Grade 12 - Design Process

PRESCRIBED LEARNING OUTCOMES

• apply and describe the relationship among design elements and principles
  
• apply research methods and techniques to solve design problems
  
• use appropriate tools and materials to develop and present design ideas
  
• synthesize knowledge and concepts from other disciplines and the community in the process of designing
• describe the relationships between design and society, culture, and the environment, with reference to specific examples
  
• use appropriate representation and drafting techniques to detail solutions, proposals, and plans, using a variety of techniques
  
  

SUGGESTED INSTRUCTIONAL STRATEGIES

• Give students an incomplete house model, and challenge them to design a roof to go on the structure, applying the principles and elements of design, as appropriate. Have students sketch solutions looking at the outside elevations and the plan view, determine their favourite solution, and model it. Critique solutions with the class.
  
• Have students do an objective analysis of vehicle styling relating to social context. Students decide on a specific historical era of manufacture and conduct research into the associated styling conventions of the day. To develop a framework of reference, students should investigate related cultural contexts such as fashion, political climate, and economic conditions. Students should focus on a specific component within the styling package (e.g., wheels, tail lights, grilles, bumpers, dashboards, consoles, steering wheels). Ask students to prepare a presentation on the component design, and give examples of how it relates to its cultural context (e.g., tail fins and a rocket). Have them use a variety of media (e.g., pencil, physical modelling, photography, or computer application) as appropriate means of communicating graphic requirements. Students could repeat the activity with a contemporary or futuristic focus. The presentations on past, present, and future could be brought together as one exhibit.
  
• Adapt the previous activity for use with another product (e.g., communication device, recreation and audio visual equipment).
  
  

SUGGESTED ASSESSMENT STRATEGIES

• When students critique their peers' roof designs for an incomplete house model, consider the extent to which they:
  - identify use of design elements and principles
  - relate their critiques to the application of design elements and principles
  - identify both pros and cons of particular design solutions.
  
• Work with students to develop a rating scale for self- and peer assessment of design solutions. Criteria could include the extent to which students:
  - meet the requirements of the design brief
  - use the elements and principles of design to create satisfying, functional designs
  - use selected elements and principles of design to create appealing effects
  - integrate elements and principles of design so they work together effectively, creating unity
  - choose appropriate materials, technologies, and processes for design development
  - show evidence of manipulating a variety of materials, technologies, and processes.
  
• As students work individually or in groups to develop design solutions, determine the extent to which they use a structured problem-solving process. Ask questions such as:
  - How did you define the problem suggested by the design brief?
  - How did you go about designing and developing your solution?
  - What were the major issues that you had to face in designing your solution?
  - How will you determine if your solution is effective?
  
• As teams of students work with design briefs, have them develop design portfolios. Review these for evidence of students' abilities to:
  - clearly identify the design problem
  - generate a variety of ideas
  - use instrument drafting and CADD skills and graphic design software to develop their chosen solution
  - communicate their design solutions logically.
  
  
  

RECOMMENDED LEARNING RESOURCES

 Print Materials

• Architecture: Drafting and Design
  
• Architecture is Elementary
  
• Architecture: Residential Drawing and Design
  
• British Columbia Building Code
  
• Canadian Wood-Frame House Construction
  
• Design Drawing
  
• Digital Character Animation 2, Vol. 1
  
• Freehand Sketching for Engineering Design
  
• Getting Started with 3D
  
• National Housing Code of Canada
  
• Robin Williams Design Workshop
  

 Software

• 3ds max 4.0
  
• 3D Studio Viz
  
• Adobe Photoshop 6.0
  
• Adobe Premiere 6.0
  
• Artolantis
  
• AutoCAD 2000i
• AutoCAD LT 2000i
  
• Autodesk Inventor 4
  
• Chief Architect V7.0
  
• Ezedia MX
  
• RenderWorks
  
• Rhinoceros NURBS Modeling Software
  
• SolidBuilder Q1 2001
  
• Solid Edge
  
• VectorWorks
  

 CD-ROM

• Architectural Graphic Standards (also available in print)
  
• CADDEX AutoCAD R2000 Resource Library
  

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