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Subject group and discipline:
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Design (design, digital
design, product design)
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Unit duration:
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about 20 hours
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Unit title:
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Promoting productivity
through creative design
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Global context:
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Fairness and development
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Key concept:
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Systems
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Related concept:
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Function
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Statement of inquiry:
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Designs that effectively
synthesise structure and creativity can improve productivity
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Inquiry questions such as these should be developed
by teachers and students:
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Factual:
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What causes lack of
productivity?
What are the positive and negative
impacts of an environment?
How does relaxation and
play improve creativity?
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Conceptual:
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How can your environment
impact the way you think?
How can a designer
influence productivity?
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Debatable:
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Should work places, schools,
and/or communities promote creativity, relaxation and play?
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Summative assessment
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The student produces an ePortfolio
that follows the design cycle to develop a solution (or range of solutions), which
promote productivity through creativity.
Students must target one of the following
audiences/clients:
·
Adults
in a work place
·
Students
in examination years
·
Local
community groups
Suggested solutions may
be, but are not limited to, the following ideas:
·
Multi-purpose
work area
·
Themed
food packs for an event
·
Snacks
to stimulate productivity for activities, study groups or meetings
·
Interactive
display which invites people to share their ideas
·
CAD
or model of inspiring meeting place
·
Textured
mural that invites you to interact
·
Comfort
blanket or stress toy
·
Creative
seating for relaxation
·
Repurpose
communal space for play
·
An
app with mindfulness activities
·
Sound
and graphic video to help someone relax
·
Anti-anxiety
activity book
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Objectives:
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All strands of all
objectives (A, B, C and D)
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Summative assessment tasks, including assessment
criteria:
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Relationship between summative assessment tasks and
statement of inquiry:
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Criterion A
i.
explain and justify the need for a solution to a problem for a
specified client/target audience
ii.
identify and prioritize primary and secondary research needed to
develop a solution to the problem
iii.
analyse a range of existing products that inspire a solution to the
problem
iv.
develop a detailed design brief, which summarizes the analysis of
relevant research.
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Within Criterion A the student
selects a target audience/client from
the options above and demonstrates through submitted evidence:
·
the
need for a solution
·
identification
and prioritisation of appropriate primary and secondary research
·
existing
products related to their intended solution
·
a
design brief for the intended solution which reflects the analysis of their
research with reference to the global context and statement of inquiry.
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Criterion B
i.
develop design specifications, which clearly states the success
criteria for the design of a solution
ii.
develop a range of feasible design ideas, which can be correctly
interpreted by others
iii.
present the chosen design and justify its selection
iv.
develop accurate and detailed planning drawings/diagrams and outline
the requirements for the creation of the chosen solution.
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Within Criterion B the student submits:
·
a
detailed design specification for the intended solution with success criteria
·
a
range of ideas or designs that consider the specifications. Examples of
planning these solutions may include annotated sketches, storyboards,
accurate drawings, diagrams, aesthetic considerations
·
the
selected final design along with justifications
·
accurate
and detailed drawings, diagrams and requirements.
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Criterion C
i.
construct a logical plan, which describes the
efficient use of time and resources, sufficient for peers to be able to
follow to create the solution
ii.
demonstrate excellent technical skills when making the solution
iii.
follow the plan to create the solution, which functions as intended
iv.
fully justify changes made to the chosen design and plan when making
the solution
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Within Criterion C the student submits:
·
step
by step instructions, including time and resources, that could be followed by
peers to accurately create the solution
·
evidence
of excellent technical skills appropriate to MYP year 5 students by following
the plan to create, refine and present a final product
·
justification
of any changes made.
Evidence of technical skills and the
development of the solution will be one or more of the following:
·
audio
·
annotated photographs (including
screenshots)
·
video (including screencasts)
·
written.
Please note URLs must not be submitted.
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Criterion D
i.
design detailed and relevant testing methods, which generate data, to
measure the success of the solution
ii.
critically evaluate the success of the solution against the design
specification
iii.
explain how the solution could be improved
iv.
explain the impact of the solution on the client/target audience.
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Within Criterion D the student submits evidence of:
·
authentic
tests (user trial/observation,field/performance, expert appraisal) to
generate data to measure success of the solution
·
critical
evaluation using data from the authentic tests against the success criteria
within the design specification
·
a
detailed account of the possible improvements to the solution including reasons or causes
·
a
detailed account the impact of the solution for the selected client/target
audience including reasons or causes.
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Resources
The following resources
based on the global context are suggestions or starting points which may be
used during the teaching of the unit.
The list is optional and for information. It is neither prescribed nor exhaustive. Schools should always satisfy themselves
that the content of any suggested resource is suitable for their own context.
Contemporary
workplace
Packaging ideas
Playful cities
Relaxing public
places
Calm.com (app and
website)
10 Best Local Playgrounds For Adults In Europe https://www.huffingtonpost.com/entry/10-best-local-playgrounds-for-adults-in-europe_us_57d8d97ee4b047401d046923 18 Stress-Relieving Toys That'll Fit on Your Desk https://www.themuse.com/advice/18-stressrelieving-toys-thatll-fit-on-your-desk Fidget Toys
The 50 Best Campus
Meditation Spaces
Pebble-shaped Calming Stone
is designed to help prevent panic attacks (DIDN’T LOAD PROPERLY)
https://www.dezeen.com/2014/08/27/pebble-shaped-calming-stone-is-designed-to-alleviate-symptoms-of-anxiety/
OR http://www.damngeeky.com/2014/08/28/24488/calming-stone-provides-relief-panic-attacks-anxiety.html
An industrial design
graduate has created an Emotional First Aid Kit
Workplace design must
change to combat "epidemic" stress levels says UN Studio founder
Stackable Playscapes system
transforms empty lots into playgrounds
Dazeen – Pinterest
Playgrounds
TED ED - How
stress affects your brain - Madhumita Murgia
TED ED - How
stress affects your body - Sharon Horesh Bergquist
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