MYP Design Guidebook
“Design is where Science and Art break even.” (Robin Mathew)
“Design is not just what it looks like and feels like. Design is how it works.” (Steve Jobs)
This guide belongs to: ______Class: MP ______
Design Guide for students and parents initiator is R. Anderson (BISS), adapted and further developed by S. Ille, BIS Aug 2013
Adapted version for the ISE by M. Riou, and Mr Schoffelen Sept 2014
Table of Contents
About This Book 5
The Nature of Design 6
Projects in Design 8
How You Will Be Assessed 9
Formative Assessments 9
Summative assessments 9
The Design Cycle 10
Criterion A – Inquiring and analysing 12
Criterion B – Developing ideas 13
Criterion C – Creating the Solution 14
Criterion D - Evaluating 15
Inquiry Stage (part of criterion A) 16
Developing ideas Stage (criterion B) 18
Plan Stage (Criterion B) 19
Create Stage (criterion C) 21
Evaluate Stage (criterion D) 22
How to present your work 24
Handing in your work. 25
Expectations: Rules and attitude in the design class 26
Medium, programs and application examples 27
Digital Design 28
MYP Glossary of Terms & Acronyms 30
Statement 32
The ISE Design Guidebook Page 31 of 33
About This Book
We are happy to give you this guidebook, “it’s a, how to be successful in Design kind of book”. A book which hopefully will answer a couple of questions you may have, and will help you (and your parents) to understand the subject Design and the rules, and expectations that apply for it.
“MYP design challenges all students to apply practical and creative thinking skills to solve design problems; encourages students to explore the role of design in both historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action.”
The Nature of Design
Design, and the resulting development of new technologies, has given rise to profound changes in society: transforming how we access and process information; how we adapt our environment; how we communicate with others; how we are able to solve problems; how we work and live.
Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and limitations associated with products or systems, allowing you to redefine and manage the generation of further thought through prototyping, experimentation and adaptation. It is human-centred and focuses on the needs, wants and limitations of the end user.
Competent design is not only within the reach of a small set of uniquely skilled individuals, but can be achieved by you all. The use of well-established design principles and processes increases the probability that a design will be successful. To do this, designers use a wide variety of principles which, taken together, make up what is known as the design cycle.
Designers adapt their approach to different design situations, but they have a common understanding of the process necessary to form valid and suitable solutions.
A designer has a role and responsibility to the community and the environment. Their decisions can have a huge impact and, therefore, their ethics and morals can and should be questioned regularly.
A designer should have the ability to maintain an unbiased view of a situation and evaluate a situation objectively, highlighting the strengths and weaknesses of a common product or system.
Good communication is a key trait of any good designer through visual and oral presentation.
Designing requires an individual to be imaginative and creative, while having a substantial knowledge base of important factors that will aid or constrain the process. Decisions made need to be supported by adequate and appropriate research and investigation. Designers must adopt an approach that allows them to think creatively, while conforming to the requirements of a design specification.
Both the ideas of design and the process of design can only occur in a human context. Design is carried out by a community of people from a wide variety of backgrounds and traditions, and this has clearly influenced the way design has progressed at different times. It is important to understand, however, that to design is to be involved in a community of inquiry with certain common beliefs, methodologies, understandings and processes.
MYP design challenges all students to apply practical and creative thinking skills to solve design problems; encourages students to explore the role of design in both historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action.
Inquiry and problem-solving are at the heart of the subject group. MYP design requires the use of the designcycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, the creation of solutions, and the testing and evaluation of the solution. In MYP design, a solution can be defined as a model, prototype, product or system that students have developed and created independently.
A well-planned design programme enables students to develop not only practical skills but also strategies for creative and critical thinking.
The MYP expects all students to become actively involved in, and to focus on, the whole design process rather than on the final product/solution.
(as published by the IBO)
Projects in Design
In design, we mainly work with projects. Each unit (project) consists of one or more tasks that are designed to develop the students skills which are based upon a challenge in which students have to apply these skills or other skills acquired in past projects.
Skills involve Manual skills with different resistant materials like wood, plastics metal etc. and also drawing and sketching skills as also computer based skills, like Photoshop, illustrator, Sketchup etc. and last but not least research skills.
The students aim in Design is that of an inquirer : someone who will asks questions to oneself and others, becoming someone who is constantly looking for improvement, change, and innovation.
It can happen that some project will cover only a few of the criteria, but most will be assessed on ALL the criteria. Some projects are also made in collaboration with other subjects (interdisciplinary projects) in the school. We call them interdisciplinary units and students get to develop skills in a wider range. Which means that work can be assessed in more than one subject for the same project.
How You Will Be Assessed
Formative Assessments
Formative assessments are considered part of the learning process, meaning that they do not measure your final achievement, but they allow you to get feedback and improve before a summative assessment.
Often, the parts of the units where you get familiar with skills (drawing, using Adobe Illustrator, using the workshop machines, etc.) are formative. You can try some tutorials or exercises and get feedback before you get to use these skills in a design challenge that will be assessed against the criteria.
Summative assessments
Criteria are designed with rubrics, which define what level of skills students should achieve through their unit/school year. Note that the template given below is for year 5 students. Between year 1 and year 4, criteria rubrics can be adapted to the specific task and requirement. In year 5, the rubrics are given by the IBO and have to be implemented exactly in order for the students to all reach similar standards.
The Design Cycle
Criterion A “Inquiry and analysis” – From the challenge, problem or situation you need first to define your task through a brainstorm of inquiry questions. These are questions that help you justify the need for a solution to the problem. You then go out and research this by identifying sources that can help you and analyzing a range of existing products. You finish with a summary of your research and useful relevant information in your own words that answers the challenge and is called the design brief.
Criterion B “Developing ideas” - This is where you develop, sketch and describe your solutions. You have to produce a range of feasible design ideas, in order to be able to choose a final design. You compare your ideas to the design specifications and develop an idea through to a final design, which you will choose and justify the reasons for your choice. Your final design needs to be accurately developed into a detailed building plan of construction including technical drawing showing detailed measurements.
Criterion C “Creating the solution” - You finalize the preparation by constructing a logical procedural plan making effective use of resources(material) and time, :outlining each and every step is essential. Using a Gantt Chart or a storyboard is often helpful to illustrate your procedural plan. This also includes the steps in which you actually make your project and keep a detailed record with pictures (process journal, blog entries, etc.). You meticulously follow the plan and record every modification and explain the reason for these modifications. You are also requested to demonstrate excellent technical skills when making the solution.
Criterion D “Evaluate” - You have to design detailed and relevant testing methods which allows you to collect data. You have to test your product to against the specifications, evaluates its success and explain the impact of the solution on the target audience. Finally, you should explain how the solution can be improved.
Plan: Notice that the planning elements are divided over two criteria. (“Developing Ideas” and “Creating the solution”) According to the Merriam-Webster, the definition of plan covers two levels :1. Applies to Criterion B
drawing or diagram drawn on aplane: as
a. a top or horizontal view of an object
b. a large-scale map of a small area
2. Applies to Criterion C
a. a method for achieving an end
b. an often customary method of doing something:procedure
c. a detailed formulation of a program of action
Criterion A – Inquiring and analysing
1. Explain and justify the need for a solution to a problem.
2. How will you do your research? Primary and secondary.
3. Analyse a range of existing products.
4. Develop a detailed design brief:
5. Concisely summarize the useful and relevant information in your own words.
Achievement level / Level descriptor1-2 / The student:
· states the need for a solution to a problem for a specified client/target audience;
· develops a basic design brief, which states the findings of relevant research.
3-4 / The student:
· outlines the need for a solution to a problem for a specified client/target audience;
· outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some guidance;
· analyses one existing product that inspires a solution to the problem;
· develops a design brief, which outlines the analysis of relevant research.
5-6 / The student:
· explains the need for a solution to a problem for a specified client/target audience;
· constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem, with some guidance;
· analyses a range of existing products that inspire a solution to the problem;
· develops a design brief, which explains the analysis of relevant research.
7-8 / The student:
· explains and justifies the need for a solution to a problem for a client/target audience;
· constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently;
· analyses a range of existing products that inspire a solution to the problem in detail;
· develops a detailed design brief, which summarizes the analysis of relevant research.
Design brief: The student’s response to the challenge, showing how they intend to solve the problem they have been presented with. This will guide their investigation as they work to develop a more detailed design specification.
Criterion B – Developing ideas
1. Develop design specifications.
2. Develop a range of feasible design ideas.
3. Present the chosen design and justify its selection.
4. Develop accurate and detailed planning drawings/diagrams.
Achievement level / Level descriptor1-2 / The student:
· lists some basic design specifications for the design of a solution;
· presents one design, which can be interpreted by others;
· creates incomplete planning drawings/diagrams.
3-4 / The student:
· lists some design specifications, which relate to the success criteria for the design of a solution;
· presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others;
· justifies the selection of the chosen design with reference to the design specification;
· creates planning drawings/diagrams or lists requirements for the creation of the chosen solution.
5-6 / The student:
· develops design specifications, which outline the success criteria for the design of a solution;
· develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others;
· presents the chosen design and justifies its selection with reference to the design specification;
· develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.
7-8 / The student:
· develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research;
· develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others;
· presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification;
· develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution.
Design specification: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.