..:: St Andrew's College ::..

DESIGN:

DEFINITION:
Design is a creative, intellectual, problem-solving process involving problem identification, planning, research, innovation, conceptualisation, prototyping and critical reflection. This process typically results in environments, systems, services and products that may be unique or intended for mass production, hand-crafted or produced by mechanical and/or electronic means.
Design is concerned with issues of purpose, functionality and aesthetics in shaping the social, cultural and physical environment to the benefit of the nation.

PURPOSE:
The subject Design aims to equip learners with the knowledge, skills, values and attitudes that will enable them to adapt, participate and succeed in an economically complex society. The subject also aims to promote productivity, social justice and environmental sustainability. Therefore, learners will be provided with the opportunity to:

■ understand the social contribution of design with regard to economic growth, entrepreneurship and sustainability;

■ understand that design may be a tool for social change by improving the quality of life and providing solutions that are responsive to individual and community needs;

■ affirm the cultural heritage of South Africa through a focus on indigenous knowledge and craft production in ways that are accessible to all learners in all communities;

■ develop an awareness of career opportunities in the design industry, thereby creating a credible route to Higher Education and the world of work;

■ develop the creative potential of the learner;

■ appreciate design as a research and development-based process which requires the learner to

Investigate primary and secondary sources;

■ reinforce concepts of design methodology and problem solving as a lifelong learning skill;

■ relate design skills and knowledge to real situations by ensuring a balance between theory and practice;

■ emphasise the collaborative nature of the design process, which often involves various stakeholders in a manner that encourages all participants to work as effective members of a team;

■ reflect critically on and be sensitive to the role of aesthetics and cultural practices in design;

■ develop an awareness of the need for responsible and safe use and/or recycling of materials throughout the design process;

■ select appropriate media, materials and technology and to add value through the design process;

■ develop as a responsible citizen who is a critical consumer, culturally sensitive, well-informed on ethical issues and empathetic to social needs;

■ appreciate how images, artefacts, systems and products relate to economic, environmental, social, political, historical and cultural contexts;

■ engender a sense of self-discipline by emphasising the need for effective time management in meeting deadlines, which is an essential part of professional practice;

■ develop appropriate presentation and communication skills in order to convey design concepts effectively;

■ enable the learner to practice design as an enjoyable and fulfilling life experience; and

■ appreciate design as an integral part of the made world.

SCOPE:
It should be understood that design is a human process that shapes the world we live in. Design as a subject enables learners to acquire skills, knowledge, attitudes and values that can be transferred and applied across the curriculum. In addition, the overall emphasis on process in design is intended to give learners access to skills, knowledge, values and attitudes that can be taken into Higher Education and the world of work.

Design opens up an exciting world of creative and personal exploration. Learners are able to develop new ways in which to respond to and interact with their world, to communicate ideas effectively, and to develop their perceptual skills and sensory awareness. Learners should be encouraged at all times to investigate and experiment with the creative possibilities of the various materials and tools at their disposal. In the classroom, learners will explore materials, processes and technologies in a safe and responsible manner while developing intellectual and practical skills through participating creatively in a range of design activities.

Design emphasises inclusivity to enable learners from different language, cultural and ethnic backgrounds, and those experiencing barriers to learning, to feel comfortable in their chosen application or discipline.

EDUCATIONAL AND CAREER LINKS:
Arts and Culture in the General Education and Training band creates a basic appreciation of art and cultural issues that inform the design process. The language and communication skills developed in the General Education and Training band are essential for all learners, as design is an interactive process in which the designer often works collaboratively to meet the desires and needs of clients, end users and society as a whole.

Technology in the General Education and Training band provides a foundation for learners in technology, research, planning, product development and manufacture, which are built upon in the various design disciplines. In addition, Economic and Management Sciences provides learners with a basic understanding of the economy and the importance of financial planning in the choice of technology and materials in the design and production process.

Learners who have had the opportunity to follow General Education and Training studies in the above Learning Areas, especially in the Senior Phase, are better prepared to further their studies in Design at the Further Education and Training level.

Design education enables learners to make informed choices about vocational, career and Higher Education opportunities in a number of craft, design and art fields. The emphasis on research and creative problem solving ensures that learners develop the lifelong skills that are essential in the Higher Education band and/or as practising craftpersons or designers.

Learners will be familiar with the principles of design literacy and will have collaborative working skills that are transferable from Further Education and Training to a variety of higher educational programmes that lead to exciting and productive career opportunities.

LEARNING OUTCOMES:
The three Learning Outcomes must not be seen as independent of one another but treated as an integrated continuum, impacting on and informing each other.

Learning Outcome 1: The Design Process

The learner is able to understand the design process from conceptualisation to realisation.

This outcome enables learners to understand the design process from conceptualisation to realisation. Problem solving and lateral-thinking skills, creativity and innovation are explored and developed through the systematic investigation of problems posed by a design brief in order to produce a marketable solution. Learners are given a brief, research the subject, generate ideas, develop concepts, implement, critically reflect on and evaluate the design solution. Self-discipline and responsible design ethics, as well as an awareness of aesthetics and functionality, must be evident throughout the design process.

Learning Outcome 2: Design Production

The learner is able to produce and present a body of work in the chosen discipline(s) which shows an understanding of design skills and production processes.

Design production enables learners to produce and present a portfolio of work in the chosen discipline or disciplines, which provides evidence of knowledge and application of design skills, production processes, exploration and development of the design brief, choice of safe and environmentally friendly materials, and a responsible design ethic. Learners may choose from a variety of disciplines that range from unique products to mass production applications, including visual communication design, surface design, product design and environmental design.

Learning Outcome 3: Design in Context

The learner is able to demonstrate design literacy and to understand design in cultural, environmental and business contexts, both historically and in contemporary practice.

Design affects every aspect of our lives. The clothes we wear, the cars we drive, the buildings we live and work in are all designed. Advertising and communication design have transformed our cities and the way we communicate with one another. Many people think that design is about 'style' only, but this subject seeks to go further and impress upon learners that design can also function as a powerful social tool.

Design is a human endeavour and is therefore not neutral; it constructs new knowledge by challenging assumptions or perpetuates the status quo by reinforcing stereotypes. By exploring the context of design - historical, geographical, technological, social, cultural and environmental influences - and the theory of design, learners become design literate and critically aware of design and its impact on daily life. Learners will understand the potential of design to act as an agent of change, thus promoting affirmation and transformation in society. This knowledge, together with creative skills, forms the basis for the practice of design.

This outcome enables learners to study how design functions in society. The intention of seeing design in context is to enable learners to undertake social, cultural, historical and contemporary studies in a manner that will inform design practice. This study will include an investigation of the influence of technologies, materials and methods used by different cultures in past and contemporary practice. Similarly, different design styles, the role of aesthetics and functionality and the contribution of individuals and groups of practitioners will be an important part of understanding the context of design. Learners are encouraged to source information from their immediate environment, field trips, artefacts, questionnaires and interviews with design practitioners, potential clients and users (consumers) in their own communities. Craft and design are situated as business activities.

Consequently, an introduction to marketing and basic business principles is intended to inform practice. Furthermore, Design as a responsible, ethical, vocational and entrepreneurial activity will necessarily have an environmental and social impact. Thus learners explore the indigenous knowledge systems revealed in their Southern African cultural context, past and present. In so doing, they broaden and articulate their own understanding of the dynamic nature of design through cultural expression, both in research and debate, and in the exploration of ideas and materials in their own art making. An awareness of their past and present cultural contexts, and the range of Southern African indigenous knowledge systems contained therein, provides an authentic grounding for South African learners' individual processes of making meaning in their world.

THE SPECIALISATION AREAS:
(St Andrew's and DSG offer only the following options for study: Architectural Design; Interior Design; Fashion Design; Jewellery Design; Graphic Design and Product Design.)

■ Visual communication design includes but is not limited to:

advertising design;
animation;
digital design;
film and video;
graphic design;
illustration;
information design;
packaging design; and
photography.

■ Surface design includes but is not limited to:

appliqué;
beadwork;
carpet design;
embroidery;
gift wrap design;
mosaics;
mural design;
stained glass;
tapestry;
textile design;
wallpaper design; and
weaving.

Note: Any surface design may be developed into a product.

■ Product design (functional or decorative) includes but is not limited to:

basketry;
beadwork;
carving;
ceramic design;
constructed textiles;
fashion and/or costume design;
furniture design;
industrial design;
jewellery design;
paperwork;
puppetry design;
tableware;
weaving; and
wirework.

■ Environmental design includes but is not limited to:

architectural design;
display and exhibition design;
interior design; and
theatre and set design.

DESIGN RESOURCES:
The resources posted here are intended to be used as a guide to assist you in your teaching of FET Design. You are encouraged to use the materials in your classroom. Please read the introduction before making use of the resources.

INTRODUCTION
HELLO

EXAMINATION PAPERS
GRADE 10
Grade 10 - Nov 2007 Theory & Practice
Grade 10 - July 2007 Theory Exam
Grade 10 - July 2007 Prac
Grade 10 - June 2007 Design Theory
Grade 10 - Nov 2006 Theory Exam
Grade 10 - July 2006 Theory Exam
Grade 10 - July 2006 Prac Exam
Grade 10 - Exemplar 2006 Govt

GRADE 11
Grade 11 - July 2007 Theory Exam
Grade 11 - Design Practice Govt
Grade 11 - Design p1 Govt
Grade 11 - Memorandum Govt

EXAMINATION RUBRICS
July 2006 Theory Rubric
July 2006 Prac Rubric

DESIGN PROJECT EXEMPLARS
Grade 10 Number 1
Grade 10 Number 2
Grade 10 2006 Design Assessment Template
Grade 10 2006 Design
Grade 10 2006 Third Term Project
Grade 11 Number 1
Grade 11 Number 2
Grade 11 Design Research Project Term 1

RNCS DOCUMENTS
RNCS Design

IEB DOCUMENTS
FET Design SAG 2007

TESTS
Grade 10 May 2007 Standardised Test
Grade 11 May 2007 Standardised Test
Grade 10 Visual Literacy Test

DESIGN ISSUES
HESA recognition of FET Design

USEFUL RESOURCE MATERIAL
Innovation Resource Pack
Memphis Resource Pack
The Design Process
The International Style
Kandinsky Lesson
art Vs design article
A&C images
Bauhaus Presentation
Behrens Presentation
DWB Lesson and Plan
Chair Activities
Typography Notes
Andy Warhol
Warhol Rubric
Grade 12 History Notes POP POST M
Grade 12 Design in the 1950's and 60's
Web Addresses
Design Vocabulary
Practical Task Term 1

USEFUL WEBSITES
http://architecture.about.com/library/bl-glossary.htm
http://www.tate.org.uk/collections/glossary/
http://www.ars-logo-design.com/glosary_corporate_logo_design.htm
http://edweb.sdsu.edu/courses/ET650_online/MAPPS/Glossary.html
http://www.ndoylefineart.com/glossary.html#anchor_1083
http://www.designboom.com/eng/
http://www.designweek.co.uk/Home/Default.aspx
http://www.defsa.org.za/
http://www.informedesign.umn.edu/
http://www.designboom.com/eng/

PROJECTS
Art Deco ppt

Grade 10 Integrated Design Project May 2010:
We take our senses for granted. But in fact every moment of every day we use them and they are critical to our survival. As a design student one of the first lessons you must learn is the importance of the senses in developing an appreciation and understanding of what a better quality life is about. The underlying purpose of design is to ADD VALUE to life. You are challenged to do this by designing and constructing a box into which you will place an object or objects that you have made. The object/s should be designed to stimulate the sense of touch, sight, smell, hearing or taste or all of these! This is your opportunity to learn to design in three dimensions.