Students will develop an appreciation for the importance and relevance of design within a cultural context, by examining past and contemporary examples of artifacts.
Foundational Objectives
Note: Other CELs may be emphasized.
| Learning Objectives | Notes |
|---|---|
5.1 To describe elements and principles of design as they relate to a particular culture.
(COM, PSVS
) |
Teachers should use visual media to demonstrate the evolution of a designed artifact from a cultural perspective: e.g., churches, traditional clothing, fabric design, housing, furniture design, apparel patterns, etc. (TL) See the Housing 30 Curriculum Guide, Module 2 for additional information. Students could focus on shelter, clothing, or public buildings: e.g., shelters such as the tipi or igloo, Ukrainian dance costumes, evolution of furniture styles, Shaker furniture, buildings used for religion, fabric design, blanket or quilt design, etc. Students may produce a model of a known artifact: e.g., a barn from the turn of the century, a tipi, a mud house, a tomb, a child's rattle, a cloak, etc. (TL) |
| 5.2 To use technical skills to produce an object based on an artifact idea. (TL) | Students could incorporate traditional design elements into a modern artifact: e.g., a community centre, clothing, jewelry, housing, etc. Good examples of this are the design of the tourist centre at Wanuskewin (north of Saskatoon) and the proposed Saskatchewan Indian Federation College (SIFC) building on the University of Regina campus. |
| 5.3 To present and discuss research findings and the model selected. (Optional) | Encourage students to use multimedia presentations to vary their presentations, and to avoid lecturing exclusively. (COM) |