NEWHAM OBER
ith a page of typed up design process again the students were in groups fed at the Design Museum and ea. The first part of the morning Susan the Design Museum) and I went sketch out quick variations of their idea rom a different angle and question was a mixed age group and some ven though you are designing a mug coffee mug. Eventually there were wever and the ideas were developing. em hand outs of my design process rom working in a group and from the plained rapid prototyping and how to d using the product in that basic form mmediately. The next aspects that materials and the groups were asked s. Then Susan handed out existing examine, anaylise and present back anding and Susan used ‘innocent an example the children could mmented on the tone of voice and oice has in putting across a message. a quick mind map or jot down names he whole pitch to the rest of class for hem to see which parts they were as well as practice for the final pitch.
CHEAM HIGH SCHOOL FRIDAY 22ND OCTOBER Again armed with my design process tips to hand out I arrived at Cheam High School to this time assist in two separate lessons with two different design technology classes. I took this season with Design Museaum representative Ellie Newland and like the previous sessions we briefed the students and quickly started the idea generation process. As the groups had already decided on their ideas in a previous lesson with their teacher and has already started to draw final sketches we took them back to the rapid sketching stage. The students were unfamiliar with the process of sketching out as many quick ideas/ versions of the idea to develop it further so we spent a quarter of an hour developing the ideas and visualising all aspects of the products with in each group. I then gave a brief talk about the design process and my tips from observing the way they work. I gave them hand outs of my design process tips that I gave out at each workshop based on my own experience from working in a group and from the previous workshops. We then ran through the existing design museum shop products online and discussed pricing, size and audience. The rest of the session was spent finalising each of the groups ideas and rapid paper prototyping. To introduce this concept we set the task of make a cube in a minute using one sheet of paper. Once this method was understood we then set 5 minutes to prototype their product idea and got the class to analysis each one and state the successes, weaknesses and what could be done to improve the designs. The class then voted on the group they thought worked well together and produced the best idea. The same process was repeating with the next class we took.