Open Design Project

How can design be used to send out a clear message?

Posters, cartoon animations and video can all be used to send out a clear message. If the purpose of your product is clear, then you can begin to make effective designs. We will be making a product to promote one of the areas of interaction. One Area of Interaction is Health and Social Education and this has the following central questions;How do I think and act? How am I changing? How can I look after myself and others? You can use this area of interaction or you can use one of the other 4. You can see many posters promoting HSE around the school. How effective are they?


Design Brief
The design brief describes the ‘problem’ and what you will be expected to do about it. A design brief should be short (brief) and explains this problem in simple, clear language. It is written in two parts.

  1. the problem (why somebody wants your help)

    eg. The Areas of Interaction are new for the Grade 6 students.

  2. what they expect you to do about it

    eg. The school would like you to create something to explain an area of interaction and its central questions:

Example design brief:

The Areas of Interaction are new for the Grade 6 students. To solve this problem the school would like you to create something to explain one of the areas of interaction.

Investigation

  1. Write The title for this unit and then underneath write Investigation.
  2. Write down the design brief . It should be one complete paragraph. It should not be a list. You can copy the one above or try and write it in your own words.
  3. Chose one area of interaction. Write it down.
  4. Describe the area of interaction that you have chosen. Use a wide range of resources and include a bibliography (easy bib)
  5. Explain why you have chosen this area of interaction.
  6. What sort of product will you make? A poster, video, cartoon animation? what else could you do? Make a table to show the different types of product you could make and then evaluate them.

    Product type
    Evaluation
    My friend's opinion
    Good points
    Badpoints
           
           
           

  7. Select the product that you will make and explain your choice.
  8. Look for ( 3) actual designs in the style of your chosen product and then stick pictures of them in your books.
  9. Explain why you like them.
  10. Write a Design Specification for your product. It should be written in bullet form and should include information about the following:

    1. The Audience- Who you are designing for? The product will be designed to seen by Grade 5 students
    2. Objective - (the area of interaction that you have chosen - Taken from the problem part of the design brief) : The design will explain the _____add your chosen area of interaction here____ area of interaction
    3. Production -
      • What type of product (game, poster, movie)
      • What it should look like - Size/colours/etc
      • What it should be made with (software / materials)
      • Time needed to complete it - It will be completed by .April 3rd
    4. Use - How it will be used - ie it will be put onto our myptech.vn website.


  11. Get yourself into a group of 2 or 3. You will work together for the rest of the project.
  12. Look at yor design specifications. Decide on ONE product that you will make.
  13. Create one design specification for your group
  14. Evaluate your investigation work.
      • Write a short paragraph about how well you have worked (time and effort)
      • Write a short paragraph suggesting ways of improving this
      • Write a short paragraph about how good your portfolio looks.
      • Write a short paragraph about ways of improving the quality of your portfolio.
  1. Full Rubric here investigation paret of rubric below. Stick the investigation rubric into your books at the end of your investigation report.

Investigation

 

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student investigates the problem, collecting information from sources.

3-4

The student states the problem in the form of a design brief. The student investigates the problem, selecting information from some acknowledged sources. The student lists some  specifications that must be met by the product/solution

5-6

The student creates a design brief. The student describes the problem. The student investigates the problem, logically organizing information from a broad range of acknowledged sources. The student lists a range of specifications that must be met by the product/solution

Now get into groups of 2 or 3

 

  • Create one design specification for your group. Stick this into your books

Design

  1. Write the title; Design
  2. Draw and /or describe 1 design idea each
  3. In your groups compare the designs against your design specifications. Evaluate each design using thetable below. (this the same way as you evaluated your message pad). See here to help you.
  Design
Design Specification 1 2 3
       
       
       
       
  1. Choose ONE design and explain why you have chosen it.
  2. Evaluate your design work.
      • Write a short paragraph about how well you have worked (time and effort)
      • Write a short paragraph suggesting ways of improving this
      • Write a short paragraph about how good your portfolio looks.
      • Write a short paragraph about ways of improving the quality of your portfolio.
  3. Copy the design rubric below and stick in your portfolo after the design report.

design

 

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student generates one design, and makes some attempt to describe it.

3-4

The student generates a few designs, selecting one and comparing it against the design specification

5-6

The student generates a range of designs, each compared against the design specification. The student uses the results of testing in order to choose one final design.

 

Planning

  1. Check you have stuck the design rubric into your portfolio. Write the title: Planning underneath the design rubric (or on the next page if you need to)
  2. Describe what tools you need to make the design. Camera? Which software tools?
  3. Describe the steps needed to make your product . What will you do?
    Remember. Your work MUST be completely ORIGINAL. All your own photographs, images and words.
  4. Describe when you will do these things (time plan).

    Find out how many lessons you have between now and 20th March. Also include one homework time in each week
    Make a table showing what you will do for each lesson. Dont forget one homework!
  5. Evaluate your plan. Maybe you think your original design is too difficult to make. Do you need to change your design? If it is too difficult., say why you think it is too hard to make and change the design. If it is not too difficult, explain how confident you are in completing the product in time. What problems do you think you will have? What will be the hardest to do? What will be the easiest?
  1. Evaluate your plan work.
      • Write a short paragraph about how well you have worked (time and effort)
      • Write a short paragraph suggesting ways of improving this
      • Write a short paragraph about how good your portfolio looks.
      • Write a short paragraph about ways of improving the quality of your portfolio.
  2. Copy the planning rubric below and stick in your portfolo after the plan report.

plan

 

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student produces a plan that contains some details of the steps required to complete the design

3-4

The student produces a plan that contains a number of logical steps that include time.

5-6

The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student describes possible problems with the plan.

 

Create

  1. Check you have stuck the plan rubric into your portfolio. Write the title: Create underneath the plan rubric (or on the next page if you need to)
  2. Make your design! You should NOT use Clip art or Word art.
  3. You must keep a diary of what you have done each day. This is called a process journal. It should include:
    • Screen grabs if you use the computers
    • any changes you have made to your design specification or plan. Explain why you have made these changes.
  4. Evaluate your work during the create stage.
      • Write a short paragraph about how well you have worked (time and effort)
      • Write a short paragraph suggesting ways of improving this
      • Write a short paragraph about how good your portfolio looks.
      • Write a short paragraph about ways of improving the quality of your portfolio.
  5. Copy the create rubric below and stick in your portfolo after your process journal (create report).

create

 

0

The student does not reach a standard described by any of the descriptors given below

1-2

The student creates at least part of a product/solution.

3-4

The student uses appropriate techniques and equipment. The student considers the plan resulting in a product/solution of good quality.

5-6

The student competently uses appropriate techniques and equipment. The student follows the plan and describes any modifications made, resulting in a product/solution of excellent quality

 

Evaluation

  1. Check you have stuck the create rubric into your portfolio. Write the title: Evaluate underneath the create rubric (or on the next page if you need to)
  2. Write a short paragraph about how well you have worked (time and effort)
  3. Write a short paragraph suggesting ways of improving this
  4. How successful is your product in sending out a message about your chosen Area of Interaction? How do you know?
  5. Write a short paragraph about how good your product looks. (quality) Use the design specification when you write about this. What is the colour like? How about the lines?
  6. Write a short paragraph about ways of improving the quality of your product.
  7. Copy the evaluate rubric below and stick in your portfolo after your evaluation report.

evaluate

 

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student considers the success the product/solution or his or her own performance.

3-4

The student considers the success of the product/solution and his or her own performance and suggests ways in which these could be improved. The student compares the final product/solution against the design specification.

5-6

The student considers the success of the product/solution based on the results of testing, their own views and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on individuals and/or our community

 

You're done!

 

Make sure your book looks good! A better book a better mark.