MYP Design M22

Subject group and discipline: Design (design, digital design, product design) Unit duration: about 20 hours
Unit title: Identity through culture

Global context: Personal and cultural expression

Key concept: Communication
Related concept: Perspective
Statement of inquiry: Sharing aspects of culture can enhance international-mindedness
Inquiry questions such as these should be developed by teachers and students:
Factual: What is culture?
Which artefacts, customs and traditions demonstrate cultural heritage?
How does culture connect to identity?
Conceptual: How does cultural identity influence the way we design?
How can a designer effectively communicate identity?
Debatable: Is identity given or created?

Summative assessment
The student produces an ePortfolio that follows the design cycle to develop a solution (or range of solutions) which shares aspects of culture with others.

The student must target one of the following audiences/clients:

 Member(s) of the school community
 Member(s) of the local community
 Family member(s)

Suggested solutions may be, but are not limited to, the following ideas:
 A cultural artefact (furniture, clothing, toy)
 A meal/cookbook to highlight old and traditional recipes of a culture
 A garment that illustrates the fashion evolution of a culture
 A museum installation on a cultural journey
 A website that informs aspects of a culture
 A video/animation/publication valuing an aspect of a culture
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 An animation highlighting the history of a culture

 A social media platform to share aspects of a culture

Objectives: All strands of all objectives (A, B, C and D)

Summative assessment tasks, including assessment criteria: Relationship between summative assessment tasks and statement of
inquiry:
Criterion A Within Criterion A the student selects a target audience/client from the
i. Explain and justify the need for a solution to a problem for a options above and will analyse and inquire into:
specified client/target audience.  the need for a solution
ii. Identify and prioritize primary and secondary research needed to  the identification and prioritization of primary and secondary
develop a solution to the problem. research
iii. Analyse a range of existing products that inspire a solution to the  existing products that inspire a solution.
problem.
iv. Develop a detailed design brief which summarizes the analysis of Students will also:
relevant research.  create a design brief which reflects the analysis of their research with
reference to the global context and statement of inquiry.

Criterion B Within Criterion B the student provides evidence of:

i. Develop design specifications which clearly state the success
criteria for the design of a solution.
ii. Develop a range of feasible design ideas that can be correctly
interpreted by others.
iii. Present the chosen design and justify its selection.
iv. Develop accurate and detailed planning drawings/diagrams and
outline the requirements for the creation of the chosen solution.
 a detailed design specification for the final design
 a range of ideas or designs that consider the specifications. Examples
of planning these solutions may include annotated
sketches/storyboards, accurate drawings/diagrams or aesthetic
considerations
 the chosen design with justifications
 accurate and detailed drawings, diagrams and requirements for the
creation.

Criterion C Within Criterion C the student produces evidence of:

i. Construct a logical plan that describes the efficient use of time and
resources, sufficient for peers to be able to follow to create the
solution.
ii. Demonstrate excellent technical skills when making the solution.
iii. Follow the plan to create the solution, which functions as
 a plan which incorporates evidence of time limitations, resources
(materials and tools) and details of the necessary skills required to
create the solution
 demonstrating excellent technical skills* and following the plan to
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intended. create, refine and present a final product

iv. Fully justify changes made to the chosen design and plan when  a justification of changes made.
making the solution.
*Please note URLs must not be submitted. Evidence of technical skills  and the
development of the solution will be one or more of the following:
 Audio
 Photographic (including screenshots)
 Video (including screencasts)
 Written

Criterion D Within Criterion D the student will:

i. Design detailed and relevant testing methods which generate data
to measure the success of the solution.
ii. Critically evaluate the success of the solution against the design
specification.
iii. Explain how the solution could be improved.
iv. Explain the impact of the solution on the client/target audience.
 design authentic tests for the solution
 use the design specification to critically evaluate the success of the
solution based on authentic testing
 explain how they could improve the product
 explain the impact the product/solution has made on the selected
client/target audience.

Resources
The following resources based on the global context are suggestions or starting points which may be used during the teaching of the unit. The list is
optional and for information. It is neither prescribed nor exhaustive. Schools should always satisfy themselves that the content of any suggested resource
is suitable for their own context.

Cultural Identity through Design

https://uxdesign.cc/exploring-how-to-design-meaningful-products-with-culture-31b1fe132bd3
http://loestrategico.com/2011/07/design-cultural-identity/
http://the-polyglot.blogspot.com/2011/01/reclaiming-cultural-identity-through.html
https://www.portfoliomagsg.com/article/can-taiwan-design-catalyze-cultural-identity.html
https://www.npr.org/2014/11/14/362366569/what-s-the-line-between-stereotyping-celebrating-culture?t=1620924949433
https://www.youtube.com/watch?v=vhkzfuXl5Sk
https://www.daytranslations.com/blog/20-traditions-around-the-world/
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Fashion
https://www.vogue.com/article/indigenous-fashion-designers-cultural-appropriation-activism
https://www.bbc.com/culture/article/20171208-the-designers-taking-the-kimono-into-the-future
https://www.theguardian.com/artanddesign/gallery/2014/nov/13/artist-nick-caves-soundsuits-pictures
https://artsandculture.google.com/story/how-fashion-meets-culture/gwLyN_zp-PN1Lg

Furniture
https://www.designboom.com/design/kamaroan-lighting-stationary-umbrella-sedge-plants-02-20-2019/
http://www.diabatal.com/p/work.html
https://ketnapatel.com/pages/art-furniture
https://thedesignwriter.com.au/marlu-kangaroo-furniture-nicole-monks/
http://yb.koskela.com.au

Digital Design
https://www.ingeousstudios.com/indigenous-design/mt-theo-annual-report/
https://www.youtube.com/watch?v=E2YidQrQuec

Interior Design & Architecture

https://www.globalconstructionreview.com/news/design-unveiled-aboriginal-art-centre-adelaide/

Food
https://www.chowhound.com/food-news/238365/best-new-regional-cultural-cookbooks-for-fall-2019/

Toys
https://thedieline.com/blog/2014/4/8/mexaheads/