Big Ideas
Big Ideas
Design for the life cycle includes consideration of social and environmental impacts
including manufacturing process, packaging, disposal, and recycling considerations
.
Personal design interests require the evaluation and refinement of skills.
Tools and technologies can be adapted for specific purposes.
Content
Learning Standards
Content
complex textile designs
relationship between fibre content, fabric type, and textile use
methods
for example, combining patterns, drafting flat patterns, draping, reconstructing, replicating, using computer-aided design
for designing patterns
textile manipulation techniques
colour, print, texturize, embellish, distress
regulations
for example:
and agencies that influence production, labelling, and distribution of textile items
- Textile Labelling and Advertising Regulations
- Textile Flammability Regulations
- safe use of hazardous materials in the workplace
- employment regulations such as workers’ rights and minimum wage
- differences between union and non-union work contexts
historical uses of textile items and their influence on modern textile use
First Peoples historical and current textile knowledge and practices
ethical
for example, labour practices, fast fashion, body image, ethical consumerism
and environmental issues in the production and marketing of textile items, including cultural appropriation using or sharing a cultural motif, theme, “voice,” image, knowledge, story, or practice without permission, without appropriate context, or in a way that may misrepresent the real experience of the people from whose culture it is drawn
forecasting practices
such as use of forecasting services, coolhunting, colour forecasting, trend analysis
and how they are used in the development and creation of textile items
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
future career options in textile design, production, and distribution
interpersonal and consultation skills
for example, professional communications, collaboration, follow-ups, courtesies, record keeping
, including ways to interact with clients
Curricular Competency
Learning Standards
Curricular Competency
Applied Design
Understanding context
- Engage in 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 determine design opportunities and barriers
Defining
- Identify and analyze potential users or consumers for a chosen design opportunity
- Identify criteria for success, constraintslimiting factors, such as available technology, expense, resources, space, materials, time, environmental impact, and possible unintended negative consequences
Ideating
- Identify, critique, and use a variety of sources of inspirationmay include personal experiences, exploration of First Peoples perspectives and knowledge, the natural environment, places, cultural influences, social media, professionalsand informationfor example, professionals; First Nations, Métis, or Inuit community experts; secondary sources; collective pools of knowledge in communities and collaborative atmospheres
- Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
- Screen ideas against criteria and constraints, and prioritize them for prototyping
- Critically evaluate the impacts of competing social, ethical, economic, and environmental considerations on the availability of textile items locally, nationally, and globally
- Work with users throughout the design process
Prototyping
for example, croquis, half-scale, pictorial drawings, mock-ups, technical drawings
- Choose an appropriate form, scale, and level of detail for prototyping
- Analyze the design for the life cycle and evaluate its impactsincluding social and environmental impacts of extraction and transportation of raw materials; manufacturing, packaging, and transportation to markets; servicing or providing replacement parts; expected usable lifetime; and reuse or recycling of component materials
- Demonstrate appropriate use of a variety of tools, materials, and processes to create and refine textile items
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 appropriate testsfor example, durability, washability, fit, usabilityof the prototype
- Evaluate design according to critiques and success criteria for continuing iterations of the prototype or abandoning the design idea
Making
- Identify appropriate tools, technologies, materials, processes, cost implications, and time needed for production
- Create textile items, incorporating feedback from self, others, and prototype tests
- Use materials in ways that minimize waste
- Use project management processessetting goals, planning, organizing, constructing, monitoring, and leading during executionwhen working individually or collaboratively to coordinate production
- Sharemay include showing to others or use by others, giving away, or marketing and sellingprogress while creating to increase feedback, collaboration, and, if applicable, marketing exposure
Sharing
- 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, or design ideas to which one has the legal rights of ownership
- Critically reflect on their design thinking and processes, and identify new design goals
- Assess ability to work effectively, both individually and collaboratively, while implementing project management processes
- Identify and analyze new design possibilities, including how they or others might build on their concept
Applied Skills
Apply safety procedures for themselves, co-workers, and users in both physical and digital environments
Identify and critically evaluate 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 in creating textile items
Applied Technologies
Explore existing, new, and emerging tools, technologies
tools that extend human capabilities
, and systems to evaluate suitability for 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 on a national and global level