SHS3 Art And Design Foundation · Semester 2 Week 10: Design Thinking and Compositio

Lesson notes

Learning Objectives

Indicator: 3.3.1.LI.1 - Discuss the development of CAD and its impact on product design.

By the end of the lesson, learners can:

Trace the historical development of Computer-Aided Design (CAD) from its origins in the 1950s and 1960s to modern cloud-based software tools.
Compare and contrast CAD with manual rendering, using design elements and principles such as line, shape, form, colour, texture, space and composition.
Explain at least three ways CAD has transformed product design, including speed, accuracy, cost reduction and the ability to visualise ideas before production.
Discuss, in small groups, how a specific CAD software (for example AutoCAD, SketchUp, Blender, Tinkercad or CorelDRAW) can be used to design a product that solves a societal problem in Ghana.
Create a chart or infographic showing the timeline of CAD development from the 1960s to today, highlighting key milestones and their impact on design practice.

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Curriculum details

Strand: Design for Life (Strand 3)
Sub-strand: Design Thinking and Compositio (3.1)
Content standard: 3.3.1.CS.1 - 3.3.1.CS.1 Demonstrate knowledge and understanding of Computer-Aided Design (CAD) and how to apply it to address societal problems. 3.3.1.LO.1 Apply knowledge of Computer Aided Design (CAD) to design and execute projects in response to solving social problem.
Indicator: 3.3.1.LI.1 - Discuss the development of CAD and its impact on product design.
Suggested placement: Semester 2, Week 10 (Week 30 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. 129

Exemplars (from the NaCCA curriculum)

Communication and Collaboration: Through brainstorming and group discussions, distinguish between CAD and manual rendering using design elements and principles.
Project-Based Learning: In small group discussions, create a chart/info graphics on the development of CAD.
Experiential Learning/Problem-Based Learning: In small group discussions, enumerate how any of the CAD software can be used to design a product to solve a societal problem.

Assessment (3.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Materials:
- CAD software
- the environment
- textbooks
- web references
- projector
- computer
- printers
- LCD Screen
- flip charts
- TLMs on design thinking
- Posters
- Flyers
- Buntings
- Paintings
- drawings and illustrations
- supplementary materials