Graphic Production 12

Applied Design, Skills, and Technologies K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Graphic Production Grade 12
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
Filter Curriculum:
o-o-o

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 
.
Design choices require the evaluation and refinement of skills.
Tools and technologies can be adapted for specific purposes.

Learning Standards

Show All Elaborations

Curricular Competencies

Students are expected to be able to do the following:

Applied Design

Understanding Context
  • Engage in a period of 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 and production process
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
    constraints
    limiting factors, such as available technology, expense, environmental impact, copyright 
    that define the design and production
Ideating
  • Generate ideas and add to others’ ideas to create possibilities, and prioritize them for prototyping
  • Critically analyze how competing social, ethical, and sustainability considerations impact design solutions to meet global needs
  • 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 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
    impacts
    including the 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
    iterations
    repetitions of a process with the aim of approaching a desired result 
    of prototyping
Testing
  • Identify feedback most needed and possible 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
  • Collect feedback to critically evaluate design and make changes to design processes and production
  • 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, use by others, giving away, or marketing and selling 
    progress while creating to increase feedback, collaboration, and, if applicable, marketing
  • 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; also consider how others might build upon the 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 and production interests, and develop specific plans to learn or refine them over time
Develop competency and proficiency in task-specific skills involving manual dexterity and software processes

Applied Technologies

Explore existing, new, and emerging tools, technologies
technologies
tools that extend human capabilities 
, and systems to evaluate suitability for their design and production 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 and production opportunities
colour output
colour output
for example, colour profiles, conversion from on-screen to print 
for image development in pre- and post-production environments
elements
elements
for example,colour, form, line, shape, space, texture, tone, value 
and principles of design
principles of design
for example,balance, contrast, emphasis, harmony, movement, pattern, repetition, rhythm, unity 
as communication tools
design for the life cycle
design for the life cycle
taking into account in the design process, economic costs, and social and environmental impacts of the product, from the extraction of raw materials to eventual reuse or recycling of component materials 
intellectual property use and its 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 
, 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 
work flow
work flow
planning process for transforming ideas into creative work, either 2D or 3D 
management through production processes
concept development to enhance or change the project
industry standard technologies
ethical sourcing of materials and implications and outcomes of their use
limitations
limitations
for example, cost, availability, physical properties, product hazards 
of chosen materials
hierarchy and delegation of roles in production team environment
supply chain
supply chain
a system of people, activities, information, and resources involved in moving a product from supplier to consumer 
constraints
materials organization, sequencing
sequencing
the process of arranging, controlling, and optimizing work and workloads 
, and quality control measures
future career options in production and manufacturing
interpersonal skills
interpersonal skills
for example, people skills, social skills, communication, attitudes, collaboration, follow-ups, courtesies, record keeping 
, including ways to interact with clients
financial planning, including economic impacts of production
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.