Lesson Starter Exercises – Sketching Focus Sketching & Rendering: Explores a range of sketching and

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    Lesson Starter Exercises – Sketching Focus

    Technology

    ‘Developing Student’s Sketching & Communication Ability’

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    Lesson Starter Exercises - Resource Pack Objective

    Starter exercises can be used at the beginning of technology lessons

    to engage students and to promote design related discussions. The

    short exercises can form a routine start to lessons with an overall

    objective being, to enhance student’s verbal and sketching

    communication. They are designed to take 10-15 minutes and can

    be adapted to suit a wide range of design abilities.

    Lesson Starter Exercises – Content of Pack

    1. Generation of Ideas: Through sketching and discussion, this exercise develops student’s experience with products and their understanding of target markets

    2. Product Design Focus: Looking at alternative uses to standard products 3. Design Specifications: Developing student’s problem solving skills through an

    understanding of design specifications 4. Design Awareness: Research Marc Newson and Development of Sketching 5. Design Inspiration: Exploring how to use research and inspiration to

    create Design Solutions 6. Design Inspiration to Ideas: Using resource material to creating a range of Lighting

    designs 7. Product Description: Exercises designed to promote higher order thinking

    when describing design ideas. 8. Design Development: Exercise focused on design development and the

    student’s sketching and annotation ability 9. Sketching & Rendering: Explores a range of sketching and rendering

    techniques, equipment needed and template exercises. 10. Questionable Product Design: Exploring the social and moral responsibility of the

    Designer, through group discussion.

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    Lesson Starter Exercises – 1. Generation of Ideas

    Opening Question All the toothbrushes in the image above perform the same task. Why then are they all different? As a designer, think about your own toothbrush, what is it that you find appealing about the product and what aspects you would like to change.

    Lesson Starter Exercises – 1. Generation of Ideas

    Introduction: Students are often unaware as to the presence of design and the impact of design on their lives. Use the opening question to highlight to students that they are constantly designing and problem solving to enhance their lives and their experience with products.

    Task: Students are asked to sketch a range of toothbrush design ideas to a defined specification. The specification changes every five minutes and focuses on a different user group. Students can use PowerPoint images as reference or if possible ask students to bring their own toothbrush into the lesson. This introduces a kinesthetic aspect to the task and promotes discussion.

    Example Specifications • Toothbrush design for the elderly • Toothbrush that can be free standing on the bathroom shelf • Toothbrush that can be folded or disassembled for Travel • Toothbrush designed for Children to encourage them to brush for a longer period.

    Resources: Visual of Toothbrush Designs Visual of ergonomics of toothbrush design Visual of Student Sketch Design Ideas

    *This exercise is adaptable to a wide variety of objects. Choose something that is easily attainable and that students have experience using. *

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    Lesson Starter Exercises – 1. Visual Resource Material

    Lesson Starter Exercises – 1. Visual Resource Material

    Focus on Ergonomics & Anthropometrics

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    Lesson Starter Exercises – 1. Student’ Design Variations

    Lesson Starter Exercises – 1. Student’ Design Variations

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    Lesson Starter Exercises – 2. Product Design Focus

    What do you think this object is?

    What else could the object be used for?

    If you were to redesign this object draw or list some weird and wonderful features, it might have?

    Lesson Starter Exercises – 2. Product Design Focus

    Introduction: This exercise is designed to develop student’s creative thought and imagination. It encourages abstract thought and expression. Through the use of iconic product design examples, the exercise also introduces students to developments in the Design and Technology fields.

    Task: Students are introduced to a product but told nothing as to it’s function and target market. The objective is to decide what they think the product is and to suggest alternative uses. The second section asks student to sketch a range of design modifications and features which, enhance the design. *Define the specification so that the modified product must be commercially viable. This omits low level responses where students present unattainable solutions *

    Resources: TR: Link to 5 additional PowerPoint exercises Visual of Student’s sketch ideas Visual of Student’s Product Description

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    Lesson Starter Exercises – 2. Product Design Focus

    High Level Response Low Level Response

    Lesson Starter Exercises – 2. Product Design Focus

    TR: Product Design Focus Exercises

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    Lesson Starter Exercises – 3. Design Specification

    Lesson Starter Exercises – 3. Design Specifications

    Introduction: The objective of this task is to introduce students to a Design Brief and Design Specifications. Through this, the task develops student’s problem solving and analytical thinking skills. It provides students with an alternative method of generating design ideas, apart from sketching.

    Task: Students are given a design situation and design brief, detailing the user requirement and market trends. They are then asked to create a detailed design specification, listing the Essential Criteria and the Desirable Criteria. Students are encouraged to sketch alongside the specification if they think of an interesting design solution. Extension Exercise – Students to subdivide the specifications into the User’s requirements, the Retailers and the Manufactures, each one focused on their individual needs.

    Resources: Example Design Brief and Specification Definition of Design Specifications Visual of Student’s Work Additional Design Specification Task

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    Lesson Starter Exercises – 3. What are Design Specifications?

    Definition: When designing a new product it is important to understand that there are key guidelines which the product must meet in order to be successful. These guidelines are called The Design Specifications. A specification is a set of guidelines or criteria you want your final design to achieve. This checklist can be divided into two sections:

    ESSENTIAL CRITERIA: This is a list of criteria your toaster design MUST meet, so that it functions correctly and is safe to use.

    DESIRABLE CRITERIA: This is a list of the criteria your design SHOULD meet and the features it COULD have. These specifications improve the quality and appeal of the design but are not essential.

    Professional designers use their specification list at every stage of a design project, to check that they are meeting the client’s original brief.

    Lesson Starter Exercises – 3. Example Design Brief

    Design Situation ( Tells the story, sets the scene for the design) • A large scale sports company have noticed a gap in the market for a low budget football

    boot. Current products are too expensive for the teenage market and serve more as a fashion shoe than a serious training shoe. From recent user feedback sessions it has also emerged that there is a need to combine an internal sock to provide waterproofing and to control perspiration and foot odour.

    Design Brief ( Gives a clear indication as to what you have to do) • To design and manufacture an innovative Football boot for the teenage market. The design

    should be suitable for all-terrain surfaces and tackle odour problems. The boot will be sold in the mass market within the low budget sector.

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    Lesson Starter Exercises – 3. 2nd Year Student Example

    Example Briefs

    Children’s High Chair

    Student’s School Bag

    Mountain Bike

    MP3 Sports Player

    Golf Bag

    Lesson Starter Exercises – 4. Design Awareness

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    Lesson Starter Exercises – 4. Design Awareness

    Introduction: The objective of this task is to introduce students to current design trends and focus on a specific designer. Students study the designer’s style and inspiration, commenting on the aesthetic and functional approach. From this students then design a range of products in the style of the particular designer. This Task can also be adapted to Design Trends, encouraging study to explore the history of design and technology.

    Task: Students are shown a selection of slides featuring the work of the Australian designer Marc Newson. A group discussion explores Newson’s approach to design and materials. Students are then required to design a range of products in the style of Newson. Students must annotate all sketches, indicating the materials and product features. Extension Exercise –To research the work of Marc Newson and create a short presentation

    Resources: PowerPoint Presentation of Newson’s work Lesson Tas