Design Studies 10, 20: Curriculum Guide

Module 12: Human Environments (Optional)

Suggested time: 15 - 25 hours
Level: Intermediate
Prerequisite: None

Module Overview

Students will consider human, environmental, ergonomic, and other factors when examining work, living, and recreational spaces.

Foundational Objectives

To understand how human, environmental, and ergonomic factors impact on design solutions.

To maintain and present a design portfolio.

Common Essential Learnings Foundational Objective(s)

To understand and appreciate how the design of spaces in which people live, work, and play contribute to the quality of their lives. (CCT, TL)

Note: Other CELs may be emphasized.

Learning Objectives	Notes
12.1 To understand how environment impacts on design.	The buildings we live and work in are designed for our climate. Houses that are designed to be energy efficient maximize the benefits of solar energy.
12.2 To understand human design factors.	Consider: accessibility, colour, cultural, ethical, intended users, size, texture, physiological impact, etc.
12.3 To submit design proposals that exemplify environmental and human factors using design elements and principles. (TL)	Possible projects: Develop a retrofit solution for wheelchair accessibility at a historic property, a reception area, a community centre, or a palliative care centre. Develop a home plan for a young professional couple without children. Develop a floor plan for a home operated business. Develop a plan for a group home for (4-6) persons with intellectual disabilities, etc. Refer to Module 13 in the Drafting and Computer-Aided Design 10, 20, 30 Curriculum Guide. Students could visit and evaluate several community sites, a seniors centre, hospital, or special care home. Involve community members in the design process to work on problems and solutions for their community; for example, creating accessibility solutions for special needs people.

Module 13: Design Rendering and Presentation (Optional)

Suggested time: 5 - 25 hours
Level: Intermediate
Prerequisite: None

Module Overview

Rendering techniques using a variety of media for technical drawings and illustrations are learned and practised. A variety of presentations are studied.

Foundational Objectives

To use various techniques and media to make high quality presentations.

To maintain and present a design portfolio.

Common Essential Learnings Foundational Objective(s)

To participate in effective demonstrations and presentations. (COM, TL)

Note: Other CELs may be emphasized.

Learning Objectives	Notes
13.1 To use media such as markers, water colours, airbrushes, etc. to enhance drawings.	Students should take one drawing and try several different media to enhance it. Airbrushing is very effective. See the Graphic Arts 10, 20, 30 Curriculum Guide, Module 13 for more detail. Students may find hand-colouring of black and white photographs interesting. It was popular prior to the introduction of colour prints and is still used by some firms to produce striking photographs.
13.2 To use the addition of transfer lettering, digital images, raised areas, photographs, collage, etc. to enhance presentations. (TL)	The use of computer-generated images can enhance drawings by adding sketches, pictures or clip art. Three-dimensional designs could include interior, exterior, landscape, cross sections, and product illustrations. The use of mats, drymounting, frames, lighting, music, actors, and models may be included in class discussions.
13.3 To use computer software to create a visual presentation using a slide format.	Students may want to add sound or video to their computer-aided presentation. The solution of a design problem delivered through the use of presentation software can be very effective. Consult the Communication Production Technology 10, 20, 30 Curriculum Guide.

Module 14: Human Factors and Communication (Optional)

Suggested time: 15 - 25 hours
Level: Intermediate
Prerequisite: Module 12

Module Overview

Two-dimensional design problems can address cultural and social responsibility issues and the communication of complex information in an increasingly complex global world.

Foundational Objective

To maintain and present a design portfolio.

Common Essential Learnings Foundational Objectives

To create a two-dimensional design that addresses a social issue. (TL, PSVS)

To develop an awareness of ethical considerations when designing a product. (PSVS, CCT)

Note: Other CELs may be emphasized.

Learning Objectives	Notes
14.1 To create a design brief that delineates a two-dimensional project addressing a social issue. (COM, PSVS)	Have students select a current social issue and develop a design brief that addresses the issue. Possible topics might include: school or community issues such as Students Against Drunk Driving, poverty, pollution, diseases, public transportation, etc. Many organizations have competitions to encourage students to be aware of issues such as safety in the home, farm safety, fire prevention, etc. These may include poster designs, stamp designs, Remembrance Day, etc. Encourage students to become involved in these competitions. The project should demonstrate how human factors such as physical, mental, ethical, cultural, etc. have been considered and accommodated in the design project. Have students gather examples of materials that illustrate how considerations for colour, symbolism, shape, composition, gender, and sexuality may be incorporated in commercial materials.
14.2 To discuss commercially generated two-dimensional materials and describe their impact and effect. (COM, PSVS)	Students should recognize that advertising has a strong impact on people that must be considered as a designer and as a consumer. Designers create to meet the needs of a client. Students need not agree with the position they are communicating in their projects. The effectiveness of the presentation of a position will be the point of discussion, not the position itself.

Learning Objectives

Notes

14.1 To create a design brief that delineates a two-dimensional project addressing a social issue. (COM, PSVS)

Have students select a current social issue and develop a design brief that addresses the issue. Possible topics might include: school or community issues such as Students Against Drunk Driving, poverty, pollution, diseases, public transportation, etc.

Many organizations have competitions to encourage students to be aware of issues such as safety in the home, farm safety, fire prevention, etc. These may include poster designs, stamp designs, Remembrance Day, etc. Encourage students to become involved in these competitions.

The project should demonstrate how human factors such as physical, mental, ethical, cultural, etc. have been considered and accommodated in the design project.

Have students gather examples of materials that illustrate how considerations for colour, symbolism, shape, composition, gender, and sexuality may be incorporated in commercial materials.

14.2 To discuss commercially generated two-dimensional materials and describe their impact and effect. (COM, PSVS)

Students should recognize that advertising has a strong impact on people that must be considered as a designer and as a consumer.

Designers create to meet the needs of a client. Students need not agree with the position they are communicating in their projects. The effectiveness of the presentation of a position will be the point of discussion, not the position itself.

Module 15: Intermediate Three-dimensional Modeling (Optional)

Suggested time: 15 - 25 hours
Level: Intermediate
Prerequisite: Module 4

Module Overview

Students will complete detailed scale models of structures or buildings using advanced processes and materials.

Foundational Objective

To design and produce scale models.

Common Essential Learnings Foundational Objectives

To use scale and proportion appropriately in a design. (NUM)

To develop the skills necessary to design and produce three-dimensional scale models. (TL)

Note: Other CELs may be emphasized.

Learning Objectives	Notes
15.1 To describe the importance of models for design and presentation.	Have students conduct a personal interview with a designer. (engineer, architect) Students may find examples of architectural project models that have been completed in or proposed for their community.
To complete a detailed scale model. (IL, TL)	Possible models include: alternative building structure (straw bale home, stack wall log construction, etc.) a bridge or tower; a community project (community centre, play area, swimming pool, stadium) a design project from a previous module; a drama set; an existing building; a historical site; a part of their school a solar-heated structure; a solar-powered vehicle; the student's home (interior or exterior); sun room addition clothing construction using a half scale pattern other examples can be found in the Arts Education curriculum. Model railroad builders and magazines are excellent resources for ideas about scale modelling. Students should be aware that some materials needed to complete a model may be expensive. They should prepare a list of materials and do a cost analysis before embarking on a project. Lighting, removable sections, and a variety of textures may enhance a model. An entire structure is not necessary to demonstrate the process of modeling. For example, the model could be one corner of a building. The model could be turned to view the exterior or interior and to show structural components. The inclusion of objects, people, furniture, vehicles and landscaping provides a visual clue as to the relative scale of the model. One technique for presentation is to take the audience through a guided tour that highlights the details of the model. Students should document their model's progress with photographs. Including a scale in the photograph provides a visual clue as to the true size of the model. Students may want to experiment with table-top photography. Photos taken of the model from a position that replicates eye level gives the impression of how a full-scale project might appear to someone. See the Photography 10, 20, 30 Curriculum Guide for more information. Lighting is important to insure all details on the model are visible. Photographs of students' work should be in their portfolios.

Learning Objectives

Notes

15.1 To describe the importance of models for design and presentation.

Have students conduct a personal interview with a designer. (engineer, architect)

Students may find examples of architectural project models that have been completed in or proposed for their community.

To complete a detailed scale model. (IL, TL)

Possible models include:

alternative building structure (straw bale home, stack wall log construction, etc.)

a bridge or tower; a community project (community centre, play area, swimming pool, stadium)

a design project from a previous module; a drama set; an existing building; a historical site; a part of their school

a solar-heated structure; a solar-powered vehicle; the student's home (interior or exterior); sun room addition

clothing construction using a half scale pattern

other examples can be found in the Arts Education curriculum.

Model railroad builders and magazines are excellent resources for ideas about scale modelling.

Students should be aware that some materials needed to complete a model may be expensive. They should prepare a list of materials and do a cost analysis before embarking on a project.

Lighting, removable sections, and a variety of textures may enhance a model.

An entire structure is not necessary to demonstrate the process of modeling. For example, the model could be one corner of a building. The model could be turned to view the exterior or interior and to show structural components.

The inclusion of objects, people, furniture, vehicles and landscaping provides a visual clue as to the relative scale of the model.

One technique for presentation is to take the audience through a guided tour that highlights the details of the model.

Students should document their model's progress with photographs. Including a scale in the photograph provides a visual clue as to the true size of the model.

Students may want to experiment with table-top photography. Photos taken of the model from a position that replicates eye level gives the impression of how a full-scale project might appear to someone. See the Photography 10, 20, 30 Curriculum Guide for more information. Lighting is important to insure all details on the model are visible.

Photographs of students' work should be in their portfolios.