaches; peers, users, and other textiles specialists
- Develop appropriate testsfor example, durability, washability, fit, usabilityof the prototype
- Gather feedback from users to evaluate the design and make changes to product or processes
Making
- Identify and use appropriate tools, technologiestools that extend human capabilities, materials, processes, cost implications, and time needed for production
- Create textile items, incorporating feedback from self and others, and testing prototypes
- Evaluate skills and knowledge needed
Sharing
- Decide on how and with whom to sharemay include showing to others or use by others, giving away, or marketing and sellingtextile items
- Share progress while making to gather and apply feedback
- Critically reflect on their design thinking and processes, and identify new design goals
- Assess their ability to work effectively both individually and collaboratively, including their ability to share and maintain an efficient co-operative workspace
Applied Skills
Demonstrate an awareness of precautionary and emergency safety procedures for self and others in both physical and digital environments
Identify skills needed in relation to project or design interests, 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