SHS3 Art And Design Foundation · Semester 1 Week 14: Design History

Lesson notes

Learning Objectives

Indicator: 3.1.2.LI.2 - Appreciate and make judgements in debates on 21st-Century Design

By the end of the lesson, learners can:

State at least three defining characteristics of 21st-century design (smart, sustainable, and human-centred) and give one local example of each.
Explain the difference between functional design, smart design, and sustainable design using examples from their own community.
Take and defend a position in a structured debate on a 21st-century design issue affecting their community, using at least two pieces of evidence or examples to support their argument.
Evaluate a peer’s design argument by identifying one strength and one weakness, and suggest one improvement.
Apply the criteria of sustainability, usability, and cultural relevance to judge whether a proposed design solution is appropriate for their community.

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Curriculum details

Strand: The Creative Journey (from Caves to 21st Century) (Strand 1)
Sub-strand: Design History (1.2)
Content standard: 3.1.2.CS.1 - 3.1.2.CS.1 Demonstrate knowledge and understanding of design concepts in the 21st-century. 3.1.2.LO.1 Examine and participate in debates on 21st-century design concepts and applications.
Indicator: 3.1.2.LI.2 - Appreciate and make judgements in debates on 21st-Century Design
Suggested placement: Semester 1, Week 14 (Week 14 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 112

Exemplars (from the NaCCA curriculum)

Experiential Learning: Structuring Talk for Learning
- Watch documentaries, videos and photos, and or read magazines to initiate debates on emerging design concept in smart and sustainable objects, cities and environment.
Problem-based Learning; Group Work/Collaborative Learning
- In convenient groups, investigate cutting-edge 21st century design solutions for Sustainable Design Goals (SDGs) for selected design gaps and needs in the community.
Project-Based Learning/ Group Work/Collaborative Learning
- Use Computer Aided Design (CAD) to create solutions for selected design requirements and design gaps in the community for submission in Sustainable Development Goals (SDGs).

Assessment (3.1.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Materials:
- Textbooks
- web references
- Audio-visual resources
- camera
- projector
- TLMs on emerging design concepts
- design thinking
- functional and non-functional design
- smart design
- sustainable design
- green design
- design magazines
- charts and illustrations