Delivery - Unit 2
I let the Vic students have free rein with design suggestions. I told them not to 'pull any punches', to be honest and frank and to expose the students to the expectations of university study. One of these Vic students is now going to Teachers College to train as a technology teacher - so it must have been a good experience for her.
In this major 31-week project entitled Bright Ideas, each student was asked to design and implement a new lighting scheme for the popular inner-city venue Sandwiches. The project was set up as authentic from the outset, and the process carefully managed throughout by the teacher to maintain the authenticity.
Expectations were set high, initiated by the teacher, and reinforced by both the clients and Industrial Design students from Victoria University who acted as mentors for the project. Students were encouraged to seek the advice of industry experts where needed, and had to get their solutions certified by a registered electrician. The project was supported by Futureintech, an initiative of IPENZ Engineers New Zealand to promote careers in technology, engineering and science. Futureintech found Futureintech Ambassadors as mentors.
"The real world context opens up a broad range of issues - from codes of practice through to client interaction, brief development, etc. These are all new things that students need to think about. For example 'liability' - if someone gets electrocuted by your light, who's liable? In other subjects that is hypothetical and you wouldn't think about the consequences, but here it's of real concern and students had to address it."
Students were asked to complete the following tasks:
It was important that I was one step ahead of the students so I could move forward with confidence, act as an informed expert in the classroom, and give guidance immediately when students were looking at an idea.
Project Management
Understanding the clients specifications, project restrictions and the planning of time
Class first went on a field trip to to the client Sandwiches to establish the project guidelines. There the client stated they wanted lighting improvement in four separate locations.
Back in class, students identified the key factors and then individually explained their implications and developed the following draft specifications:
- Design must be suitable for batch production methods. The design must consider: cost effectiveness, availability of materials, manufacturing processes, etc.
- Final lighting solution must generate a warm tonal quality of light.
- Final lighting solution must complement the existing 'retro kiwiana' interior design style.
- Safety factors are to be addressed: flammability, electrocution, stability and durability.
The students then formulated their brief. Things considered were: a personal interpretation of problem, addressing key factors and prioritising their importance; being lighting specific; awareness of the client's specifications; time and budget; and the restrictions of the final solutions intended location.
The students then developed an initial plan of action in the form of a gantt chart that indicated required resources and project milestones.
Research
Investigation about material types, lighting design and the use of interior mood lighting
Students considered possible materials, lighting qualities, safety, durability, aesthetics and ways of manipulation. Students investigated lighting products interms of their lighting design and construction methods. A class visit was done to other similar Wellington locations as examples of interior design that used mood lighting, so students could examine how mood lighting was used to create an attractive atmosphere.
In some downtime I designed and constructed five or six lamps myself - because it's an interest of mine but also so the students had some physical examples to critique and analyse up close in class.
Conceptual design
Development of design ideas
Students began by developing concepts that addressed the client's specifications while considering proportion, balance and design philosophies. They produced a range of design ideas using the 'scrap book' technique - combining sketches, annotations, found material samples and inspiring pictures on the same page. Using a wide range of research resources was encouraged - books, magazines, photographs, websites, interviews, field trips etc. Students then presented these concepts to the stakeholders for feedback and expert opinions.
On-going planning was shown in students' technology diary entries, that included on-going entries on what has been achieved, what is next and the required resources for this.
The students' electrical lights had to be certified by a registered electrician. An electrician came to the school and he failed some of their lights. So the students had to go away and fix them and re-anchor the power lead to the base, check earths, etc. They eventually got an actual safety certification sticker on their light, which was brilliant!
Design refinement
The refinement of the concepts towards a design solution
Based on the stakeholder feedback from graphical work and supportive material samples, students refined and developed their design and began refining their design's aesthetic appearance, applying design philosophies and justification of choices.
Students then began considering the selection of final construction materials and their joining methods, including minor and major dimensions.
Safety factors were addressed, including flammability, electrocution, stability, ease of use, durability.
Students then produced scale mock-ups of their most successful concept for presentation to their client for feedback. To support their mock-ups, they also produced an accurately rendered A3 drawing of their chosen concept, including major dimensions and possible construction material samples.
Students revisited their initial plans of action and modify milestone dates and forecast required resources needed in future stages.
Client and stakeholder feedback
The presentation of the refined ideas to the client for feedback
The 3D mock-up and supportive concept drawings were presented face-to-face to the client at Sandwiches for evaluation. A questionnaire for the client to give feedback on the design concept was also supplied. Using client feedback, planning and required resources was reassessed, and new goals and milestones were reset.
Final design
The finalisation of the design
Students then finalised their brief and included any new requirements into the specifications.
They then ensured their final design met the needs of that brief and addressed the client's requirements.
Strict adherence to the applicable codes of practice were mandatory. Correct and safe product use label was created, including maximum bulb wattage. Evidence of registered electrician's safety certification was documented.
A final material and cutting list was created, describing selection criteria and the process of choosing materials. Third angle orthographic drawings with final dimensions were done, and an isometric drawing of final design.
Planning and required resources were revisited, and goals and new milestones reset.
Construction of design
The construction of the final design solution
Materials were sourced and cut to size, and manipulation of materials documented.
On-going short to mid term planning and reflection was recorded in students' technology diary entries, including what was achieved, what is next and required resources, and how the codes of practice were met.
Materials were then assembled, appropriate joining methods implemented, and appropriate finishing techniques are applied.
Evaluation
Student reflection on the work during the assignment
Students then completed a reflective personal evaluation questionnaire to inform their own practice. Stakeholders and client were provided with an evaluation sheet to be used for feedback of the final design solution.
In the end, people wanted to buy the students' lights - Sandwiches wanted to purchase three of them. These students wanted to sell, but were unsure as to the asking price. So we had to look at contractual discussions and intellectual property, and questions such as 'is a brief a legal document?' This is something that I would include in my teaching programe in the future.
On-going recording of student technological practice was done through a range of media - written, graphic, photography and video. This enabled students to concentrate more on the practical task in hand than the recording of it. Student progress was checked regularly by the teacher who provided constructive feedback.
The effectiveness of pre-planning gave the teacher added confidence with an in-depth knowledge of the steps ahead, and students fed off this confidence. A positive classroom atmosphere ensued and increased levels of trust between teacher and students built-up throughout the year.
