Art Metal and Jewellery 12

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

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
includes consideration of social and environmental impacts
including manufacturing, packaging, disposal, and recycling considerations
.
Personal design interests require the evaluation and refinement of skills.
Tools and technologies
tools that extend human capabilities
can be adapted for specific purposes.

Content

Learning Standards

Content

traditional and modern techniques in jewellery design and creation
use of artistic elements
for example, line, shape, space, texture, colour, form, tone, pattern, repetition, balance, contrast, emphasis, rhythm, movement, variety, proportion, magnification, reversal, fragmentation, distortion
and image design to create emotional response and convey ideas
concepts related to the creation of art with the primary medium of metal and alloys
incorporation of other materials
for example, glass, gems, jewels , plastics
to enhance the final product
use, purpose, and traditions of high-value materials
for example, gold, silver, brass, bronze
various forms of casting
for example, sand, investment, spin
detail-oriented welding
for example, brazing, soldering, wire-feed welding, gas welding
material selection for specific applications
application and purpose of finishes and polishes
for example, brushed, satin, matte, hammered, textured, flame, plating
carving media
for example, soapstone, cuttlebone, foam
for transfer to metal
layout and use of materials to minimize waste and conserve material
uses of power
for example, rotary tool, ultrasonic cleaner/polisher, engraver, soldering iron
and non-power
for example, file, jeweller’s saw, flat-nosed pliers, bead crimper, ring gauge, polisher, tumbler, burnisher, roller
tools
design for the life cycle
ethics of cultural appropriation
using or sharing a cultural motif, theme, "voice", image, knowledge, story, or practices 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
in design process
future career options and opportunities in metalworking and jewellery creation
interpersonal and consultation skills
for example, professional communications, collaboration, follow-ups, courtesies, record keeping, ways to present visuals
to interact with clients

Curricular Competency

Learning Standards

Curricular Competency

Applied Design

Understanding context
  • Engage in a period of user-centred 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
    aimed 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
    to understand design opportunities
Defining
  • Establish a point of view for a chosen design opportunity
  • Identify potential users, intended impact, and possible unintended negative consequences
  • Make decisions about premises and constraints
    limiting factors, such as task or user requirements, materials, expense, environmental impact
    that define the design space, and develop criteria for success
  • Determine whether activity is collaborative or self-directed
Ideating
  • Identify, critique, and use a variety of sources of inspiration
    may include personal experiences, First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, and professionals
  • Critically analyze how competing social, ethical, and sustainability considerations impact creation and development of solutions
  • Generate ideas and enhance others’ ideas to create a range of possibilities, and prioritize the possibilities for prototyping
  • Evaluate suitability of possibilities according to success criteria and constraints
  • Work with users throughout the design process
Prototyping
  • Choose an appropriate form, scale, and level of detail for prototyping, and develop a plan
    for example, pictorial drawings, sketches, flow charts
    that includes key stages and resources
  • Analyze the design for the life cycle and evaluate its impacts
    including social and environmental impacts of extraction and transportation of raw materials; manufacturing, packaging, transportation to markets; servicing or providing replacement parts; expected usable lifetime; and reuse or recycling of component materials
  • Visualize and construct prototypes, making changes to tools, materials, and procedures as needed
  • Record iterations
    repetitions of a process with the aim of approaching a desired result
    of prototyping
Testing
  • Identify and communicate with 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
    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, conduct the test, and collect and compile data
  • Evaluate design according to critiques, testing results, and success criteria to make changes
Making
  • Identify appropriate tools, technologies, materials, processes, cost implications, and time needed
  • Create design, incorporating feedback from self, others, and results from testing of the prototypes
  • Use materials in ways that minimize waste
Sharing
  • Decide how and with whom to share
    may include showing to others, use by others, giving away, or marketing and selling
    creativity, or share and promote design and processes
  • Share the product with users and critically evaluate its success
  • Critically reflect on plans, products and processes, and identify new design goals
  • Evaluate new possibilities for plans, products and processes, including how they or others might build on them

Applied Skills

Apply safety procedures for themselves, co-workers, and users in both physical and digital environments
Individually or collaboratively identify and assess skills needed for design interests
Demonstrate competency and proficiency in skills at various levels involving manual dexterity and metalworking and jewellery making techniques
Develop specific plans to learn or refine identified skills over time

Applied Technologies

Explore existing, new, and emerging tools, technologies, and systems to evaluate suitability for their design interests
Evaluate impacts, including unintended negative consequences, of choices made about technology use
Examine and analyze the role that changing technologies play in metalworking and jewellery design contexts