Unit 3 - Area of Study 3 : Designing for others​

Outcome 3

Document the product design process used to meet the needs of an end-user/s, and commence production of the designed product.

Examples of learning activities

• Brainstorm methods of researching, collecting, analysing and presenting information that could be used to determine the needs of end-user/s, using Padlet or post-it notes.
• Watch interviews with the designers from Museum Victoria and discuss methods used to develop design ideas by former Top Designs exhibitors.
• Develop questions for an end-user/s interview by using the product design factors as a framework:
  • What materials are you interested in using?
  • Which technologies or processes appeal to you?

  Students develop a design brief by referring to each of the answers from the end-user/s interview. They include information about the expected level of quality for the product, and annotate the brief to show which parts relate to each of the product design factors. The design brief can be highlighted using the highlight tool in a Google Doc or Microsoft Word or done manually using coloured textas or pencils. Students can use Google Drawings or Microsoft SmartArt to add annotations.

• Discuss examples of student folios by viewing the A Level textiles: Beautiful sketchbook pages on the Student Art Guide website.
• Develop criteria from the design brief (each criterion has four parts) which can be used to assist in the choice of a preferred design option and to evaluate the finished product. Emphasize that the evaluation criteria should be open questions which allow them to gather detailed responses rather than ‘yes/no’ answers. An example of an open question is: ‘To what extent does the product reflect the end-users design influences?’. Ask students to create a table using Word or Excel, or a Mind Map using MindMup 2, Inspiration or Bubbl.us to ensure each evaluation criterion has the following four parts:
  • a question
  • justification and relevance to the design brief
  • the process used to evaluate the success of the product
  • how the finished product could be tested or checked.
• Generate a research plan from the design brief by identifying each area within the brief that a designer needs to find out more information about. Use the product design factors as a checklist to ensure all research areas are identified. Identify a research method to use. For example, in order to find out about recycled materials, the local op shop could have materials and items which have been recycled from this product.
• Visit the Materials section on Jardan furniture’s website to research the properties of a range of materials appropriate for furniture products. Create a digital folio using Canva, Evernote or PowerPoint to document information about possible material options and add end-user/s feedback comments.
• Search for examples of visualisations on the internet such as those depicted on industrial design company’s 4c design website. Create a class description of visualisations and add examples using a collaborative document such as OneNote, Google Drive or Global 2.
• Ask students to choose five to 10 research images, materials or processes related to their design brief. Using a timer, prompt students to create a new visualisation from each of the research items every two to three minutes. Students can use SCAMPER (Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse) as a prompt or other prompts to experiment with design development.
• Discuss appropriate types of annotations for each of the three types of drawings (visualisations, presentation drawings and working drawings) in the design and development stage of the product design process.
• Demonstrate rendering techniques for developing a presentation drawing from one of the design options. Students can use illustration software (such as Adobe Illustrator or free software Inkscape or practise illustration techniques using a variety of media. Students can use online tutorials for advice on using specific drawing materials, for example Copic marker tutorials.
• Practise a range of freehand drawing methods using a range of media (pencil, pens, markers and collage). Develop four to six design options including annotations which explain any unclear details or measurements.
• With reference to the evaluation criteria, justify the preferred design option using approximately 150-250 words or a recording of two to three minutes in length. Explain how well the preferred option successfully addresses each of the evaluation criteria.
• Demonstrate methods of using the evaluation criteria as a critical thinking tool to evaluate the design options. Develop a table to evaluate the success of each design option against each of the evaluation criteria and make a decision about the preferred option.
• Use Padlet or post-it notes to brainstorm different methods to research and test the properties and characteristics of materials, fixtures, fittings and fastenings.
• Demonstrate to the class a test for a property of a material, such as an abrasion test for durability. Students can take photos of their own test and use an Excel spreadsheet or Google sheets to document results. Students should write annotations to provide recommendations for the suitability of the material for a particular product.
• Develop a scheduled production plan using Word or Excel that outlines the steps needed for production, materials and equipment, relevant safety measures, relevant quality measures, an estimate of time for each step, and the week or date scheduled for production. Students could also complete a materials and costing list that includes fixtures, fittings (hardware), fastenings (notions) for the product to be made.
• Search for online examples of working drawings for relevant materials categories. Create a shared Google Doc to record images of working drawings, acknowledge intellectual property and note the accepted conventions and information evident in working drawings for similar products.
• Access and download the Victorian Department of Education and Training’s Plant and Equipment Risk Management information for a pedestal drill, disc sander or other fixed machines that are permitted for student use, and refer to this information during production. Scroll down to see a list of cutting, shaping, joining, finishing and other tools.