Activity 1: Research/Discussion
1. A few
days before the lesson, ask students to pay attention to
any bike racks they see on their way to and from school.
Whether they walk, take public transportation or are
driven, direct them to keep their eyes out for bike parking
they might pass on their way. Hand out a worksheet with the
following questions:
- Where is this bike rack located?
- What
shape is this bike rack?
- Is this bike rack being used?
- Does
this bike rack use space efficiently?
2. To begin
the first period of the lesson, lead a short open- ended
discussion about local bike racks using the questions from
#1 as a guide. The goal for this discussion is to gain a
general sense of bike parking in the area and to get the
students to make a list of criteria for evaluating which
bike racks/locations are most/least effective. Consider
taking notes on an easel in order to keep a record of this
and all future discussions.
3. After this
discussion, divide students into small groups and instruct
them to visit the CityRacks website to familiarize
themselves with the competition. Ask them to concentrate on
the bottom section of the website (Let the Competition
Begin!) to get a sense of what designers were asked to do.
For more information, point students to the
competition‘ s Design Guidelines:
(https://nycityracks. wordpress. com/design-guidelines) to
get an idea of the practical concerns involved with
designing bike racks.
For homework ask students to
look at the competition finalists. Give out a sheet with
the following design teams listed and ask students to take
notes on each:
- Andrew Lang and Harry Dobbs
-
BaroniValeriani architetti
- beetlelab
- Federico Otero
- Francis
Anthony Bitonti (FADarch)
- Ignacio Ciocchini
- Jeff Miller
& Andrea Ruggiero
- Next Phase Studios
- Stephan Jaklitsch
-
Tim Kirkby
Activity 2: Evaluation and
Invention
1. For the second day/period of the
workshop instruct students to get back into their groups
from the day before.
Have them compare notes from their
homework and agree on a ranking (1-10) for the design
teams. Explain that this will be a negotiation and that
they should use the criteria generated during the initial
discussion as well we information from the Design
Guidelines to determine which bike racks are the most
successful.
2. Have each team share their work with
the class, explaining reasons for the top three design
teams on each of their lists.
3. For the last part
of the workshop, instruct student teams to imagine they are
entering a version of the CityRacks competition for their
own community. Their directive is to come up with a
proposal for a bike rack design for their own community.
Instruct students that their designs should be inventive,
visually interesting, effective and efficient. Designs
should meet the list of criteria generated by the class as
well as the Design Guidelines.
Proposals can involve
sketches, writing, and collage materials. —whatever means
students feel will serve their purposes most effectively.
This should start as a free flowing, brainstorming process
where the outcome is less important than the process.
Students will be instructed to think like designers, and
will have the tools they need to do so. Most important in
this process is the ideas, not the “ look” of
the finished proposal.
4. To conclude, have student
groups present their proposals to the class.