Lesson
Outline:
- Define the
Problem: Create a piece of furniture that has more than one function.
- Research
the Problem: Examine the subject: break it down, classify it.
- Develop
Possible Solutions: Think, fantasize, produce ideas. Generate options towards a
creative solution. Relate, rearrange, reconstruct.
- Choose the
Best Solution: Choose your best option.
- Implement:
Put your ideas into action. Realize it. Transform imagination and fantasy into
tangible forms.
- Test and
Evaluate: Judge the result. Think about new options and possibilities that have
emerged. Revisit your process.
- Communicate
- Redesign
Day 1: Consider the Design Challenge
1.Define
the Problem (30 minutes): Review the design brief by having students look at
examples of convertible furniture and the Ellen Lupton presentation about the
design process.
2.Research
the Problem (30 minutes): The design problem is: too many things too little
space; reconcile. Ask the
students, “How can we combine or re-adapt the furniture so that we can maximize
the use of a small space.” Give
students time to think and brainstorm and discuss.
Day 2: Model-making
1.Develop
Possible Solutions (30 minutes): Students should start drawing! Tell them to
think about combining pieces of furniture that they already know (chairs,
tables, shelves, couches, beds, etc.) and to see if they can come up with
anything new.
2. Tell
students to consider how their piece of furniture opens, closes,
re-adapts. Students should draw
the various stages of transformation.
3. Each
student should choose his or her Best Solution to concentrate on the following
day.
Day 3: Final Model
1.
Students should create a final cardboard model. Tell students, “Keep in mind that cardboard when used with
the ridges perpendicular to the ground will have the most strength. If your
model will not be to scale, then create several small models showing the steps
of the transformation.”
2. Test and Evaluate (during the group/ class critique).
Students should ask another student to sit in or otherwise use your structure.
Students should give each other feedback.
Student designers should keep mental track of comfort, functionality,
stability, and other ergonomic characteristics.
Day 4: Assess
1.
Communicate: In their sketchbooks, students should record/answer the following:
- Compare
your piece to others in the class.
- Constructively
criticize your design or those in the class.
- Identify
strong points of your design.
2. Each
student (or group, if you have broken the class down this way) will present
their projects and explain their thought process for creating their structures.
3. The
moment of truth: have them try it out!
4. Group
critique:
- What
worked for you?
- What can
you improve next time?
- What was
the most challenging aspect of this project?
- How did
you overcome these difficulties?
5.
Redesign: In their sketchbooks, students should draw a sketch of an improved
design. They should consider what
they would do differently next time.
Students should be able to support their design changes or lack of
changes with examples from their class experience.