DefiningDesign
Description
This activity provides ashort introduction tothe concept of design andaims to getstudentsthinkingabout the ubiquity ofdesignin everydaylife.
For an excellent overview of the designprocess,see pages1–36of KarlUlrich’sDesign:Creationof Artifactsin Society,listed intheResources section. Information from thebookcouldbeused to supplementtheDesign component ofthis module.
LessonObjectives
The student willbeableto:
•Recognizethatexamples ofdesign canbe found everywherethatthere are humans
•Recognizethatdesigning alwaysinvolvesthinking creativelyinorderto solveproblems
Terminology
Artifact:aproductofhumanartandworkmanship.Ulrich(2011, p. 2)describesanartifactas“anyproductofintentional creation,includingphysicalgoods,services,software,graphics,buildings,landscapes,organizations,andprocesses.”
Design:theactofdevelopingsolutionstoproblemsthroughthecreationofobjects, systems,orenvironments.
Empathy:theabilitytounderstandthefeelingsofanotherperson.Thisisachievedthroughrelationshipbuilding.Empathyinvolveslistening,creatingconnections,andcaringforothers.
Designthinking:amethodologythatcombinesthepracticeof empathywithcreativeandanalyticalapproachesusedtofosterinnovation. Designthinking involvescross-disciplinarycollaboration;itdrawsinspirationfromapproachesusedinengineeringandmanufacturing,theartsandsocialsciences,andbusiness.Designthinkingsupportsflexibleapproachestoproblemsolving,allowingthemodeltobepersonalizedandcustomizedtoawidevarietyofdifferentsettings.
Plannedobsolescence:alsoknownasbuilt-in obsolescence, plannedobsolescenceinvolvesintentionallydesigningproductstopossessapredetermined,limitedlifecycle. Some
manufacturersconsiderdesigningforobsolescenceastrategicadvantage toboostsalesover thelongtermofaproduct’s market availability.
Estimated Time
40–60minutes
Thisworkis licensedunder aCreativeCommonsAttribution-NonCommercial-ShareAlike4.0InternationalLicenseunlessotherwiseindicated.
RecommendedNumberof Students
20, basedontheBCTechnology Educators’Best PracticeGuide
Facilities
•Regularclassroom spacewith desks/chairsfor allstudents
•Projectorwithcomputer,speakers, and Internetaccess
Tools
None
Resources
Design: Creation of Artifacts in Society by Karl T. UlrichFreelyavailable indigitalformatat
TechnologyEducation11 and12:DraftingandDesignIntegratedResourcePackage,2001
(BCMinistry of Education)
TechnologyEducation11and12:IndustrialDesignIntegratedResourcePackage,1997
(BCMinistry of Education)
Teacher-led Activity
Part1:Designin the World
Invite students to provide examples ofanythingthat has been designed. Basedon the examplesprovidedand ensuing conversation,itshouldbecome clearthat design and human creativity are intimatelyrelatedto oneanotherandthatexamples ofdesign canbe foundanywhere thatpeople are found.
Reinforceto studentsthat within thediscipline of design,regardless ofwhat isbeing designed,itis alwaysbeingdesigned forsomething,namelytosolve a problem(i.e., meet aneed).Thoughcreativity isanessential ingredientof the designprocess,notallartisdesignedto solveaproblem—within thefinearts,manyworksarecreatedprimarilytoconveyemotionsandfortheiraestheticappeal.
Invite students to engage in small-groupdiscussion onthe followingtopics:
Q1: Is creatingsomethingfor profit thesameasfulfilling a “need”?
A:Designing products can be away to create a“need”that did not previouslyexist.Designersmay also deliberately introduceplanned obsolescence into the artifactstheycreatein ordertoincreaseprofits.Examplesinclude short-lived lightbulbs,disposablebatteries,anddisposable cameras.
Q2: Do childrenand young adults need cell phones?
A: Answers mayvary, and maycontributeto a livelydebate inthe classroom.
Part2:ArtifactsandDesign
Showthe students the coverof Karl Ulrich’sbookDesign:Creationof ArtifactsinSociety(seenextpage). Ask studentsto reflect on thefulltitleofthe book andexamineitscover.Youmaywishtoaskthefollowing questions:
Q1:Whatisan artifact?
A: Any product of humanart andworkmanship
Q2:Whatarethe artifacts thatarebeingdisplayed on thecover?A: Spindle adaptersfor 45rpmrecords
Q3:Whydoyouthinktheauthor chose the artifacts hedidforthebook’scover?
A:Answers mayvary. Thespindlesmaysignify the inevitability of changesintechnology overtimeandthecreationof newartifacts toreplaceoutmodedones.Industry, manufacturing,thearts, and leisure and recreationare allimpacted by these changes. Invitestudents toprovide examples.
Invitestudentsto reflect on howsometimes artifacts from thepast can become fashionableagain manyyearslater(e.g.,“retro”clothing,vehicles,furniture, and even sound systems).Howdoesdesignimpactthesetrends,andvice-versa?
Thevarietyof spindlesthat appear onthe covermayalsodemonstrate howa varietyof objectsthat all servethe same purposecanbe designedin manydifferent ways.
Extension Activity
Havestudents choose any artifact thatthey can reasonablybringto class and briefly presentit(2–5minutes),explaining itsunique design featuresandthe solution that the artifact posesto aproblem.
Assessment
Student participation inclass discussion.
YouthExploreTradesSkills3