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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
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 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 leadersto 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 constraintslimiting factors, such as task or user requirements, materials, expense, environmental impactthat 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 inspirationmay 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 planfor example, pictorial drawings, sketches, flow chartsthat includes key stages and resources
- Analyze the design for the life cycle and evaluate its impactsincluding 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 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, 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 sharemay include showing to others, use by others, giving away, or marketing and sellingcreativity, 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