Grade 12 - Design and Communication (Principles and Concepts of Technology)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

describe relationships among design elements (balance, rhythm, contrast, harmony, proportion, scale)
describe representation and modelling techniques used to develop design solutions, proposals, and plans
synthesize knowledge and concepts from other disciplines and the community in the design process
assess how design reflects society, culture, and the environment

To view the prescribed learning outcomes for Design and Communication (Principles and Concepts of Technology) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

As students become knowledgable about relationships among design elements and recognize links between design and other disciplines, they are better able to select processes and strategies to effectively solve design problems.

Provide students with several styles of telephones. Ask them to examine the design elements and to suggest how these elements affect aesthetics and function in each example. Pose questions such as:
- How does harmony affect the aesthetics of each style of telephone?
- How do proportion and scale affect the function of each telephone?
- How does balance affect aesthetics and function?
Discuss with students a variety of advanced modelling techniques, including computer- generated models, working models, and computer- and video-generated simulations. Provide them with several design activities and ask them to identify the advanced representation and modelling techniques that might be used to develop design solutions and proposals. As an extension, have students each select a product and describe specific techniques they would use to model design ideas for it.
Ask students to investigate a variety of information-gathering devices (hardware) and processes (software). Challenge them to identify the type of data each is best used for and to describe the benefits of each in manipulating data (e.g., a spreadsheet provides an overview of data). Have them discuss the relative efficiency of each in presentations to the class.
Have students work in teams to assess the design of familiar items (e.g., houses, automobiles, clothing). Invite each team to select an item, then describe and assess its design in different contexts (e.g., climatic regions) and its function and form. As an extension, ask students to research the development of the products or designs and identify societal, cultural, or environmental influences.

SUGGESTED ASSESSMENT STRATEGIES

As students analyse the design of products, they can demonstrate their understanding of the relationships among design elements and between design elements and culture and environment.

Ask students to review examples of video games that use advanced modelling techniques, and question them about other applications for these techniques. Note the extent to which students are able to:
- demonstrate their understanding of the modelling techniques used
- generate ideas that reflect divergent thinking regarding alternative applications of the modelling techniques
After a field trip to several stores that sell a variety of products for children, ask students to brainstorm a list of common design elements they noticed. Note the extent to which they are able to identify design elements that:
- are likely to appeal to children
- would make the product more functional for children
- ensure safety
Have each student make a brief oral presentation to a small group on the relationships among the design elements of a product of her or his choice. Note the extent to which students are able to identify the:
- design elements
- impact of the design elements on function
- impact of the design elements on aesthetics
Have students work individually or in pairs to interview people in the design communications field and prepare presentations based on their research. Look for evidence that they are able to identify:
- representation and modelling techniques used by the interviewees
- duties and responsibilities related to the careers
- relevant personal attributes and necessary skills