Te Aho o Te Kura Pounamu · 2015. 3. 30. · © 05 972 2 05 4619 22639h6 GD1833 1 contents 1 Properties of cardboard 2 The Cardboard Challenge 3 Generating design ideas

2012/1

GD2011PRODUCT DESIGN BOOKLET 1

NCEA LEVEL 2

graphics

te mĀtauranga whakairoiro

© te aho o te kura pounamu

graphics: design and visual communicationncea level 2

Expected time to complete workThis booklet should take you approximately 18 hours (3 weeks) to complete.There are two booklets required to complete this design project. Expect to take between 10 and 15 weeks to complete the entire project.

You will work towards the following standard within this booklet (GD2011):Achievement Standard 91337 (Version 1) Design and Visual Communication 2.30 Use visual communication techniques to generate design ideasLevel 2, External3 credits

You will work towards the following standard within this project (booklets GD2011 and GD2012):Achievement Standard 91342 (Version 1) Design and Visual Communication 2.35 Develop a product design through graphics practiceLevel 2, Internal6 credits

In this booklet you will focus on these learning outcomes: • exploring the physical properties of a material (cardboard)

• making the most of the physical properties of a material

• generating design ideas.

Copyright © 2012 Board of Trustees of Te Aho o Te Kura Pounamu, Private Bag 39992, Wellington Mail Centre, Lower Hutt 5045,

New Zealand. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means without

the written permission of Te Aho o Te Kura Pounamu.

1GD2011© te aho o te kura pounamu

contents

1 Properties of cardboard

2 The Cardboard Challenge

3 Generating design ideas

2 GD2011 © te aho o te kura pounamu

how to do the work

When you see:

Complete the activity.

Contact your teacher.

Search the Internet.

Your teacher will assess this work.

Go to OTLE to post your work, or for more information.

You will need:

• the Resource booklet (GD2000R)

• the Course and assessment guide (GD2000CA)

• worksheets, cardboard and a craft knife (included with this booklet)

• a soft graphite pencil (HB, B or 2B grade)

• an eraser

• a ruler

• a set of coloured pencils

• 0.5 and 1.0mm fine line black felt-tip pens

• ProMarker Cool grey 2 pen, or similar

• glue stick or double-sided tape

• a flat working surface

• access to the Internet

• access to a photocopier

• access to a digital camera and printer.

1A


how to do the work

Resource overviewThis project is all about cardboard furniture. It is made up of two separate booklets which go together to form a set. After completing both, you will have undertaken a complete design process.

This booklet is the first in the series and is about generating design ideas. This process is important because the final design product won’t be interesting unless creative and lateral thinking is used at the start of the project.

In booklet 2 you will develop your design ideas into a resolved solution for a piece of cardboard furniture for a student flat.

You can also include the influence of a design movement within your own design. Talk to your teacher about this option.

You can then go on to produce technical and presentation drawings of your final design. There are separate activity booklets for these.

Sending in your work

When you have completed the Cardboard Challenge, post your results in OTLE.

When you have completed your worksheets:

• post them in using the cover sheet, or

• scan and email them to your teacher. Remember to include your student ID number and the topic code in the subject line of your email.


learning outcomeDevelop your research and analysis skills.

learning intentionIn this lesson you will learn to:

• explore the physical properties of a material.

introduction To start the design process, you are going to explore the physical properties of cardboard, so that you get an understanding of its physical properties and how it can be used. Then you will generate some ideas about how you could use cardboard to design a piece of furniture.

We normally think of cardboard as a throw-away product with no real value except for packaging, but there are many designers who have come up with imaginative products made from cardboard.

Cardboard is an easy product to work with. Anyone can do it. You don’t have to have a fancy workshop with expensive machinery to make cardboard products. There is a move these days towards growing your own vegetables, cooking your own food, recording your own music, creating your own movies and web sites etc. Why not make your own furniture?

The idea of sustainability is becoming increasingly relevant to our society. If we can re-use cardboard instead of throwing it away, we can start moving towards less waste and better use of our resources.

We hope you will enjoy the design process and learn lots of new skills along the way.

1 properties of cardboard


properties of cardboard

investigation

When Jimi Hendrix was asked what made him such a good guitar player, his answer was that he stood on the shoulders of other great guitar players that had come before him. What he was saying was that we don't have to re-invent the wheel. We should be aware of what others have done, then try to take those ideas and push them in new directions.

That is how you will start this booklet. You are going to look at how other designers have used cardboard in imaginative ways. This will open our eyes to the many possibilities of designing with cardboard and give you some ideas for your own designs.



step one


Search for images using phrases such as:

• cardboard design

• cardboard strength

• cardboard furniture.

You will soon discover the wide and interesting ways that cardboard can be used. Find and print out at least four images of cardboard designs that interest you. You don’t have to choose furniture designs. They could be boats, bicycles or even houses!

Print the images off and stick them in the spaces provided on Worksheet 1. You should then make some handwritten notes around the images, explaining:

• Who might use such a product?

• Is it practical?

• What do you think the designer was thinking when they designed the product?

• Are there any ideas shown that you really like? Explain why.


1A



step twoThe next step is to find out about the life-cycle of cardboard.


Find out:

• what cardboard is made from

• what we use it for

• what products can be made from recycled cardboard.

Present your findings on Worksheet 2 as a one-page collage of pictures, sketches and notes. Because this subject is Graphics, try to convey most of the information using images rather than relying too much on words. You could use a cartoon style of presentation if that suits you.


1B


the cardboard challenge 2

learning outcomeGenerate, test and evaluate design ideas.


• make the most of the physical properties of a material.

introductionYou have looked at some products which have been designed using cardboard. It’s now time for you to undertake …

the cardboard challenge! • You have been given four sheets of cardboard and a craft knife. • You are to make a cardboard tower and balance a full 2 litre

milk container on top of it without the tower falling over. • The challenge is to make the tower as high as possible.

From your initial investigations you will have found that cardboard can be made stronger by folding and bracing it with other pieces.


When cutting, be careful

and always cut away from

yourself, keeping your

fingers behind the blade.

Always think: 'what would

happen if the knife slipped

now; where would it go?'

the cardboard challenge

Go to Worksheet 3 and use this knowledge to do some quick sketches of ideas for the cardboard tower. This will help you plan how to cut the cardboard. Make some brief notes next to your sketches to help explain your ideas.

When you have sketched a design you are happy with, mark your shapes onto the cardboard and carefully cut them out using the craft knife. Make sure you place a cutting board or a thick newspaper under the cardboard while you are cutting it, so you avoid scratching the table.

2A



When you have cut out the various shapes, assemble the tower, using a small amount of glue or tape to help hold the cardboard pieces together if required.


When you have finished constructing the tower, take a photograph of it. Print it out.

Stick the photograph in the space provided on Worksheet 4.

Now place the milk container on top and take another photograph. Hopefully the container will balance on top without causing the tower to collapse.

Stick this photo in the space provided on Worksheet 4.

If your tower collapsed, try modifying your design and trying again. Likewise, if you think you can make it even higher, make some changes and test it again.

Take photographs of your modifications and stick them in the spaces provided on Worksheet 4.

2B


Complete the online activity.

At this point, show your teacher and other students how high you managed to make your tower. Log on to the Te Kura website and go to OTLE, (the Te Kura Online Teaching and Learning Environment). You will be able to post photographs of your tower in the discussion forum and also see what other students have done. If you need any help with this, ring your teacher.

All designers evaluate their designs throughout the design process. So should you.

Go to Worksheet 4 and answer the questions. They will help you summarise what you have learned so far.



2C


generating design ideas3

learning outcomeApply design knowledge to explore and communicate design ideas.


• generate design ideas.

introductionYou are now ready to generate some ideas for cardboard furniture. Imagine that you are a designer and you have realised that there could be a demand for cheap but strong furniture which would be suitable for student flats.

beginning the design processDesigners normally start the design process with a brief and some specifications. The brief is a general statement about what needs to be designed and the specifications describe the qualities that the final product must have. Here are your brief and specifications for this project.

brief: Design a piece of furniture for a student flat.

specifications: • The piece of furniture must be made entirely from cardboard. Glue, tape and metal

fixings are also permitted.

• It must serve a functional purpose for a student flat. For example, it could be a bookcase, chair, table or sofa.

• It must be strong enough to fulfil its function. For example, a bookcase must be strong enough to hold the weight of books without the shelves bending.

• The design must be interesting and stylish, so that it will appeal to students in their late teens and early twenties.

For further credit, you can also include the influence of a recognised design movement in your project. Talk to your teacher about this option.


generating design ideas

To help generate design ideas, you will need to do a brainstorm sheet. Generating ideas can be a difficult task, but there are some techniques you can learn that can make the process easier.

Here is an example of a brainstorm sheet that a designer has created. In this case, the designer was trying to come up with ideas for a dog kennel. The designer started by making a list of phrases that relate to a house for a dog. Here are some of the phrases:

• shelter from the weather

• sunshade, umbrellas

• storage for a dog

• it’s a dog’s life

• domes, igloos

• mobile houses.

The designer then went to the Internet and searched images of some of these key words and phrases. Many images appeared, but the designer picked those that seemed to be the most interesting. At this stage, it is best to keep an open mind and not worry too much about practicality. That part will come later on.

You can see that some images were chosen then printed off and stuck to an A3 sheet. Two of the most interesting images have been highlighted with orange squares.



It is now time for you to undertake a brainstorm idea sheet for cardboard furniture.

Make a list of words or phrases that relate to furniture then search images of those words. Print off the most interesting images and stick them on Worksheet 5 to make your own collection of images. Circle two or three images that you find the most interesting.

The next step is to look at your chosen images and use them for design inspiration.

At this point, you will need some freehand sketching skills. Firstly though, let's consider why sketching is an important design tool. Why don't we just go straight to a computer and start drawing our ideas? To answer this, look at the following diagram.

We may imagine an idea, but then if we can sketch it, we can see what it would actually look like. Of course, many of the ideas we imagine may not be practical. Sketching helps us to quickly test an idea to see if we should take it further. Because our hands are direct-wired to our brains, the act of sketching helps us visualise ideas with minimum disruption to the flow of ideas.

The diagram also shows how idea generation is a cyclic process. Sometimes when 'doodling', ideas will come just through the act of sketching.

For a quick refresher on the various sketching methods, log on to OTLE. There, you will be able to review all of the Level 1 sketching skills.

3A



Go to Worksheet 6 and stick down copies of the two images which you chose on Worksheet 5. You should then use freehand sketches to explore at least two design ideas for your cardboard furniture, using the photographs as a starting point. These design ideas are called concepts.When sketching, you should use a combination of 3D and 2D views. An isometric or oblique view is good for showing the overall form of an object. Adding some 2D views such as plans, elevations and sections will help you to explain your ideas more clearly. Make some brief bullet-point notes next to your sketches. Use colour and shading techniques to help make your sketches look realistic.

Here is an example of what is required. This example uses a dog kennel, but the process will be exactly the same as the one you will use for your cardboard furniture concepts.

When you have completed the concepts, check you have fully described your design solution.


Assemble all your design development worksheets and send them to your teacher for assessment.

3B


acknowledgements

Every effort has been made to acknowledge and contact copyright holders. Te Aho o Te Kura Pounamu apologises for any

omissions and welcomes more accurate information.

Cover photo

Wiggle Side Chair, design Frank O. Andreas Gehry, photographer Andresa Sutterlin, © Vitra (www.vitra.com). Used by permission.

Internal illustrations and photos

Illustrations, diagrams and photos copyrighted to Te Aho o Te Kura Pounamu, Wellington, NZ.

© te aho o te kura pounamu

self-assessment gd2011

Fill in the rubric by ticking the boxes you think apply for your work. This is an opportunity for you to reflect on your achievement in this topic and think about what you need to do next. It will also help your teacher. Write a comment if you want to give your teacher more feedback about your work or to ask any questions.

Fill in your name and ID number. Student name: Student ID:

Not yet attempted

Didn’t understand

Understood some

Understood most

Very confident in my

understanding

Explore the physical properties of a material (cardboard).

Make the most of the physical properties of a material (the Cardboard Challenge).

Generate design ideas.

Please place your comments in the box below.

Student comment

Phone, fax or email your teacher if you want to talk about any of this work. Freephone 0800 65 99 88

teacher use only

Please find attached letter

Teacher comment

cover sheet – gd2011

for school use only

assessment

www.tekura.school.nz

students – place student address label below or write in your details.

Full Name

ID No.

Address (If changed)

Signed(Student)

Signed(Supervisor)

authentication statement I certify that the assessment work is the original work of the student named above.

Documents

Te Aho o Te Kura Pounamu · 2015. 3. 30. · © 05 972 2 05 4619 22639h6 GD1833 1 contents 1 Properties of cardboard 2 The Cardboard Challenge 3 Generating design ideas