Digital-Evolutions

Programming & AI

⬜ Initial Final JavaScript Game⬜ JavaScript Application⬜ Possible JavaScript Apps Board⬜ Project Objective⬜ Project Planning
⬜ 2D Warm-up Panda-monium ⬜ Pen Tool ⬜ Installing Fonts ⬜ Initials Keychain

MYP Design is both artistic and technical, guiding students through the full design process. from initial concept to final creation, while fostering creative and critical thinking to solve authentic, real-world challenges. The course emphasizes the design cycle, encouraging hands-on exploration, idea development, and thoughtful reflection. Students will explore and apply methods and techniques in 2D / 3D / game, game design, and even drones, gaining practical experience with tools and processes used across a wide range of industries. This course is ideal for students interested in careers in architecture, engineering, graphic design and advertising, film and media production, game development, and other design-related fields.

MYP Design’s process emphasizes the designer’s growth and treats it as the final product rather than a secondary outcome. Student journals serve as the primary evidence of learning and assessment, capturing thinking, iteration, mistakes, and progress throughout the design cycle. Motivation is driven by identity and personal passion instead of compliance or predetermined prompts, resulting in deeper engagement and ownership. Overall, the process mirrors authentic creative and professional practice by prioritizing learning, reflection, and continuous improvement over polished final artifacts.

The course emphasizes:

Critical Thinking & Problem Solving
Defining and researching design challenges
Developing and refining original ideas
Self-Directed Learning - Learning to Learn
Communication Ideas & Intentions
Time Management

DAILY DOCUMENTATION
DEVELOPMENT & CREATION PROCESS
⬜ Documentation & Reflection - Daily Process - Visual Progression - Ongoing Reflection & Justifications_________________________________________

Criterion A (Inquiring and Analyzing): Identity and Purpose Drive the Design Challenge

Criterion B (Developing Ideas): Learning Comes Before Making

Criterion C (Creating the Solution): Creation Is Iterative and Documented

Criterion D (Evaluating): Evaluation Focuses on Growth, Not Just the Outcome

Criterion A (Inquiring and Analyzing): Identity and Purpose Drive the Design Challenge

Students begin by asking “Who am I as a designer, and where do I want to go?”
They identify personal interests, strengths, unknown skills, and long-term goals. This investigation establishes a meaningful design need rooted in personal growth rather than an artificial prompt.

This phase fulfills Criterion A (Inquiring and Analyzing) by:

Defining a clear, justified goal
Researching skills, tools, and existing examples
Writing a focused, personal design brief

Criterion B (Developing Ideas): Learning Comes Before Making

The 70/30 model emphasizes :

70% exploration, learning, planning, and ideation
30% execution

Students explore multiple pathways, define success criteria, plan timelines, and select learning strategies that will stretch their abilities. The emphasis is on thinking deeply before building anything.

This aligns directly with Criterion B (Developing Ideas) by:

Generating and selecting feasible approaches
Creating realistic plans tied to skill development
Justifying decisions based on research and goals

Criterion C (Creating the Solution): Creation Is Iterative and Documented

During production, students apply technical skills while documenting their process daily. Journals capture experimentation, mistakes, changes, and problem-solving, not just progress.

The solution may be a product, system, digital artifact, or portfolio evidence; the key is that it demonstrates growth and technical application, not perfection.

This fulfills Criterion C (Creating the Solution) by:

Demonstrating skillful use of tools and techniques
Following and adapting plans
Showing iteration through evidence and reflection

Criterion D (Evaluating): Evaluation Focuses on Growth, Not Just the Outcome

Students conclude by evaluating both the solution and themselves as designers. They assess success against their criteria, present evidence of learning, and identify next steps for improvement.

This exceeds minimum IB expectations for Criterion D (Evaluating) by:

Evaluating effectiveness using evidence
Reflecting on skill growth and learning trajectory
Proposing meaningful improvements and future directions

MYP Design Cycle

As part of the Middle Years Program (MYP), design challenges all students to:

apply practical and creative thinking skills to solve design problems
explore the role of design in both historical and contemporary contexts
consider their responsibilities when making design decisions and taking action.

MYP design focuses a holistic design process rather than final products and solutions.

Criterion A: Inquiring and analyzing

At the end of year 5, students should be able to:

i. explain and justify the need for a solution to a problem for a specified client/target audience

ii. identify and prioritize primary and secondary research needed to develop a solution to the problem

iii. analyze a range of existing products that inspire a solution to the problem

iv. develop a detailed design brief, which summarizes the analysis of relevant research.

Criterion B: Developing ideas:

At the end of year 5, students should be able to:

i. develop design specifications, which clearly states the success criteria for the design of a solution

ii. develop a range of feasible design ideas, which 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.

Criterion C: Creating the solution

At the end of year 5, students should be able to:

i. construct a logical plan, which 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 intended

iv. fully justify changes made to the chosen design and plan when making the solution

v. present the solution as a whole.

Criterion D: Evaluating

At the end of year 5, students should be able to:

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.