Digital Media Development 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

The design cycle
includes updating content, tools, and delivery. The design process can be non-linear.
is an ongoing reflective process.
Personal design choices require self-exploration, collaboration, and evaluation and refinement of skills.
Design and content can influence the lives of others.

Content

Learning Standards

Content

design opportunities
design cycle
2D
raster and vector image creation and editing software
, 3D
animation software that supports modelling, animation, and rendering
, audio
for example, sound editing software that supports import, export, and editing multiple types of audio formats
, and video
multi-format video editing software capable of developing basic editing, transitions, and titling
digital media editing tools, including paid, freeware, open source, and cloud-based solutions
principles of 2D graphic design
for example, proximity, alignment, rhythm/repetition, balance, contrast, white space, vector/raster images, guides and rulers (grid systems), cyan magenta yellow black (CMYB) and red green blue (RGB) colour systems, fonts and typography
tools and techniques for image manipulation
for example, adjustment and resizing, resolution, cropping, masking, soft light adjustment, layers, cloning, retouching, filters, painting, managing text
methods and principles of 3D graphic design
for example, harmony, contrast/variety, rhythm/repetition, emphasis, continuity, balance (asymmetrical/symmetrical), proportion
methods for digital animation
squash and stretch (exaggerating body formations for a comedic effect), anticipation (e.g., guiding the audience’s eyes toward upcoming action), staging (e.g., using the characters’ poses to set the mood of a scene), straight-ahead action or pose-to-pose action (two techniques for moving the action forward), follow-through and overlapping action (e.g., showing detail by giving characters’ reactions), slow-in and slow-out (acceleration and retardation of a scene for effect), arcs (moving characters in curved paths for a more realistic look), secondary action (e.g., using smaller motions to complement the main action, using layers), timing (the precise amount of time spent on an action), exaggeration (e.g., squash and stretch), solid modelling and rigging (originally called solid drawing, this emphasizes a clear representation of the shapes), character personality (creating a personality that will connect with the audience)
methods for 3D modelling
polygonal modelling (points in 3D space, called vertices, are connected by line segments to form a Polygon mesh), curve modelling (surfaces are defined by curves, which are influenced by weighted control points), digital sculpting (displacement, volumetric and dynamic tessellation)
digital sound
for example, sampling, sampling rates, aliasing, bit depth, bit rate, microphones
and audio data compression
for example, MP3, WAVE format (WAV), advanced audio codec (AAC), Ogg Vorbis, free lossless audio codec (FLAC), loss versus lossless, binary format, analog-to-digital conversion
computer-assisted versus computer-generated
principles of desktop video production
pre-production (e.g., storyboarding, script writing), production (e.g., lighting, green screen techniques, videography), post-production (e.g., compositing, sound editing and video editing, titling, special effects, over-dubbing)
principles of user-centred design
appropriate use of technology, including digital citizenship, etiquette, and literacy
ethics of cultural appropriation
using and sharing a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared 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
interpersonal skills
for example, people skills, social skills, communication, attitudes, collaboration, follow-ups, courtesies, record keeping
, including ways to interact with clients

Curricular Competency

Learning Standards

Curricular Competency

Applied Design

Understanding context
  • Conduct user-centred research
    research done directly with potential users to understand needs and requirements
    to determine design opportunities and barriers
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 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
  • Prioritize ideas for prototyping
  • Work with users throughout the design process
Prototyping                                                                                                                                
  • Identify and apply 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
    may include 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, scale, and level of detail for prototyping, and plan procedures for prototyping multiple ideas
  • 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
  • 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
  • Apply critiques to design or processes throughout
  • Iterate the prototype or abandon the design idea
Making
  • Identify appropriate tools, technologies, materials, processes, and time needed for production
  • Use project management processes
    setting goals, planning, organizing, constructing, monitoring, and leading during execution
    when working individually or collaboratively to coordinate production
Sharing
  • Share
    may include showing to others, use by others, giving away, or marketing and selling
    progress while creating to increase opportunities for critique, collaboration, and, if applicable, marketing
  • Decide on how and with whom to share or promote their product, creativity, and, if applicable, 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
tools that extend human capabilities
, and systems to evaluate their 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