Aims of Design

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.
The aims of MYP design are to encourage and enable students to:
  • enjoy the design process, develop an appreciation of its elegance and power
  • develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle
  • use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems
  • develop an appreciation of the impact of design innovations for life, global society and environments
  • appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts
  • develop respect for others’ viewpoints and appreciate alternative solutions to problems
  • act with integrity and honesty, and take responsibility for their own actions developing effective working practices.


From: Design Subject Guide




The MYP holistic approach to teaching and learning acknowledges that inquiry and problem solving contribute to students’ development of thinking skills and strategies that will equip them to face the rapidly changing demands of the 21st century. The MYP design class aims to provide the means and the context to help students become skillful problem solvers, who can appreciate the role of design in everyday life and who can respond critically and resourcefully to real‑life challenges. Using the design cycle, students will develop skills that will allow them to overcome new challenges.

Adapted From Design Subject Guide







Grade 6, Year 1



Unit Title: Personal Logo Design
Key Concept: Communication
Related Concept: Form & Perspective
Global Context: Personal & Cultural Expression



Statement of Inquiry: Form and perspective can communicate personal and cultural identity.

Overview:
Students in 6th grade will be using the principles of graphic design to create their own personal logos that reflect their individual and cultural identities.




End of Unit Assessment (GRASPS) and Rubric
Year 1
GOAL: create a personal logo to reflect your personality, beliefs, and identity
ROLE: a graphic designer/personal brand architect
AUDIENCE: friends, family, anyone who sees your logo
SITUATION: As your identity evolves in middle school, you want to communicate your personal brand effectively without having to explain it to other people.
PRODUCT, PERFORMANCE, and PURPOSE: Real-world product: a physical decal with your logo that you can stick anywhere you want
STANDARDS FOR SUCCESS: 8 point MYP rubric will be used for each criterion, slightly modified for student understanding.







Inquiring and Analyzing
Developing Ideas
Creating the Solution
Evaluation
0
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
The student does not reach a standard described by any of the descriptors below.
1-2
• states the need for a personal logo
• states the findings of research
• states one basic success criterion for the logo
• presents one design idea which can be interpreted by others
• creates an incomplete planning drawing
• demonstrates minimal technical skills when making the final logo
• creates the logo, which functions poorly and is not complete
• defines a testing method, which is used to measure the success of the logo
• states the success of the logo
3-4
•outlines the need for a personal logo
• states some points of research needed to develop a logo, with some guidance
• states the main features of an already existing logo that inspires the design
• outlines some of the main findings of research
• states a few success criteria for the logo
• presents more than one design idea and labels key features, which can be interpreted by others
• states the key features of the chosen design
• creates a planning drawing or lists requirements for the creation of the chosen logo
• lists the main steps in a plan that has some details (your peers might have trouble following the plan)
• demonstrates satisfactory technical skills when making the logo
• creates the final logo, which communicates meaning a little, and is presented adequately
• states one change made to the chosen design or plan when making the logo
• defines relevant testing methods, which generate data, to measure the success of the logo
• states the success of the logo against the design specification based on relevant product testing
• outlines one way in which the logo could be improved
• outlines the impact of the logo on the target audience, with guidance
5-6
• explains the need for a personal logo
• states and prioritizes the main points of research needed to develop a logo with some guidance
• outlines the main features of an existing logo that inspires the design
• outlines the main findings of relevant research
• develops a few success criteria for the logo
• presents a few design ideas and labels key features, which can be interpreted by others
• presents the chosen design stating the key features
• creates a planning drawing and lists the main details for the creation of the chosen solution
• lists the steps in a plan which considers time and resources (your peers can easily follow the plan!)
• demonstrates competent technical skills when making the logo
• creates the solution, which functions as intended and is presented appropriately
• states one change made to the chosen design and plan when making the logo
• defines relevant testing methods, which generate data, to measure the success of the logo
• states the success of the logo against the design specification based on relevant product testing
• outlines one way in which the logo could be improved
• outlines the impact of the logo on the target audience, with guidance
7-8
• explains and justifies the need for a personal logo
• states and prioritizes the main points of research needed to develop a logo, with minimal guidance
• describes the main features of an existing product that inspires the design
• presents the main findings of relevant research
• develops a list of success criteria for the logo
• presents design ideas, outlines the key features, which can be correctly interpreted by others
• presents the chosen design, describing the key features
• creates a planning drawing, which outlines the main details for making the chosen logo
• outlines a plan, which considers the use of resources and time (your peers can easily follow the plan!)
• demonstrates excellent technical skills when making the logo
• follows the plan to create the actual logo, which functions as intended, and is presented appropriately
• lists the changes made to the chosen design and plan when making the final logo
• outlines simple, relevant testing methods, which generate data, to measure the success of the logo
• outlines the success of the logo against the design specification based on authentic product testing
• outlines how the solution could be improved
• outlines the impact of the logo on the target audience



Grades 7 and 8Years 2 and 3
Quarter 1
Unit Title: Access to Food
Key Concept: Communication
Related Concept: Purpose (Language Acquisition) & Perspective (Design)
Global Context: Fairness & Development

Statement of Inquiry: One's perspective on how resources are produced, allocated, and consumed can provoke critical change.

Overview:
Students in 7th and 8th grade will be investigating their personal eating habits in the context of the greater issue of world health and nutrition in both Design and Spanish this Fall. They will be designing a balanced meal using the My Plate framework.


Grade 8Years 3Quarter 2

Key Concept: Communication
Related Concepts: Perspective, Form
Global Context: Personal and Cultural Expression

SOI:Form and perspective can communicate personal and cultural identity.


Overview:
Students in 6th grade will be using the principles of graphic design to create their own personal logos that reflect their individual and cultural identities.