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Be introduced to the importance of defining problems, writing design briefs and criteria. |
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Gain a deeper experience of the nature and complexity of design problems, how designers work and the importance of users as stakeholders in the design process. |
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Devise ideas using thinking strategies and apply digital low-fidelity prototyping skills (interactive or sequential). |
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Use information provided by the teacher about an identified stakeholder’s needs and wants, including |
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demonstrate schematic sketching using abstract representations to
> aid in the understanding of ideas, design concepts and their key attributes
> record and analyse information including relationships between design information and aspects of design ideas |
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analyse design problems to identify that some are simple and some are complex; a problem
> can be considered a simple problem (or ‘tame problem’) if it can be clearly defined and the expected outcome is known
> can be considered a complex problem (or ‘wicked problem’) if it cannot be defined completely and has hard-to-predict outcomes |
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define problems based on an analysis of
> identified users’ aesthetic, cultural, economic, social and technical needs or wants
> existing designs |
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write a design brief to describe the features that define a design problem, including
> a description of the aesthetic, cultural, economic, social and technical features
> a list of constraints, e.g. teacher-specified limitations, available time, physical realities, legalities |
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recognise that design criteria need to be identified to evaluate the effectiveness design ideas |
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describe design criteria based on the requirements of stakeholders and the principles of good design |
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use and compare models of the design process |
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devise ideas by applying design information, divergent thinking strategies, and drawing and low-fidelity prototyping skills to visualise a range of possible ideas |
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use schematic sketch, ideation sketch to quickly and simply represent and progress ideas |
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use divergent thinking strategies to devise ideas and stimulate thinking, such as
> iterative thinking — using multiple cycles of idea development and evaluation
> collaborating — sharing ideas and allowing others to edit, amend and add to the ideas
> brainstorming — devising as many ideas as possible without critique |
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use convergent thinking strategies to progress ideas and identify possible design concepts, such as |
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evaluate how well design ideas and design concepts satisfy design criteria, considering
> strengths
> implications
> limitations
> refinements that would improve ideas and design concepts |
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propose design concepts that best satisfy the design criteria. |
