Big Ideas
Big Ideas
Design for the life cycle includes consideration of social and environmental impacts
including manufacturing, packaging, disposal, and recycling considerations
.
Personal design choices require self-exploration, evaluation, and the refinement of skills.
Tools and technologies can influence 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 (e.g., sound design, network art, kinetic design, biotechnical design, robotic design)
for image development and design
elements of design
for example, colour, form, line, shape, space, texture, tone, value
principles of design
for example,balance, contrast, emphasis, harmony, movement, pattern, repetition, rhythm, unity
ethical, moral, and legal considerations
for example, regulatory issues relating to responsibility for duplication, copyright, appropriation of imagery, sound, and video
associated with using media arts technology for image, video, and sound development, including cultural appropriation using or sharing a cultural motif, theme, “voice,” image, knowledge, story, song, or drama 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
image-development strategies
for example, abstraction, compression, distortion, elaboration, exaggeration, gesture, figuration, fragmentation, free association, juxtaposition, magnification, metamorphosis, minification, multiplication, point of view, reversal, rotation, simplification, stylization, thumbnail sketch
personal interpretation
ability to respond to works with awareness of personal viewpoints; understanding how our personal views affect how we perceive and respond to media design
of and preferences for selected media artworks
values, traditions, and the characteristics of various artists, movements, and periods
balance of aesthetic design with logical reasoning and practical application
technical, stylistic, symbolic, and cultural influences
for example, visual elements and principles of art and design that recognize the cultural precepts influencing an audience’s understanding of them
media production
pre-production, production, and post-production
through various stages of project development to enhance or change the project
standards-compliant
for example, layout conventions, mark-up language, current web standards, or other digital media compliance requirements
technology
key characteristics and artistic styling in media artworks to explore multiple viewpoints and to explore the First Peoples perspectives
will vary depending on the traditions and practices of local First Peoples and individual’s views
in Canada
design for the life cycle
taking into account economic costs, and social and environmental impacts of the product, from the extraction of raw materials to eventual reuse or recycling of component materials
design presentation skills for potential clients
appropriate use of technology, including digital citizenship, etiquette, and literacy
Curricular Competency
Learning Standards
Curricular Competency
Applied Design
Understanding context
- Engage in user-centered 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 themand 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
- Participate 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
- Establish a point of view for a chosen design opportunity
- Identify potential users, intended impact, and possible unintended negative consequences
- Make inferences about premises and constraintslimiting factors, such as available technology, expense, environmental impact, copyrightthat define the design space
Ideating
- Identify gaps to explore a design space
- Generate ideas and add to others’ ideas to create possibilities, and prioritize them for prototyping
- Critically analyze how competing social, ethical, and community factors may impact design
- Work with users throughout the design process
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, experts, and thought leadersand informationmay include media design professionals; First Nations, Métis, or Inuit community experts; secondary sources; collective pools of knowledge in communities and collaborative atmospheres both online and offline
- Choose an appropriate form and level of detail for prototyping, and plan procedures for prototyping multiple ideas
- Analyze the design for the life cycle and evaluate its impactsincluding social and environmental impacts of extraction and transportation of raw materials; manufacturing, packaging, and transportation to markets; servicing or providing replacement parts; expected usable lifetime, and reuse or recycling of component materials
- Record iterationsrepetitions of a process with the aim of approaching a desired resultof prototyping
Testing
- Identify and communicate with sources of feedbackmay include peers; users; First Nations, Métis, or Inuit community experts; other experts and professionals both online and offline
- Develop an appropriate testincludes evaluating the degree of authenticity required for the setting of the test, deciding on an appropriate type and number of trials, and collecting and compiling dataof the prototype
- Apply critiques and evaluate design and make changes
- Iterate the prototype or abandon the design idea
Making
- Identify appropriate tools, technologies, materials, processes, and time needed for production
- Use project management processessetting goals, planning, organizing, constructing, monitoring, and leading during executionwhen working individually or collaboratively to coordinate production
Sharing
- Sharemay include showing to others or use by others, giving away, or marketing and sellingprogress while creating to increase opportunities for feedback
- Decide on how and with whom to share or promote product creativity, and, if applicable, intellectual propertycreations of the intellect such as works of art, invention, discoveries, design ideas to which one has the legal rights of ownership
- Consider how others might build upon the design concept
- Critically reflect on their design thinking and processes, and identify new design goals
- Assess ability to work effectively both as individuals and collaboratively while implementing project management processes
Applied Skills
Apply safety procedures for themselves, co-workers, and users in both physical and digital environments
Identify and assess skills needed for design interests, and develop specific plans to learn or refine them over time
Applied Technologies
Explore existing, new, and emerging tools, technologies
tools that extend human capabilities
, and systems to evaluate suitability for their design interests
Evaluate impacts, including unintended negative consequences, of choices made about technology use
Analyze the role technologies play in societal change
Examine how cultural beliefs, values, and ethical positions affect the development and use of technologies