Students will acquire and develop knowledge and skills associated with the production of two-dimensional design materials.
Foundational Objectives
Common Essential Learnings Foundational Objectives
Note: Other CELs may be emphasized.
| Learning Objectives | Notes | 9.1 To write design briefs and identify the design processes to be used in a product proposal. (CCT) | Have students select a relevant issue or problem and develop a design brief. The projects should result in the production of several copies of the end product. The number will vary depending on the design, the size, expense of materials, and the fabrication processes. |
|---|---|
| 9.2 To identify and use appropriate materials and fabrication processes, when completing the project described in the design brief. | Possible processes are collage, digital image, photogravure, photographs, lithography, transfer lettering, transparencies, silk-screening, stencils, woodcuts, etc. It is not necessary to have the production equipment available in the school. Explore community projects and partnerships. Consider a work study. If their projects involve advanced materials and processes, students may need the assistance of technicians or the use of equipment that is not available in the school to complete their projects. |
| 9.3 To describe the stages of production necessary to produce a product in industry. | Students should develop a product production flowchart to illustrate the stages involved in producing a finished product. Consider a tour to a production facility. |
| 9.4 To describe alternative materials and processes that might be used for a product to improve its quality, volume, and cost of production. (TL, NUM) | Encourage students to use different materials and processes for each project to ensure a wide range of experimentation. Students should write a project plan that includes quantities to be manufactured, steps required, a time chart, drawings, materials list, etc. Environmental impact should be considered when making choices about a product and its production. |
Factors such as colour, shape, texture, proportion, and scale are examined with an emphasis on the feel, appearance, and attractiveness of the products designed.
Foundational Objectives
Common Essential Learnings Foundational Objectives
Note: Other CELs may be emphasized.
| Learning Objectives | Notes |
|---|---|
| 10.1 To be aware of the relationship between function and aesthetics. | Have students define function and aesthetics and their effect on one another. (PSVS) Good design embodies both functionality and aesthetics that are pleasing. Great design solutions are elegant, simple and timeless. |
| 10.2 To describe alternative materials and processes that might be employed. (CCT) | Students could simply describe an alternative material such as "a metal that is translucent, lighter, stronger, a good conductor of electricity, and that makes the product aesthetically more pleasing." This describes a new material that needs to be developed. (COM) |
| 10.3 To write a design brief and then create a three-dimensional model of the proposed product. | The design brief may specify materials that are not traditionally used for the intended product. While there will be a limited range of materials and processes available within the school and local community, students could research new products and processes that could be used. CADD models may be considered, rather than physical models. (TL) |
Students will apply the design process, principles, and elements to a three-dimensional project. They will practise skills, techniques, and processes associated with complex three-dimensional projects. They will expand their knowledge of materials and their properties, and the fabrication/manufacturing processes.
Foundational Objectives
Common Essential Learnings Foundational Objective(s)
Note: Other CELs may be emphasized.
| Learning Objectives | Notes |
|---|---|
11.1 To become aware of the relationship between function and aesthetics. (CCT, PSVS
) |
Good design embodies both functionality and aesthetics that are pleasing. Great design solutions are elegant, timeless, and simple. Discuss the relationship between function and aesthetics using a design example, such as a chair, fine china, etc. |
| 11.2 To use a variety of materials and processes to solve design problems. | Students should research each problem to gain a general familiarization with the problem and then propose materials or structures that are best suited to a solution. |
| 11.3 To write a design brief that delineates a problem of personal choice. | Students should write a plan that includes quantities to be manufactured, steps required, a time chart, drawings, materials list, etc. Have students submit a draft of the design brief for approval before continuing with their project. |
| 11.4 To identify appropriate materials and fabrication processes when completing the design brief. | The project should result in the production of more than one item. The number will vary depending on the process, size, and expense of materials and fabrication processes. Students may need to have the assistance of technicians from the community to complete their project. Their project may involve advanced fabrication materials and processes. A photograph of the design project should be taken and included in the student's portfolio. |
| 11.5 To describe the stages of production necessary to produce the product commercially. | If possible arrange a visit to production facilities in the community. Refer to Module 9.3 in this guide. |
| 11.6 To describe alternative materials and processes that might be used for a product to improve its quality, volume of production, cost per item, etc. (CCT, NUM) | Environmental impact should be considered when making choices:
|