DESIGN – GRADE 10 – TEACHER’S GUIDE
Fore word
South Africa desperately needs innovative, problem-solving thinkers in many areas of expertise. In short, all competitive businesses should require creative thinkers.
Te design teacher could contribute to the development of a strong South African design culture, a better educated consumer base, more top entrepreneurs and innovators to mention but a few qualities.
Trough your work as a teacher, SA could change from a country that manufactures other countries’ ideas (intellectual property) into a world power with original design capabilities and local intellectual properties. I strongly believe that the work you do will help to establish the foundations for a strong, innovative and productive South African design industry that has the potential to become a strong global competitor. Why? Because you will help learners to develop vital life skills that will contribute greatly to their development and success in their future career.
It is vital that the learner is able to demonstrate design literacy and understand design in a cultural, environmental and business context, both historically and in contemporary practice. To be able to develop the learners’ insight, communication and literacy skills and confidence, we strongly advise that you start with the very basics. Once they understand how and where design fits into society, it will be a lot easier for them to analyse, recognise, verbalise and understand the historical impact of, for instance the Industrial Revolution and the identity of, and reason for, the existence of contemporary styles; and they will be able to follow and understand future developments.
Design education is not only going to develop designers for the future, but could also develop design-literate citizens and discerning consumers of good design, and top-quality entrepreneurs and creators of products, services, systems, processes and environments. Although not all learners will eventually follow a career path in design, they will be equipped with vital life skills that they can apply to all the learning fields, their private lives and one day, in their place of work no matter which career path they eventually choose. Surely all parents would want to equip their child with vital life skills so that they can develop to their best potential?
Most people have the misconception that design is exclusive to a small percentage of society, that design is expensive and elitist and only features on the glossy pages of a magazine. It is therefore believed that Design, or rather the Creative Industries, do not have a significant impact on the economy and are therefore not relevant to a developing country. People also believe that design cannot contribute to scarce skills development, or that it has no relation to technology, architecture or engineering.
Science and technology have always been identified as high priorities in our education system – “the answer to a better future”. It is clear that design is not understood as an integral part of science and technology. All processes in technology and science should be driven by the design process using conceptual, creative and innovative and problem-solving skills regardless of the nature of the product, system or task. In fact, a strong relationship between design, technology, science and mathematics is bound to build the intellectual property we so desperately need to grow a sustainable economy.
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