http://www.industrialdesignoutreach.org Industrial Design Outreach Sun, 30 Oct 2011 16:39:07 +0000 http://www.industrialdesignoutreach.org en http://industrialdesignoutreach.org/Project-Egg-Drop http://industrialdesignoutreach.org/following/industrialdesignoutreach.org/Project-Egg-Drop Sun, 30 Oct 2011 16:39:07 +0000 Industrial Design Outreach 2176818 <img src="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_4_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_4_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_2_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_2_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_3_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_3_o.jpg" align="left" /> Project Egg Drop The mission of Project Egg Drop: have an egg survive a six-foot drop using nothing but five sheets of paper. Glue, tape, scissors or any other tools were strictly prohibited. This one-week project was designed to accomplish two main goals: First, to quickly engage students and mentors with different ways of learning and problem solving. Second, to introduce concepts of design, such as constraints and prototyping, that will become the underlying backbone of the semester. <img src="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_5_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_5_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_6_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_6_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_7_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_7_o.jpg" align="left" /> After filling the first day of the project with utter failures, the students were reassured that failure is the best method of learning. So re-energized, they and their mentors went back to their desks and devised plans that didn't involve simply wrapping an egg with five sheets of paper. In fact, as the days passed, students were developing ingenious techniques such as tying paper together, creating parachutes, and devising structures that would break the fall of the egg. As news of small successes started to spread, designs started to evolve in a macro level. For instance, when Kassandra, who sits on one side of the room, discovered the positive effects of parachutes, Shakilah, on the other side of the room, improved on its design to maximize drag. And so the class was slowly becoming a community. <img src="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_9_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_9_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_8_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_8_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_10_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_10_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_11_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_11_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_12_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/2176818/eggdrop_12_o.jpg" align="left" /> So though there were plenty of broken eggs and sore egos, everyone had their fun and most importantly discovered that memorization and test taking isn't the only way to learn about the science of air drag, air pockets, and an egg's center of gravity's effect on a fall. The Final Drop __ Project Lead: Phillip La http://industrialdesignoutreach.org/The-Kite-Project http://industrialdesignoutreach.org/following/industrialdesignoutreach.org/The-Kite-Project Sat, 20 Aug 2011 07:17:20 +0000 Industrial Design Outreach 1887551 <img src="http://payload.cargocollective.com/1/4/130444/1887551/kite_3_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887551/kite_3_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887551/kite_1_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887551/kite_1_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887551/kite_2_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887551/kite_2_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887551/kite_9_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887551/kite_9_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887551/kite_10_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887551/kite_10_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887551/kite_11_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887551/kite_11_o.png" align="left" /> The Kite Project The Kite Project is an interdisciplinary project in which student’s analyze thematic content from a piece of literature and interpret it into a visual symbol representing a major theme. The purpose behind the kite project is to enhance the traditional methods of literature analysis by allowing the students to experiment with various forms of thematic representation: discussion, visualization, and finally through writing. <img src="http://payload.cargocollective.com/1/4/130444/1887551/kite_4_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887551/kite_4_o.png" align="left" /> This 12-day project starts by having student’s read the novel The Kite Runner and identify major themes throughout the piece by referencing events from the book. Themes are further discussed and analyzed through group discussion. Once a theme is identified and understood through discussion and analysis, the student’s collect and/or create symbolic images that visually represent their theme. These images are applied to the kite skin using various mediums and will clearly symbolize their theme while flying from a distance. Lastly, all students will write a summary reflecting the process from theme identification to the creation of a visual symbol that not only represents their theme, but also shows a student’s understanding of the theme as a major element in the literature. Constant reference back to the student’s chosen theme, by identification, analysis, visual representation, and a written reflection, allows the students to think about the depth of content throughout a piece of literature, outside of the traditional book report. <img src="http://payload.cargocollective.com/1/4/130444/1887551/kite_7_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887551/kite_7_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887551/kite_6_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887551/kite_6_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887551/kite_5_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887551/kite_5_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887551/kite_8_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887551/kite_8_o.png" align="left" /> And best of all, they got to take their kites out on day 12 and put them to the test. __ Project Leads: Phillip La, Stacey Jones, Josh Greenwalt http://industrialdesignoutreach.org/SoLED http://industrialdesignoutreach.org/following/industrialdesignoutreach.org/SoLED Sat, 20 Aug 2011 06:31:04 +0000 Industrial Design Outreach 1887478 <img src="http://payload.cargocollective.com/1/4/130444/1887478/soled_1_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887478/soled_1_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887478/soled_2_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887478/soled_2_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887478/soled_3_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887478/soled_3_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887478/soled_4_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887478/soled_4_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887478/soled_5_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887478/soled_5_o.png" align="left" /> SoLED The Solar LED Lamp Project, otherwise known as SoLED, is a project based creative curriculum, which includes a design-it-yourself solar powered LED lamp kit. The curriculum identifies and fuses creative problem solving skills with emerging and renewable technologies while the kit contains an array of parts, which yield a working solar powered lamp of the students’ design. SoLED gives the student the opportunity to learn with their hands as well as the opportunity to discover a passion for learning through play and exploration. <img src="http://payload.cargocollective.com/1/4/130444/1887478/soled_9a_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887478/soled_9a_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887478/soled_9b_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887478/soled_9b_o.png" align="left" /> Presentations and Demos The SoLED curriculum delivered this semester consisted of many different presentations and demos designed to teach the students about materials, concepts, and techniques. We began by introducing them to some basics: What is SoLED, What is in the SoLed Kit of Parts, What orthographic drawings are and how to read them, the elements and attitudes of a constructive critique. We also introduced them to concepts of recycled materials and renewable energy, and taught them how to relate ideas inherent in fashion and architecture to the lamps that they were creating. They also learned how to safely use an X-acto knife as well as additional appropriate tools. They learned how to cut their designs and patterns from various weights of paper materials and how to use glue without making a mess. Through these presentations and demonstrations the mentors who designed and presented them became an expert in that area and were able to spread their knowledge to the students as well as the other mentors. “I had never used an X-acto knife before, but the mentors really helped me learn.” <img src="http://payload.cargocollective.com/1/4/130444/1887478/soled_8_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887478/soled_8_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887478/soled_8a_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887478/soled_8a_o.png" align="left" /> Brainstorming and Image Maps The initial phase of any project is defining the problem and developing multiple solutions. No matter how far fetched or impossible a solution might sound, it has as much potential as any other design solution. This exercise teaches students how to expand their thought processes and encourages “thinking outside the box.” It forces a person to go past the traditional form of problem solving by encouraging and welcoming many possible creative solutions. In this case, students were asked to brainstorm themes in architecture and fashion so as to develop inspirations of form, shape, and texture. After narrowing the number of architectural and fashion themes developed during the brainstorming phase down to one or two themes, the process moves to the research phase. Students used the school’s computers to connect to the Internet where they began their search for images that related to architecture and fashion. This process introduces the student to the importance of research. It also demonstrates the idea that a successful design doesn’t appear out of thin air; they were encouraged to pursue a deep and broad thought process in order to create a rich and meaningful design. <img src="http://payload.cargocollective.com/1/4/130444/1887478/soled_7a_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887478/soled_7a_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887478/soled_7b_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887478/soled_7b_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887478/soled_7c_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887478/soled_7c_o.png" align="left" /> Ideation The ideation process for this project consisted of brainstorming, sketching and building new structures and shades in order to explore more creative possibilities and inspire students. The students fi rst completed three simple, geometric models to become familiar with the structure pieces. We then asked them to create their very own structures and shades. To help inspire students, iDO mentors gave presentations on topics such as geometry, architecture, fashion and more. These presentations and ideation examples helped the students draw inspiration from their own lives and everyday hobbies. By sharing our own inspiration and the process that takes place from idea to finalized concept, we hoped to demonstrate that what these students care about is important and even hobbies like sports and music can be basis for inspiration. <img src="http://payload.cargocollective.com/1/4/130444/1887478/soled_10a_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887478/soled_10a_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1887478/soled_10b_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887478/soled_10b_o.png" align="left" /> Prototyping Prototyping is a key phase of the SoLED curriculum; an experience we knew was integral to the students developing good ideas. The kits come unassembled and are able to be put together myriad ways, so the first stage of prototyping was playing with structure, form, engineering, strength, and logistics of wiring the lights. After coming up with several designs and structures, the students were critiqued by peers and mentors to evaluate their concepts. “My favorite part of the project was playing with the structure pieces.” Once the base structures were prototyped, shade options were ideated and prototyped to see how they would work with the lights and structure. Since design projects can appear mysterious or daunting we encourage the students to prototype again and again. It’s the ‘trial and error’ portion of the process where we test different ideas against others to evaluate which are best. We don’t let them perfect each prototype, because the point is to keep it fast and loose and gain as much information as possible about the aesthetics of, in this stage, the lamp shade. Prototyping is a design learning experience that truly encourages building and playing with the SoLED kit pieces in a rapid, progressive way. <img src="http://payload.cargocollective.com/1/4/130444/1887478/soled_6_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1887478/soled_6_o.png" align="left" /> Final Production Final production of the SoLED lamps proved to be challenging to many of the students. They were introduced to new materials and had to perfect new skills quickly. The mentors taught them how to glue their structures together using super glue and they only had one shot to get this right. They were also given a paper they were not familiar with to make their shades and it was much more diffi cult to work with than the prototyping material. This phase also turned out to be just as challenging for the mentors. Throughout this process the mentors had to oversee the students to make sure that the assembly was done at a high skill level, that the materials were properly used and conserved. We also needed to be certain that each student was on target with their design and the design process. This phase had to be extended by two weeks for all of the lamps to be completed with equal attention to design and assembly standards. In the end, each student produced a SoLED lamp they are proud of, a refl ection of their creative process and themselves. __ Project Leads: Brandi Bishop, Taylor Fitzgerald http://industrialdesignoutreach.org/Build-A-Book http://industrialdesignoutreach.org/following/industrialdesignoutreach.org/Build-A-Book Wed, 20 Jul 2011 03:54:11 +0000 Industrial Design Outreach 1753336 <img src="http://payload.cargocollective.com/1/4/130444/1753336/sketchbook_josue_1_800.jpg" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1753336/sketchbook_josue_1_o.jpg" align="left" /> Build-a-Book Students will create and decorate their own sketchbooks. This project will give students basic introduction to design. The idea behind this project is to combine many basic skills into one project that will immediately get the students involved in the class. It is the aim of this project’s to give students confidence in their skills, while maintaining creative freedom. <img src="http://payload.cargocollective.com/1/4/130444/1753336/sketchbook_1_2_800.jpg" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1753336/sketchbook_1_2_o.jpg" align="left" /> &ldquo;This is the class I look forward to! All the mentors are great because you get different points of view and they expand my creativity.&rdquo; <img src="http://payload.cargocollective.com/1/4/130444/1753336/sketchbook_3_4_800.jpg" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1753336/sketchbook_3_4_o.jpg" align="left" /> &ldquo;Mentors just get us and so they can totally relate to us.&rdquo; <img src="http://payload.cargocollective.com/1/4/130444/1753336/sketchbook_2_3_800.jpg" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1753336/sketchbook_2_3_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1753336/sketchbook_4_5.jpg" border="0" width="450" height="672" width_o="450" height_o="672" src_o="http://payload.cargocollective.com/1/4/130444/1753336/sketchbook_4_5_o.jpg" align="left" /> —— Project Leads: Lisa Durante, Colleen Straw http://industrialdesignoutreach.org/Takit http://industrialdesignoutreach.org/following/industrialdesignoutreach.org/Takit Tue, 19 Jul 2011 05:58:19 +0000 Industrial Design Outreach 1747818 <img src="http://payload.cargocollective.com/1/4/130444/1747818/takit_jasmine_800.JPG" border="0" width="800" height="450" width_o="800" height_o="450" src_o="http://payload.cargocollective.com/1/4/130444/1747818/takit_jasmine_o.JPG" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1747818/takit_kim_800.JPG" border="0" width="800" height="450" width_o="800" height_o="450" src_o="http://payload.cargocollective.com/1/4/130444/1747818/takit_kim_o.JPG" align="left" /> Tákit Tákit is a design exercise whose mission is to design and fabricate a pencil box or designer’s tool kit to house the tools needed throughout the design process. The student will design and assemble a tool kit through a process of brainstorming, ideation, sketching, drawing, model making and critical evaluation. With the Tákit design exercise, students are given the opportunity to translate a two dimensional template into a three dimensional object. The main objective of the Tákit design exercise was to teach the multiple steps of the design process including research, ideation, brainstorming, sketching, drawing, model making, prototyping and skills of critical evaluation. Also introduced were concepts of form, function, structure and mass. Most importantly, we wanted to engage students in their educational experience and inspire young minds to be future innovators and conscientious thinkers. <img src="http://payload.cargocollective.com/1/4/130444/1747818/takit_week1a_800.jpg" border="0" width="800" height="536" width_o="800" height_o="536" src_o="http://payload.cargocollective.com/1/4/130444/1747818/takit_week1a_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1747818/takit_week1b_800.jpg" border="0" width="800" height="536" width_o="800" height_o="536" src_o="http://payload.cargocollective.com/1/4/130444/1747818/takit_week1b_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1747818/takit_week1c_800.jpg" border="0" width="800" height="536" width_o="800" height_o="536" src_o="http://payload.cargocollective.com/1/4/130444/1747818/takit_week1c_o.jpg" align="left" /> Learning the Basics In the first week of the project, students were provided with the necessary design tools that acted as design drivers while creating their Tákit. The tools provided a challenge for the students to create internal components. Mentors developed demonstrations as well as exercises to teach the use of relevant tools as most had been unexplored prior by the students. The Tákit design tools included in each kit were an X-acto knife, eraser, pencil sharpener, 12-inch ruler, 4 ounce glue bottle, triangle, 2H pencils, HB pencils and 2B pencils. Also within the first week of the project, students worked in teams to reengineer an existing pencil case and were introduced to the concept of templates through this process. <img src="http://payload.cargocollective.com/1/4/130444/1747818/takit_week2a_800.jpg" border="0" width="800" height="496" width_o="800" height_o="496" src_o="http://payload.cargocollective.com/1/4/130444/1747818/takit_week2a_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1747818/takit_week2b_800.jpg" border="0" width="800" height="536" width_o="800" height_o="536" src_o="http://payload.cargocollective.com/1/4/130444/1747818/takit_week2b_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1747818/takit_week2d_800.jpg" border="0" width="800" height="536" width_o="800" height_o="536" src_o="http://payload.cargocollective.com/1/4/130444/1747818/takit_week2d_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1747818/takit_week2c_800.jpg" border="0" width="800" height="536" width_o="800" height_o="536" src_o="http://payload.cargocollective.com/1/4/130444/1747818/takit_week2c_o.jpg" align="left" /> Getting to Know the Tools By the second week of the project, students were introduced to the final material they would be working with, polypropylene. Other materials and devices that the students gained knowledge in were brads as fastening devices, grommets for personalization, elastic for internal components, Velcro for closures, glue and Bristol for sketch modeling. Within the second week, students used X-acto knifes, scissors and drills to manipulate the polypropylene material and create practice pieces that could be incorporated into their final design. The goal of the second week was to chose an existing template and recreate it in Bristol. The students were introduced to the concept of sketch modeling with Bristol during this process as they made modifications to their templates to include the design tools. <img src="http://payload.cargocollective.com/1/4/130444/1747818/takit_week34a_800.jpg" border="0" width="800" height="536" width_o="800" height_o="536" src_o="http://payload.cargocollective.com/1/4/130444/1747818/takit_week34a_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1747818/takit_week34b_800.jpg" border="0" width="800" height="536" width_o="800" height_o="536" src_o="http://payload.cargocollective.com/1/4/130444/1747818/takit_week34b_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1747818/takit_week34c_800.jpg" border="0" width="800" height="536" width_o="800" height_o="536" src_o="http://payload.cargocollective.com/1/4/130444/1747818/takit_week34c_o.jpg" align="left" /> Understanding the Materials and Manufacturing In the third week of the project, students were still becoming familiar with the characteristics of polypropylene. Students were still learning how to use the tools and how to manipulate the new material. Scoring the material was an ongoing practice for most of the students and even some of the mentors. We had the students take their Bristol sketch models and recreate them in a clear polypropylene before they transitioned into their final and somewhat more expensive colored polypropylene. By the end of the third week, the students had successfully designed a fully functioning prototype with the clear polypropylene. &ldquo;I love how everyone’s design in the classroom expresses their personalities.&rdquo; In the last week of the project, the students assembled their final toolkit with vibrant colored polypropylene. The students seemed to be more excited as they moved from the clear polypropylene into their final more colorful material. Emphasis on the final craft of their Tákit was carefully executed. Upon completion of the project, the students had a fully functioning designer’s tool kit with necessary tools to utilize throughout the remainder of the school year. Students were assessed on their innovation and determination throughout the design process. Additionally the students were assessed on their ability to work with design drivers and incorporate given tools. The Tákit design experience was very fun for the students as well as a great exercise for developing skills needed in future projects. —— Project Leads: Leslie Mullin, Nate Chavez, Daniel Daniloff, Calvin Malone http://industrialdesignoutreach.org/A-Moment-in-Time http://industrialdesignoutreach.org/following/industrialdesignoutreach.org/A-Moment-in-Time Thu, 14 Jul 2011 04:25:53 +0000 Industrial Design Outreach 1726320 <img src="http://payload.cargocollective.com/1/4/130444/1726320/clock_martin_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/1726320/clock_martin_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1726320/clock_jose_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/1726320/clock_jose_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1726320/clock_sabreen_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/1726320/clock_sabreen_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1726320/clock_edwin_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/1726320/clock_edwin_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1726320/clock_johnny_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/1726320/clock_johnny_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1726320/clock_angelica_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/1726320/clock_angelica_o.jpg" align="left" /> A Moment in Time Students go through the full ideation and creation process from start to finish, generating their own design for a three-dimensional colored acrylic clock in the style of the Russian Constructivist design movement. This will give students the opportunity to truly stretch themselves creatively, and have a strong understanding of what it means to innovate during the design process. Their clocks will be bold, architectural, refined, and thoroughly representative of the benefits that every step of this process contributes to a fully developed product. <img src="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase1a_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase1a_o.jpg" align="left" /> Researching and Brainstorming The first phase of the project is an introduction to the Russian Constructivist movement and the design themes and motifs that characterize it. Mentors will deliver lectures on the history of the Constructivist movement, as well as a primer on the basic design elements of line, shape, and color and how these manifested in Constructivism. The students will then have the opportunity to experiment with collage for ideation purposes, working in groups to create thematic mood boards. The end of this phase and transition to the next involves the use of colored paper (in the same 4 colors as the acrylic) to construct two-dimensional compositions using the design elements they were taught. <img src="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase2a_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase2a_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase2b_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase2b_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase2c_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase2c_o.jpg" align="left" /> Ideation with Color The second phase focuses on ideation through experimentation and sketching. Students will continue to use the colored paper, this time creating three-dimensional compositions; through this the students will conceptualize the design of their acrylic clocks. In addition to working with the paper, they will also do a series of sketches, moving from rough thumbnails to developed sketches of their proposed clock design. There will be several short lectures, including the importance of thumbnail sketches, and an introduction to orthographics. &ldquo;You can express yourself in so many different and fun ways in this project!&rdquo; <img src="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase3a_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase3a_o.jpg" align="left" /> Prototyping For the next five weeks, the students will be sketch modeling with cardboard. This is the first prototype. Mentors will bring in examples of their own three-dimensional sketch models to show the students. Students will be encouraged to design their sketch models with the design drivers in mind, namely color, the rigidity of the plastic, the size of the plastic sheets (9”x9”), and the inclusion of a functional clock mechanism. They will use wooden dowels in place of the black acrylic rods. This week includes a lecture on plastics, so they can better understand the material they will be working with. After they have created several sketch models, they will go through a critiquing process to help them decide which one to refine for their final clock design. Once fully refined, mentors will work with them to take it apart and create individual templates for each color of plastic they will utilize in their final design. <img src="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase4d_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase4d_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase4a_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase4a_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase4b_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase4b_o.jpg" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase4c_800.jpg" border="0" width="800" height="478" width_o="800" height_o="478" src_o="http://payload.cargocollective.com/1/4/130444/1726320/clock_phase4c_o.jpg" align="left" /> Manufacturing and Finishing As they are completing their templates, they will begin working on the fourth and final phase of the project. In the last three weeks, they will learn about the tools they will be using through lecture, and practice with them to create a clear acrylic widget. The students will be given safety demos for all the tools used, prior to being allowed to use them. Tools used for this project include the scoring knife, the scroll saw, the band saw, the electric sander, and the drill press. Students will also be given a lecture and demo on glues and wet/dry sandpaper and will have opportunity to practice with these as well. As they are taking turns working with the tools, there will also be a writing assignment to complete in class, reflecting on the process of creating their clock. Once their writing assignment and widget are completed, they will begin cutting and sanding the pieces of their final clock, using the colored acrylic. They have time for assembly, gluing, and refinement of their final piece, and the integration of the clock mechanism. There will be a written final, preparing them for one last table-by-table presentation and critique of their final pieces, taking place on the last day of class. —— Project Leads: Rose Carlyle, Alisa Highfill, Brie Burnham, Phyllis Wong, Rona Asuncion http://industrialdesignoutreach.org/The-California-Community-Bench http://industrialdesignoutreach.org/following/industrialdesignoutreach.org/The-California-Community-Bench Tue, 12 Jul 2011 05:29:55 +0000 Industrial Design Outreach 1715210 <img src="http://payload.cargocollective.com/1/4/130444/1715210/bench_9_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1715210/bench_9_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1715210/bench_7_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1715210/bench_7_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1715210/bench_1_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1715210/bench_1_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1715210/bench_3_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1715210/bench_3_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1715210/bench_8_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1715210/bench_8_o.png" align="left" /> The California Community Bench As the third generation of the iDo Bench family, this iteration held high expectations when it came to technology, quality, and refinement. The 2010–2011 class did not disappoint. Similar to its predecessors, the California Bench allowed each student to graphically render their own 9"x9" panel to their heart's content. However, there were two main differences, one a little more obvious than the other. <img src="http://payload.cargocollective.com/1/4/130444/1715210/bench_2a_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1715210/bench_2a_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1715210/bench_2b_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1715210/bench_2b_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1715210/bench_2c_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1715210/bench_2c_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1715210/bench_2d_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1715210/bench_2d_o.png" align="left" /> <img src="http://payload.cargocollective.com/1/4/130444/1715210/bench_2e_800.png" border="0" width="800" height="504" width_o="800" height_o="504" src_o="http://payload.cargocollective.com/1/4/130444/1715210/bench_2e_o.png" align="left" /> First, instead of the theme of Community, this year's theme was based on California History. The state has such a rich history that it wasn't difficult to not only find a theme for each student, but to also let each student connect with their theme. This allowed the project to be even more interdisciplinary by fusing history curriculum with design thinking.