| Curricular Competency |
Apply safety procedures for themselves, co-workers, and users in both physical and digital environments |
Media Design 11 |
Applied Skills |
|
| Curricular Competency |
Sharing- Share progress while creating to increase opportunities for feedback
- Decide on how and with whom to share or promote product creativity, and, if applicable, intellectual property
- Consider how others might build upon the design concept
- Critically reflect on their design thinking and processes, and identify new design goals
- Assess ability to work effectively both as individuals and collaboratively while implementing project management processes
|
Media Design 11 |
Applied Design |
| Keyword: Share |
Elaboration: may include showing to others or use by others, giving away, or marketing and selling |
| Keyword: intellectual property |
Elaboration: creations of the intellect such as works of art, invention, discoveries, design ideas to which one has the legal rights of ownership |
|
| Curricular Competency |
Making- Identify appropriate tools, technologies, materials, processes, and time needed for production
- Use project management processes when working individually or collaboratively to coordinate production
|
Media Design 11 |
Applied Design |
| Keyword: project management processes |
Elaboration: setting goals, planning, organizing, constructing, monitoring, and leading during execution |
|
| Curricular Competency |
Testing- Identify and communicate with sources of feedback
- Develop an appropriate test of the prototype
- Apply critiques and evaluate design and make changes
- Iterate the prototype or abandon the design idea
|
Media Design 11 |
Applied Design |
| Keyword: sources of feedback |
Elaboration: may include peers; users; First Nations, Métis, or Inuit community experts; other experts and professionals both online and offline |
| Keyword: appropriate test |
Elaboration: includes evaluating the degree of authenticity required for the setting of the test, deciding on an appropriate type and number of trials, and collecting and compiling data |
|
| Curricular Competency |
Prototyping - Identify and apply sources of inspiration and information
- Choose an appropriate form and level of detail for prototyping, and plan procedures for prototyping multiple ideas
- Analyze the design for the life cycle and evaluate its impacts
- Record iterations of prototyping
|
Media Design 11 |
Applied Design |
| Keyword: sources of inspiration |
Elaboration: may include aesthetic experiences; exploration of First Peoples perspectives and knowledge; the natural environment and places, including the land, its natural resources, and analogous settings; people, including users, experts, and thought leaders |
| Keyword: information |
Elaboration: may include media design professionals; First Nations, Métis, or Inuit community experts; secondary sources; collective pools of knowledge in communities and collaborative atmospheres both online and offline |
| Keyword: impacts |
Elaboration: including 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 |
| Keyword: iterations |
Elaboration: repetitions of a process with the aim of approaching a desired result |
|
| Curricular Competency |
Ideating- Identify gaps to explore a design space
- Generate ideas and add to others’ ideas to create possibilities, and prioritize them for prototyping
- Critically analyze how competing social, ethical, and community factors may impact design
- Work with users throughout the design process
|
Media Design 11 |
Applied Design |
|
| Curricular Competency |
Defining- Establish a point of view for a chosen design opportunity
- Identify potential users, intended impact, and possible unintended negative consequences
- Make inferences about premises and constraints that define the design space
|
Media Design 11 |
Applied Design |
| Keyword: constraints |
Elaboration: limiting factors, such as available technology, expense, environmental impact, copyright |
|
| Curricular Competency |
Understanding context- Engage in user-centered research and empathetic observation
- Participate in reciprocal relationships throughout the design process
|
Media Design 11 |
Applied Design |
| Keyword: user-centered research |
Elaboration: research 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 them |
| Keyword: empathetic observation |
Elaboration: may include experiences; traditional cultural knowledge and approaches; First Peoples worldviews, perspectives, knowledge, and practices; places, including the land and its natural resources and analogous settings; users, experts, and thought leaders |
| Keyword: reciprocal relationships |
Elaboration: communicate with knowledge keepers for greater understanding of perspectives and history within the community, such as seniors, Elders, chiefs, First Nations tribal or band councils, and later career professionals |
|
| Big Ideas |
Tools and technologies can be adapted for specific purposes. |
Graphic Production 11 |
No CCG |
|
| Big Ideas |
Design choices require the evaluation and refinement of skills. |
Graphic Production 11 |
No CCG |
|
| Big Ideas |
Design for the life cycle includes consideration of social and environmental impacts. |
Graphic Production 11 |
No CCG |
| Keyword: environmental impacts |
Elaboration: including manufacturing, packaging, and disposal and recycling considerations |
|
| Content |
appropriate use of technology, including digital citizenship, etiquette, and literacy |
Graphic Production 11 |
No CCG |
|
| Content |
design presentation skills for potential clients |
Graphic Production 11 |
No CCG |
|
| Content |
role of manufacturing in meeting consumer needs and wants |
Graphic Production 11 |
No CCG |
|
| Content |
materials organization, planning, and time frame |
Graphic Production 11 |
No CCG |
|