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An Exploration of Automotive Design
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Title:
An Exploration of Automotive Design
Posted by:
Cooper-Hewitt National Design Museum
Date:
8/24/2006
Grade Level:
High School
Category:
Product Design
Subject Area:
Arts
Language Arts
Technology
Lesson Time:
Two fifty-minute class periods
Introduction:

Design is an innovative process. Often, in everyday life, we don't question why things look the way they do, even though we see examples of aesthetics vs. functionality in many designs. In this lesson students research varied aspects of car design, and create a new design for the exterior body of a car.

State Standards:
No State Standards available.
National Standards:
Writing
Standard 1. Level IV. Uses the general skills and strategies of the writing process
1. Prewriting: Uses a variety of prewriting strategies (e.g., develops a focus, plans a sequence of ideas, uses structured overviews, uses speed writing, creates diagrams)
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) 
Reading
Standard 7. Level IV. Uses reading skills and strategies to understand and interpret a variety of informational texts
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(e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, catalogs, job-related materials, schedules, speeches, memoranda, public documents, maps)
Standard 4. Level IV. Gathers and uses information for research purposes
2. Uses a variety of print and electronic sources to gather information for research topics (e.g., news sources such as magazines, radio, television, newspapers; government publications; microfiche; telephone information services; databases; field studies; speeches; technical documents; periodicals; Internet)
Listening & Speaking
Standard 8. Level IV. Uses listening and speaking strategies for different purposes
3. Uses a variety of strategies to enhance listening comprehension (e.g., focuses attention on message, monitors message for clarity and understanding, asks relevant questions, provides verbal and nonverbal feedback, notes cues such as change of pace or particular words that indicate a new point is about to be made; uses abbreviation system to record information quickly; selects and organizes essential information)
4. Adjusts message wording and delivery to particular audiences and for particular purposes (e.g., to defend a position, to entertain, to inform, to persuade)
5. Makes formal presentations to the class (e.g., includes definitions for clarity; supports main ideas using anecdotes, examples, statistics, analogies, and other evidence; uses visual aids or technology, such as transparencies, slides, electronic media; cites information sources)
8. Responds to questions and feedback about own presentations (e.g., clarifies and defends ideas, expands on a topic, uses logical arguments, modifies organization, evaluates effectiveness, sets goals for future presentations)
 Working With Others
Standard 1. Contributes to the overall effort of a group
 Thinking & Reasoning
Standard 5. Applies basic trouble-shooting and problem-solving techniques
 Visual Arts: Artistic Expression & Communication
Standard 1. Level IV. Understands and applies media, techniques, and processes related to the visual arts
Benchmark 1. Applies media, techniques, and processes with sufficient skill, confidence, and sensitivity that one's intentions are carried out in artworks
Technology
Standard 4. Level IV. Understands the nature of technological design
5. Knows that since there is no such thing as a perfect design, trade-offs of one criterion for another must occur to find an optimized solution
Objectives:

Students will do the following:

  • conduct Internet research
  • respond to writing prompts
  • analyze, evaluate and synthesize information from multiple sources
  • participate in class discussion
  • create a design for a car exterior
  • evaluate group work
  • create a presentation
Resources:
  • "My Car, My Way" handout
Materials:
  • computer with Internet access
Vocabulary:
Students in this age group should be familiar with all words used.
Procedures:

Building Background
Engineers vs. Stylists

The purpose of this activity is to provide students with an opportunity to explore the tension between function and aesthetics.

1. Read the following quotation from "Tough Guys and Pretty Boys: The Cultural Antagonisms of Engineering and Aesthetics in Automotive History" aloud to your class:

"Throughout the history of twentieth-century America, there has been an ongoing conflict between the car as an efficient tool and the car as a carrier of cultural dreams and values."

Source: https://www.autolife.umd.umich.edu/Design/Gartman/D_Casestudy/D_Casestudy1.htm

2. As a class, read the following article https://www.autolife.umd.umich.edu/Design/Gartman/D_Casestudy/D_Casestudy1.htm that describes the conflict between those who think that cars should serve a functional purpose and those who think cars should serve an aesthetic purpose.

3. Ask each student to respond in writing to the following prompts:

What do you think a car represents to most people?

Do you think car designers should focus on being efficient, safe, and environmentally friendly or do you think car designers should focus on creating a symbol of power, individuality, and freedom? Why?

Are there car designs that combine both purposes?

4. Visit the following websites that advertise cars. Ask the students what aspect of a car's function they think each website emphasizes.

Lead a class discussion based on students' responses.  

Steps for Learning
Collaborative Inquiry

The purpose of this activity is to allow students to explore a collection of innovative new designs in concept cars.

1. Divide the class into small groups, and tell them to browse the following websites that contain a wide variety of car designs and processes:

 

Tell each group to respond to the following prompts based on what they learned in their research:

  • What surprised you the most?
  • List five new things you learned.
  • What designs were your favorites?
  • Why are new cars designed?
  • What was the most innovative design?
  • What did you learn about the design process?
  • As you browsed through this information, what did you encounter that you would like to learn more about?

 

2. Ask each group to share its responses with the entire class.

3. Tell the students that they will have a chance to design the outside of a car. Provide each small group with the "My Car My Way" handout.

Assessment:
Reflection

Create a class rubric with your students that will help them understand the effectiveness of their design process. Use the following guidelines to help create the rubric.

-How effective was your brainstorming in generating ideas?
Excellent            Good             Adequate           Poor
-Rate how effectively you analyzed the information you used to identify your problem.
Excellent             Good            Adequate            Poor
-Rate the effectiveness of your solution.
Excellent             Good            Adequate            Poor
-Rate how clearly you communicated the problem you wanted to solve.
Excellent             Good            Adequate            Poor
-Rate how clearly you communicated your solution.
Excellent             Good            Adequate            Poor
-Rate your effectiveness as problem solvers.
Excellent             Good            Adequate            Poor
-Rate your creativity.
Excellent             Good            Adequate            Poor
Enrichment
Extension Activities:
Independent Inquiry
1. Tell your students to visit Car Design Online at https://www.cardesignonline.com/design/ . Ask them to work in small groups and research one of the following areas of car design:

 

  • Aerodynamics
  • Ergonomics
  • Modeling
  • Sketching

 

2. Ask each group to share what it has learned with the entire class.
Teacher Reflection:
N/A.
Related
Files:
My Car, My Way worksheet.doc (My Car, my Way)
 
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