Big Ideas
Big Ideas
Design for the life cycle includes consideration of social and environmental impacts
including manufacturing process, packaging, disposal, and recycling considerations
.
Personal design interests require the evaluation and refinement of skills.
Tools and technologies can be adapted for specific purposes.
Content
Learning Standards
Content
simple textile designs
physical and chemical properties of fabrics, including technological developments
strategies
for example, dart manipulation, addition of closures, deconstruction, addition of collars
for modifying patterns
techniques for repurposing
changing the original use of an item, such as upcycling; for example, repurposed items may include traditional cultural dress, uniforms, household items (e.g., carpeting and curtains)
textile items
various factors that affect the selection of textile items, including the elements and principles of design and textile functionality
symbolism and use of symbols in textile prints and designs, including ethics of cultural appropriation
using or sharing a cultural motif, theme, “voice,” image, knowledge, story, or practice without permission, without appropriate context, or in a way that may misrepresent the real experience of the people from whose culture it is drawn
economical and ethical factors and considerations
for example:
in textile production and consumption
- fast fashion, sweatshops, ethical consumerism
- promotion of trends
- runway shows, retailing, print media, social media, displays, trunk shows
- representation of gender and age
influence of marketing and advertising
social media for product promotion, fashion magazines, fashion blogs, reality television shows, advertising techniques such as product placement
on textile design, choice, and consumption
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
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 themand empathetic observationaimed at understanding the values and beliefs of other cultures and the diverse motivations and needs of different people; may be informed by experiences of people involved; traditional cultural knowledge and approaches; First Peoples worldviews, perspectives, knowledge, and practices; places, including the land and its natural resources and analogous settings; experts and thought leaders
Defining
- Identify potential users or consumers for a chosen design opportunity
- Identify criteria for success, constraintslimiting factors, such as available technology, expense, resources, space, materials, time, environmental impact, and possible unintended negative consequences
Ideating
- Identify and apply sources of inspirationmay include personal experiences, exploration of First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, professionalsand informationfor example, professionals; First Nations, Métis, or Inuit community experts; secondary sources; collective pools of knowledge in communities and collaborative atmospheres
- Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
- Screen ideas against criteria and constraints, and prioritize them for prototyping
- Critically evaluate the impact of competing social, ethical, economic, and sustainability considerations on the availability of textile items
- Work with users throughout the design process
Prototyping
for example, half-scale, samples, mock-ups, toiles, croquis, technical drawings, patterns
- Choose an appropriate form, scale, and level of detail for prototyping
- 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
- Experiment with a variety of tools, materials, and processes to create and refine textile items
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 appropriate testsfor example, durability, washability, fit, usabilityof the prototype
- Evaluate design according to critiques and success criteria for continuing iterations of the prototype or abandoning the design idea
Making
- Identify appropriate tools, technologies, materials, processes, cost implications, and time needed for production
- Create textile items, incorporating feedback from self, others, and prototype tests
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
- Identify and analyze new design possibilities, including how they or others might build on their concept
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 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 on a national and global level