Posted by: Cooper-Hewitt National Design Museum
9/20/2007 3:38:20 PM


Title: Problem Solved!: Design Solutions
Grade Level: High School
Subject Area: Arts
Language Arts
Lesson Time: One to two fifty-minute class periods
Introduction: Problem solving is an essential component of the design process. In this lesson, students will learn about charrettes, which are creative problem solving processes used by design professionals. They will also view a video that highlights a problem solving design exercise that asks students to create a safe method of transport for an egg. As a final activity, students will explore Cooper-Hewitt's People’ s Design Award Web site, which gives the general public an opportunity to nominate and vote for their favorite designs, as they investigate the role of problem solving in the world of design.
Standards:
Reading
Standard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts
Level IV. 1. Uses reading skills and strategies to understand a variety of informational texts (e. g. , textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, catalogs, job-related materials, schedules, speeches, memoranda, public documents, maps)
Writing
Standard 1. Uses the general skills and strategies of the writing process Level IV. 5. Uses strategies to address writing to different audiences (e. g. , includes explanations and definitions according to the audience's background, age, or knowledge of the topic, adjusts formality of style, considers interests of potential readers)
Arts Connections
1. Understands connections among the various art forms and other disciplines
Working With Others
Standard 1. Contributes to the overall effort of a group
Objectives: Students will:
  • conduct Internet research on charrettes
  • create a class presentation
  • participate in small-group and large-group discussion
  • work collaboratively in small groups
  • investigate problem-solving design solutions
Resources:
  • “ Design Problem Solved!” handout
  • Internet Web sites
Materials:
  •   Computer with Internet access
Vocabulary: Students in this age group should be familiar with all words used.
Procedures:
Building Background Activities
Activity One: Exploring Charrettes

The purpose of this activity is to introduce the role of problem solving in the world of design.

1. Divide the class into small groups. Ask each group to take notes on charrettes using the following resources:

  • National Charrette Institute
  • https://www. charretteinstitute. org/charrette. html
  • University of Georgia School of Environmental Design
  • https://www. uga. edu/sed/pso/charrettes/what. htm
  • Carnegie Mellon Libraries
  • https://www. library. cmu. edu/Research/ArchArch/Charette/what. html

2. Ask each group to share its findings with the class in a brief presentation.

3. Ask the students if they know of any other disciplines that use a method similar to a charrette for problem solving.

Steps for Learning
Activity One: Introducing Design in Action

The purpose of this activity is to provide students with an opportunity to learn about the varied components of the design process.

1. As a class, watch the Cooper-Hewitt, National Design Museum's  video entitled “ Scrambled or Over Easy?” at https://www. cooperhewitt. org/EDU/av_edu. asp?v=1 . The video describes a group problem solving exercise to design a safe mode of transport for an egg using a piece of drawing paper and a rubber band. After viewing the video, ask your students to brainstorm answers to the following questions:

  • Why do you think this project was created?
  • What can you learn about design from this project?
  • How would you solve this design problem?
  • What do you think students learned from participating in this project?
  • What constitutes good design?
  • What role does problem solving play in design?

2. Divide the class into small groups. Give the students a copy of the “ Design Problem Solved!” handout (attached).

3. Ask each group to present its choice of objects to the entire class.

4. Lead a class discussion comparing the different examples the groups selected, and how problem solving is integral to the design process.
Assessment: Ask your students to respond in writing to the following question:
  • How is problem solving an essential component of the design process?
Enrichment
Extension Activities:
Design for Kids
Ask your students to explore the Australian Children’ s Television Web site at https://www. edc. org/CCT/imagination_place/ipdex. htm , which focuses on design and problem solving for children ages 8-12. Have the students write a brief paragraph describing the connection between the design process and the Web site activities.
Teacher Reflection: N/A.
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