Students will apply the design process, principles, and elements to two-dimensional projects. Communication and social issues are the predominate themes of the suggested projects.
Foundational Objectives
Note: Other CELs may be emphasized.
| Learning Objectives | Notes |
|---|---|
| 6.1 To develop sketching and drawing skills. (COM, TL) | It should be an expectation that when students present ideas to the teacher or classmates they illustrate ideas using sketches or drawings. Students are encouraged to include examples of sketches and drawings in their portfolios to compare early works with later works and see their growth. |
| 6.2 To identify and use a variety of media, techniques, and resources when completing design projects. | Make suggestions for alternate media: e.g., markers, ink, paint, collage, transfers, photography, digital images, computer-generated type, etc. (TL). Students planning a project should present an accurate scale representation of what they plan to do. Examples of projects could include murals that students have applied to walls and doors in the school. |
| To demonstrate attention to detail and accurate measurement. (NUM) | Emphasizing high quality and accurate work raises student esteem. Encourage careful work to avoid less than "best efforts". |
| 6.4 To use the elements and principles of design in a two-dimensional project and to be able to describe how they were used. | A review of the elements and principles of design before embarking on a project may be appropriate. See Module 2 of this guide. Review the steps in the Design Process. See Module 1. |
| 6.5 To engage in a design process. (TL, CCT) | Examples of possible projects are: CD covers, posters, murals, tickets, logos, team crests, labels for a product, advertisements, brochures, bulletin boards, T-shirt designs, a clock face, etc. Discuss the issues around copyright and creative ownership. Vary materials that can be used for assignments - monochromatic versus complimentary colours, watercolour versus markers, etc. Consider integrating the design with a school activity such as sports, drama presentations, graduation, or musicals. Coordinate the project with topics students may be researching in another class: e.g., healthy lifestyles, environmental issues, social issues, historical periods. (PSVS) |
| 6.6 To participate in critiques that include input from classmates. | Establish guidelines so students understand clearly what is appropriate in a critique. The process of critiquing provides an opportunity for students to share their ideas and successes with their class. (COM) Encourage students to maintain a journal. |
Students will apply the design process, principles, and elements to three-dimensional projects. Problems and issues associated with product design are raised and dealt with while completing projects.
Foundational Objectives
Common Essential Learnings Foundational Objective(s)
Note: Other CELs may be emphasized.
| Learning Objectives | Notes |
|---|---|
| 7.1 To develop sketching and drawing skills using three dimensions. | It should be an expectation that when students present ideas to the teacher or classmates they do so using sketches or drawings completed in three dimensions using isometric, cavalier, or cabinet view drawings. See Module 5 from the Drafting and Computer-Aided Design 10, 20, 30 Curriculum Guide. Encourage students to include examples of sketches and drawings in their portfolios. Students will be able to compare early works with later works and see their growth. |
| 7.2 To identify and use a variety of materials, techniques, and resources when completing three-dimensional design projects. (TL) | Make suggestions for materials that can be used, e.g., woods, metals, styrofoam, plastics, fabrics, cardboard, etc. Students might plan sitting areas, fountains, sculptures, or three-dimensional wall murals for their school. An accurate scale representation of what they plan to do could be part of a presentation. |
| 7.3 To demonstrate attention to detail and accuracy of measurement. | High expectations are important if students are to reach their potential. High quality and accurate work raises self esteem. (PSVS) Review the elements and principles of design and the use of scale drawing in the design process. Assign a three-dimensional project to the students. Three-dimensional projects allow students to explore elements such as texture and shadow. |
| 7.4 To recognize and be able to identify mathematical or scientific principles as they apply to a design project. (TL, NUM) | Scientific principles should be considered when creating the three-dimensional projects. This practical application of principles such as structural strength, wind load, mass and buoyancy, etc. reinforces the understanding of theoretical learnings. Examples of possible projects are: bridges, roof truss systems, cardboard chair, cardboard sandals, CO2 powered models, coin bank, coin sorter, cutting board with storage, gliders, folding stool, lighter-than-air vehicles, package for a fragile article (egg protector), power generation from waves, promotional packages, rubber band powered vehicles, small tourist article, snack food container, solar oven, solar powered vehicles, office or hydro towers, wind turbine, etc. Vary the materials required so students become familiar with a diversity of properties and the fabrication processes. |
| 7.5 To engage in a design process. (CCT) | Consider coordinating the design project with school activities such as sports (design an apparatus used to develop balance and quick foot movement), drama presentations (produce stage props), and graduation (design and produce a commemorative ring). Another possibility is to support topics students may be researching in another class; e.g., simple machines, construction of pyramids, energy conservation, recycling materials. |
Students will research business or career opportunities in the design sector and make a formal presentation of their findings.
Foundational Objective
Common Essential Learnings Foundational Objective(s)
Note: Other CELs may be emphasized.
| Learning Objectives | Notes |
|---|---|
| 8.1 To research the business and profession of design. (IL) | Have students interview a design professional in person. (COM) Some small manufacturers have design persons on staff. (TL) |
8.2 To determine some opportunities for a design-related career in the province.
(IL) |
Have students research types of businesses that would employ designers. Use website resources to research careers. |
| 8.3 To identify qualifications for some of the post-secondary training and career opportunities that exist in the design field. (IL) | Have each student research different professions and training programs to review qualifications. Sharing the information at presentation time will broaden the scope of information. Some post-secondary programs require the completion of an undergraduate degree before entering the design program. Most post-secondary design programs require the submission of a portfolio. |