3.2.1 genrating ideas
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The document provides guidance for students on generating ideas for an artefact project. It instructs students to begin by making a mind map of all their ideas to solve the brief's problems. These ideas should then be evaluated in a chart that considers the strengths and weaknesses of each idea in terms of available materials, equipment access, and required skills. By completing this evaluation, students will be able to select the most achievable and suitable idea to pursue for their artefact.
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The document discusses the process of idea generation and design thinking. It explains that ideas can come from individual sketching sessions, sharing ideas with others, building on each other's ideas, and organizing ideas into clusters. The document provides an example design challenge of improving school spirit with wearable computing and allocates time for individuals to sketch ideas, share with others, build on each other's ideas, and organize the ideas.
Creativity and innovation
The document discusses creativity and innovation. It defines creativity as mental characteristics that allow people to think outside the box and come up with novel approaches. Innovation is defined as implementing ideas by developing goods or services that create value. The document then describes different tools to foster creativity, including attribute listing, brainstorming, and visioning. It provides examples of how to use each tool to generate new ideas. Finally, it discusses challenges to creativity like narrow mental maps and resisting differences, emphasizing the importance of an innovative culture.
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The document provides guidance for students on generating ideas and selecting an idea to create an artefact for an assignment. It instructs students to create a mind map listing all their ideas for how to meet the brief. It then explains they should evaluate each idea by considering factors like available materials, required equipment, and needed skills, and identifying the strengths and weaknesses. An example evaluation chart is given to analyze an idea for a clay pot based on access to a kiln for firing it.
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This document provides guidance for students on generating ideas for an artefact project. It instructs students to begin by making a mind map of all their ideas to solve the brief's problems. It then has students evaluate each idea's strengths and weaknesses in a chart considering factors like available materials, equipment access, and skills. The example chart evaluates ideas like adding images, making the pot bigger, adding color, and engraving designs. It concludes that completing this evaluation activity provides clarity on the most achievable and suitable idea to choose.
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This document provides guidance for students on generating ideas for an artefact project. It instructs students to begin by making a mind map of all their ideas to solve the brief's problems. It then has students evaluate each idea's strengths and weaknesses in a chart considering factors like available materials, equipment access, and skills. The example chart evaluates ideas like adding images, making the pot bigger, adding color, and engraving designs. It concludes that completing this evaluation activity provides clarity on the most achievable and suitable idea to choose.
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The document provides guidance for students on planning a record creation project, instructing them to: research existing records they like and how those were made; brainstorm ideas for their own record; and choose one idea to develop further. Students are asked to produce an illustrated report on their investigations and the record they plan to create, presenting their ideas and planning to the class. The report can be in formats like PowerPoint, written with images, video, or a website.
4.1.4 equipment b
The document discusses various types of equipment that could be used for a media record, including cameras & tripods, iMovie software, iMac computers, and Mini DV tapes. For each medium, it prompts the user to consider whether they have the necessary skills to use it, how they could gain additional skills, and whether they have access to the equipment. The goal is to help the user thoughtfully evaluate different options for their project medium based on their current abilities and access to resources.
4.1.3 equipment a
The document provides information about recording equipment available at a school for media students. It lists specific equipment like cameras, tripods, mini DV tapes, Mac computers, iMovie software, and external hard drives. It notes where each type of equipment can be found, when it is available for student use, and how to book the equipment if needed. The purpose is to create a record of these resources to help students plan substantial media projects making use of available equipment.
4.2.8 health and safety risk assessment for venues (contingency plan)
The document provides a health and safety risk assessment for three venues - The Alexandra House, The Classroom, and the Dance Studio. It identifies risks such as falling on the stairs at The Alexandra House, tripping over scattered furniture and objects in The Classroom, and slipping or tripping on wet floors or equipment in the Dance Studio. Recommendations are given to have someone guard the stairs, be careful when moving around scattered items, and ensure clean and clear floors in the Dance Studio.
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4.2.8 health and safety risk assessment for venues (contingency plan)
4.2.8 health and safety risk assessment for venues (contingency plan)
3.2.1 genrating ideas
- 1. Creative and Media: Level 2 Higher Diploma Unit 3: Artefact Level 2 Higher Diploma Creative and MediaUnit 1: Scene 3.2.1 Generating ideas Student Book pp 82–85 Once you have been set the brief for the kind of artefacts you are to produce, you need to start thinking about how you might meet that brief. Recording your thoughts in this process is very important. Begin by making a mind map below of all of your ideas for ways to solve the problems that the brief brings with it. How much clay do you need? What type of clay pot to make? Clay Pot How to make it? What Skills you need? Selecting your idea Weighing up the strengths and weaknesses of each of your ideas is an important part of beginning to select what you may eventually produce. For each of the ideas from your mind map, complete the evaluation chart below. When considering an idea, think about the following and decide if they are strengths or weaknesses: whether the materials you may need are available and affordable whether you have access to the equipment you may need to produce this artefact Whether you have the skills to create this artefact (or if you would need to ask someone with those skills to help you). Idea Strengths Weaknesses How much clay do you need? Affordable and have access to No skills the equipments What type of clay pot to make? Can ask for help No skills How to make it? Some Skills Not confident What Skills you need? Research No experience Once you have completed this activity, you should have a clearer idea about which is the most achievable and suitable one to choose to take forward. © Pearson Education Ltd 2008. Copying permitted for purchasing institution only. This material is not copyright free. 1