LessonnotesGH

SHS1 Design And Communication Technology · Semester 1, Week 12

Pattern Design

Lesson notes

Learning Objectives

Indicator: 1.1.3.LI.2 - Investigate the designing and creation processes of templates and patterns.

By the end of the lesson, learners can:

  1. Describe at least four stages in the process of designing and creating a template or pattern, in the correct sequence.
  2. Identify the specific tools and materials used at each stage of the template and pattern creation process from photographs, videos and real objects.
  3. Explain, using deductive reasoning, how a designer likely created a given template or pattern by examining the finished product.
  4. Work collaboratively in mixed-ability groups to research and document the processes used by popular local brands or artisans to create their templates and patterns.
  5. Create a manual or digital chart or table that records common products, tools, materials and techniques used in template and pattern creation, with freehand drawings or images.

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Curriculum details

Strand
Conceptual Drawing (Strand 1)
Sub-strand
Pattern Design (1.3)
Content standard
1.1.3.CS.1 - 1.1.3.CS.1 Demonstrate knowledge and skill in the use of tools, materials and freehand drawing techniques to create templates and patterns as the basis for design in the community. 1.1.3.LO.1 Apply the understanding and skills of creating templates and patterns to develop freehand-drawn templates and patterns as solutions in the community.
Indicator
1.1.3.LI.2 - Investigate the designing and creation processes of templates and patterns.
Suggested placement
Semester 1, Week 12 (Week 12 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. 32

Exemplars (from the NaCCA curriculum) 

Collaborative learning/Group work: Learners in mixed-ability groups analyse various templates and patterns created by designers with the use of photographs, videos, drawings and sketches as well as real objects. Learners should be encouraged to share their experiences and thoughts on templates and patterns objects and products.

Problem-based learning/ Group work: In small groups examine how designers have used available tools, materials and techniques to create their templates and patterns. Learners should be encouraged to use deductive reasoning and simple research strategies to find the processes of some popular template and pattern brands, objects and products created with freehand drawing.

Project-based learning/Collaborative learning/Group work: Learners in groups create manual or digital tables and charts of selected examples of common products, tools, materials and techniques used to create the templates and patterns. Learners are to provide detailed information including product images or freehand drawing objects with the tools, materials and techniques to complete the task.

Assessment (1.1.3.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.

Teaching and Learning Materials:
- Models
- Charts
- Reference books
- Drawing studio
- Access to internet
- LCD Projector
- Sketches.
- Pencils
- Sketch pads
- Erasers
- Pencil sharpener
- Drawing pens or ink
- Blending stumps
- Charcoal
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