Media Design 11

Applied Design, Skills, and Technologies K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Media Design Grade 11
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Design for the life cycle includes consideration of social and environmental impacts
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.

Learning Standards

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Curricular Competencies

Students are expected to be able to do the following:

Applied Design

Understanding context
  • Engage in user-centered research
    user-centered research
    research 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 them 
    and empathetic observation
    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 
  • Participate in reciprocal relationships
    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
  • 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 constraints
    constraints
    limiting factors, such as available technology, expense, environmental impact, copyright 
    that 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 inspiration
    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, experts, and thought leaders 
    and information
    information
    may 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 impacts
    impacts
    including 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 iterations
    iterations
    repetitions of a process with the aim of approaching a desired result 
    of prototyping
Testing
  • Identify and communicate with sources of feedback
    sources of feedback
    may include peers; users; First Nations, Métis, or Inuit community experts; other experts and professionals both online and offline 
  • Develop an appropriate test
    appropriate test
    includes 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 data 
    of 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 processes
    project management processes
    setting goals, planning, organizing, constructing, monitoring, and leading during execution 
    when working individually or collaboratively to coordinate production
Sharing
  • Share
    Share
    may include showing to others or use by others, giving away, or marketing and selling 
    progress while creating  to increase opportunities for feedback
  • Decide on how and with whom to share or promote product creativity, and, if applicable, intellectual property
    intellectual property
    creations 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
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

Content

Students are expected to know the following:
design opportunities
media technologies
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
elements of design
for example, colour, form, line, shape, space, texture, tone, value 
principles of design
principles of design
for example,balance, contrast, emphasis, harmony, movement, pattern, repetition, rhythm, unity 
ethical, moral, and legal considerations
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
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
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
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
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
media production
pre-production, production, and post-production 
through various stages of project development to enhance or change the project
standards-compliant
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
perspectives
will vary depending on the traditions and practices of local First Peoples and individual’s views 
in Canada
design for the life cycle
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
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.