SHS2 Art And Design Studio · Semester 1 Week 8: Professional Practice and Ethics

Lesson notes

Learning Objectives

Indicator: 2.1.3.LI.1 - Analyse the concept of professional ethics in design.

By the end of the lesson, learners can:

Define professional ethics in design and list at least five key ethical principles that guide design practice.
Explain the difference between ethical conduct and legal compliance in design work, using examples from the Ghanaian creative industry.
Analyse at least two real or hypothetical scenarios in design practice and identify the ethical issues involved, along with possible professional responses.
Work collaboratively to create an infographic or visual chart that documents the professional ethics of one design profession (e.g., graphic design, fashion design, architecture, or advertising).
Justify, in a short oral or written statement, why integrity, honesty and respect for clients and colleagues are foundational to professional design practice in Ghana.

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Curriculum details

Strand: Art & Design Theories and Application (Strand 1)
Sub-strand: Professional Practice and Ethics (1.3)
Content standard: 2.1.3.CS.1 - 2.1.3.CS.1 Demonstrate knowledge and understanding of Professional Practice and Ethics in Design. 2.1.3.LO.1 Apply the concept of professional ethics in design.
Indicator: 2.1.3.LI.1 - Analyse the concept of professional ethics in design.
Suggested placement: Semester 1, Week 8 (Week 8 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. 67

Exemplars (from the NaCCA curriculum)

Experiential Learning: Individually or in mixed-ability groups, embark on an educational visit/Virtual trip to the office and studios of designers or use a relevant resource to learn about and document the professional practices and ethics in design.
Group Work/ Collaborative Learning/Managing Talk for learning: In mixed-ability groups, investigate and debate professional ethics of different professions in art practice.
Group Work/ Collaborative Learning; Project-Based Learning: In convenient groups, design and create a manual on professional ethics in a preferred format for peer review, e.g., graphical (infographics), proposal presentations, visual diaries, concept books, manuals, etc.

Assessment (2.1.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Materials: resource persons; textbooks; journals; magazines; web references; audio-visual resources; projector; antique artworks; camera; charts; studio manuals; equipment maintenance manuals; videos; exhibition catalogues; magazines; modelling; printmaking; carving; casting and tools for assemblage; dyes; wax; plasticine; nylon chords; twine; fabrics; wire mesh; organdie; canvas; zinc plate; aluminium sheet; hand drills; copper sheets and wires; bolts and knots; rivets; eyelets; sand; plaster of Paris; white cement; cement fondu; clay; wood; flip charts; TLMs on materials and methods; posters; flyers; buntings; paintings; drawings and illustrations,