Big Ideas
Big Ideas
Design for the life cycle includes consideration of social and environmental impacts
including manufacturing, packaging, disposal, and recycling considerations
.
Personal design choices require self-exploration, collaboration, and evaluation and refinement of skills.
Tools and technologies can influence people’s lives.
Content
Learning Standards
Content
design opportunities
media technologies
for example, video production, layout and design, graphics and images, photography (digital and traditional), new emerging media processes (e.g., sound design, network art, kinetic design, biotechnical art and design, robotic art, space art)
for image development and design and for manipulating selected visual elements
media production
pre-production, production, and post-production
to enhance, alter, or shape the technical elements of a project
development, maintenance, and evolution of voice
recognizing how their personal style evolves as they explore, understanding their personal media art-making process, and interacting with works made by others
in storytelling
ethical, moral, and legal considerations
for example, regulatory issues relating to duplication, copyright, appropriation of imagery, sound, and video
associated with using media arts technology for image, video, and sound development, including 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
image-development strategies
for example, abstraction, compression, distortion, elaboration, exaggeration, gesture, figuration, fragmentation, free association, juxtaposition, magnification, metamorphosis, minification, multiplication, point of view, reversal, rotation, simplification, stylization, thumbnail sketch
and image manipulation transformation or alteration of original images using a variety of methods and techniques
in order to create, respond to, or challenge design problems
role of media design in reflecting, sustaining, and challenging beliefs and traditions
ways in which content and form influence and are influenced by historical, social, and cultural contexts
ways that innovative technologies reflect the complexity of social, environmental, and ethical concerns of the 21st century
developments in media design
for example, viral video, virtual gallery, interactive arts, performance art, or any practice that is shared online through social media as part of the design process
that incorporate the audience as active participants in the construction and evolution of content
characteristics and influences of various designers, movements, and periods
ways to use elements of design
for example, colour, form, line, shape, space, texture, tone, value
and principles of design for example,balance, contrast, emphasis, harmony, movement, pattern, repetition, rhythm, unity
to convey a message, create an effect, and/or influence personal preference
technical, stylistic, symbolic, and cultural influences
visual elements and principles of art and design that recognize the cultural precepts influencing an audience’s understanding
and their intentional use to target audiences
use of form, content, and visual and sound effects to achieve a specific emotional response in a target audience
media use for social advocacy and for exploration of First Peoples perspectives
will vary depending on the traditions and practices of local First Peoples and individual’s views
in Canada
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
interpersonal skills
for example, people skills, social skills, communication, attitudes, collaboration, follow-ups, courtesies, record keeping
, including ways to interact with clients
appropriate use of technology, including digital citizenship, etiquette, and literacy
Curricular Competency
Learning Standards
Curricular Competency
Applied Design
Understanding context
- Engage in user-centered 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 observationmay 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 relationshipscommunicate 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 professionalsthroughout the design 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 constraintslimiting factors, such as available technology, expense, environmental impact, copyrightthat 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
- Work with users throughout the design process
Prototyping
- Identify and apply sources of inspirationmay 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 leadersand informationmay include media design 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 and level of detail for prototyping, and plan procedures for prototyping multiple ideas
- 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
- Record and document 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
- 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 processessetting goals, planning, organizing, constructing, monitoring, and leading during executionwhen working individually or collaboratively to coordinate production
Sharing
- Sharemay include showing to others, use by others, giving away, or marketing and sellingprogress while creating to increase opportunities for critique, collaboration, and, if applicable, marketing
- Decide on how and with whom to share or promote product , creativity, and, if applicable, intellectual propertycreations 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 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