Building Background
Activity One: Responding to Design
Criticism The purpose of this activity is to help students
explore their opinions about the ways good design is
judged.
1. Divide the class into small groups. Ask your
students to read the International Herald Tribune
article entitled “ Taking the pulse of the people:
Newest awards by popular vote” at https://www. iht.
com/articles/2006/10/15/features/design16. php . Ask
the students to answer the following questions:
•
"It diminishes design to say that it can mean
anything, and that the 'best' can be selected with
absolutely zero criteria, " said one critic, who declined
to be named. Do you agree or disagree with this
critic’ s opinion?
• Do you agree or
disagree with the self-policing of the submissions to the
People’ s Design Award?
• Do you
agree with the idea that since design is a part of everyday
life, people tend to feel confident expressing their
opinions about it?
• What do you think the
statement below means?
“ Just as a country's list
of best-selling books can offer insights into its
collective obsessions—whether diets or wealth, sex or
depression—so, too, can its polls of popular designs.
”
• Do you agree or disagree with the
statement below?
"Americans have big consciences, " said
Paola Antonelli, curator of design at the Museum of Modern
Art in New York. "Once confronted with this kind of
socially relevant design, people will find it hard to
revert to their standard idea of design—luxurious,
out-of-the-ordinary objects. "
Activity Two: My
Side/Your Side The purpose of this activity is to
help students analyze different elements of the value of
design.
1. Divide the class in half. Write the following
statements on the board.
• Why would I pay
$200 for a dish when I can pay $5. 99? Price has nothing to
do with good design. I think good design should be for
everyone.
• I would pay a lot of money for a
well-designed object. Good design is an essential part of
high quality items. I think good design should be for
people who have the good taste to appreciate it and the
money to pay for it.
Tell the students they are going to
discuss these opposing statements. Ask half the students to
take on the viewpoint expressed in the first statement, and
half the students to take on the viewpoint expressed in the
second statement. Pair the students so that the group
contains students representing opposing views. Tell the
students to engage in discussion for five minutes.
Lead a
class discussion asking students to share their own
viewpoints on the role that price and value play in design.
Steps for Learning
Activity One: Sneakers &
Clothes: What Are We Paying For? The purpose of this
activity is to give students an opportunity compare and
contrast varied elements of price and design.
1. Ask your
students to choose one of the following articles to
read:
• Article One: Stefan Marbury’
s $14. 98 Sneakers https://www2. oprah.
com/tows/slide/200705/20070518/slide_20070518_350_401.
jhtml
• Article Two: Sarah Jessica
Parker’ s Clothing Line https://www2. oprah.
com/beauty/fashion/beauty_fashion_20070518_bit_201.
jhtml Invite the class to share their summaries of the
articles, and discuss their responses to what they read.
Activity Two: High-end & Low-end Design
Analysis The purpose of this activity is for
students to analyze differences in high-end and low-end
designs.
1. Divide the class into small groups. Give each
group a copy of the “ Design Analysis” handout.
2. Have each group work together to complete the handout.
3. Stage a class presentation of each group’ s work.
Invite guests, if possible. Host a critique/discussion
after the presentations are complete.