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.