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IB Design Technology

Design Folio

Essential Question:

How do we capture

someone’s attention?

Ms. Tomlin and Mr. Wang

Thurgood Marshall Academy

Name: Class:

Invitation Project. MYP Design Technology. 2009-2010 Ms. Tomlin & Mr. Wang 2

Table of Contents

A BRIEF HISTORY OF INVITATIONS ............................................................ 3

ESSENTIAL QUESTION ...................................................................................... 4

THE TASK ............................................................................................................... 4

AREAS OF INTERACTION (AOI) ..................................................................... 4

OBJECTIVES ........................................................................................................... 4

ASSESSMENT......................................................................................................... 4

THE EVENTS .......................................................................................................... 5

GUIDING QUESTIONS ......................................................................................... 6

THE DESIGN CYCLE ............................................................................................ 7

THE DESIGN BRIEF ............................................................................................. 8

INTERVIEW............................................................................................................ 9

PRODUCT ANALYSIS ....................................................................................... 11

PICTURE RESEARCH ....................................................................................... 13

SPECIFICATION ................................................................................................. 14

TIMELINE ............................................................................................................ 15

PUBLISHER TUTORIAL .................................................................................. 17

INITIAL DESIGNS .............................................................................................. 18

FINAL DESIGN.................................................................................................... 22

PROCESS JOURNAL .......................................................................................... 23

FINAL PRODUCT ............................................................................................... 25

EVALUATION ..................................................................................................... 26

COMPLETED INVITATION ............................................................................ 29

THE IB LEARNER PROFILE ........................................................................... 30

RUBRICS ............................................................................................................... 31

SCORING OVERVIEW ...................................................................................... 37


A Brief History of Invitations

By Gail Leino

Tech is the name of this game. The history of invitations closely parallels the inventions of all matters of the written word. The invention of the quill and of paper only slightly predates the invention of the invitation.

As soon as aristocracy invented free time they decided they needed to entertain themselves. That quickly led to the need for parties. This in turn led to the need to invite guests to them. At the time it was impossible to call or email.

Hand written was probably considered the most polite approach to the invitation throughout most of time even after printing was invented and became affordable. Early writing was quickly elevated to an art form and one which was treasured then as it is now. Parchment was carefully decorated with calligraphy and folded into an envelope that was sealed with wax. This was stamped with the family crest of the sender and the intended guest's name was written on the outside.

Delivery in the earliest days of the formal occasion was performed on horseback on mud roads, and the perfectly formed invitations required outer envelopes which could handle the abuse. Later, the post-printing press invitations needed to be protected from smudging, so that tissue paper was inserted. The process has improved, but the tradition of tissue inserts persists.

Much of our tradition of the invitation comes directly from the history of invitations. It is as much a keepsake in today's hectic society as it was in the day of grand balls and official court functions. Today's invitation is probably not going to be hand lettered unless the function is a very important one. When that is the case, professional artists can be found who will charge a kingly sum for the task. Today, computers are often used.


Essential Question

How do we capture someone’s attention?

The Task

Working with a partner, you will create an invitation for an actual event held at Thurgood Marshall Academy or one its partners. Depending upon the quality of your work, your invitation could become the official invitation used for the event this school year!

Areas of Interaction (AoI)

Approaches to Learning Study habits, Communication, Information, Reflection, Connecting Ideas

Human Ingenuity Desktop publishing, Invitation Design, Marketing & Advertising

Objectives

Use of the design cycle Undertake meaningful and relevant research Gain experience utilizing Microsoft Publisher Incorporate and manipulate digital images Manage time & resources Critically evaluate own work

Assessment

Create a Design Folio following the Design Cycle Maintain a design blog Provide several possible solutions and justify final choice Create solution to appropriate standard Test and evaluate solution Justify any changes Evaluate design in terms of AoI


The Events

Thurgood Marshall Academy and its partners will be conducting the following events this school year:

Event Coordinator

Academic Awards Dr. Johnson

Curriculum Night Dr. Johnson

Graduation Ms. Jimenez

Harlem Renaissance Ball Ms. K. Reed (ADC)

Junior/Senior Parent Information Nights College Guidance Office

National Honor Society Induction Ms. Lancaster Beale

New Student Open House Ms. McDougald

Parent-Teacher Night Ms. C. Davis

PTA Meetings Ms. McDougald

Senior Fashion/Talent Show Ms. Carr-Gay

Senior Prom Ms. Spooner and Mr. Doyle

Social Change Day TBD

Staff Holiday Party Ms. Jimenez

Step Up Ceremony Ms. Inniss

Valentine’s Day Gram Ms. Spooner

Place a next to your assigned event.


Guiding Questions

Investigate Guiding Questions

Explain in your own words the design task that you have been asked to solve.

Write 2 – 3 guiding questions that might help you with your research.

What are the AREAS OF INTERACTION that have been highlighted by your teacher for this design task? How might they be interpreted to help you understand the problem and help you with your research?

AOI: Approaches to Learning.


The Design Cycle

Describe how you will use the Design Cycle in this project. Investigate: Plan: Create: Evaluate:

The Design Cycle Investigate AOI: ATL, Human Ingenuity


The Design Brief

The design brief is the formal starting point of the design, states the expectations and design problem. It does not provide the solution.

Here is an example:

“Logitech” is a company specializing in high-performance PC/notebook peripherals & web communications, such as keyboards, mice, and trackerballs. They have asked to design, develop and evaluate a new mouse/controller which offers the user maximum comfort and productivity. The mouse must be suitable to be manufactured in quantity.

It should include the following elements:

Goal - Describe what is to be accomplished by the design. Example: produce a working prototype for evaluating possible volume production of a stair climbing wheel chair.

Target Market - Define who is the customer to be served. Example: handicapped adults

Major Constraints – Define the restrictions placed on the design. Example: laws, manufacturing costs, etc.

Criterion – Define the criterion that a good design should meet. Example: cost effectiveness, adequate battery life, quick recharge time

Write a Design Brief for your invitation.

The Design Brief Investigate AOI: ATL, Human Ingenuity


Interview

The event coordinator is your client! An interview with the coordinator of your event is crucial to the success of your invitation. A successful interview depends upon your level of preparation prior to the interview. What are the questions to be asked during your interview with the event coordinator?

Interview Investigate AOI: ATL, Human Ingenuity


A successful interview also depends upon your ability to actively listen during the interview. Record all important information received from the event coordinator during the interview.

Interview Notes Investigate AOI: ATL, Human Ingenuity


Product Analysis

Looking at similar products is a useful form of research. You can learn quickly about the different methods and techniques used to solve a problem similar to your own. This leaves you in a good starting point to think about your own solution. Find examples of invitations, particularly for events similar to yours, and annotate thoroughly. Use the internet, magazines, books or real items.

Annotation guide for Product Analysis

Identify all the key elements of the design? (HI)

What features do you like/dislike about the design? (ATL)

How has the invitation been laid out and why? (HI)

Indicate background, foreground, headings etc. (HI)

Product Analysis AOI: ATL, Human Ingenuity Investigate


Conclusion: What did you learn from your research? How will this affect your Design Specification?

Product Analysis AOI: ATL, Human Ingenuity Investigate


Picture Research

Picture Research AOI: ATL, HI Investigate

Find pictures and clipart that may be suitable for use in your invitation. They should be of high resolution an in sharp focus. Annotate as to why you think they may be suitable.


Specification

Specification

A Specification is a list of key points and/or constraints that designs must take account of. The specification is written after the design brief has been analysed and research has been carried out. What design considerations must you include in this particular project?

Investigate AOI: HI

Use (What is it for?): Demographic (Who is it for?): Size: Required Design Elements: Time to Complete Project: Aesthetics (The looks): Ergonomics (Design for use): Special Design Requirements: Safety: Other:


Timeline

Tasks I Will Complete Tasks My Partner Will Complete

One of the key skills in technology is the ability to plan and to use time and resources effectively. You need to create a timeline to help with your time management. You should make note of the due dates for each section and plan accordingly.

Plan Timeline AOI: Approaches to Learning.

Investigate Due:

Design Due:

Plan Due:

Create Due:

Evaluate Due:


Task Date Began Date Completed Hours Required

Plan Timeline AOI: Approaches to Learning.


Publisher Tutorial

Publisher Tutorial AOI: ATL, HI Plan

You are going to use Publisher to turn your chosen designs into actual invitations. Your teacher will guide you through some methods of using Publisher and you should do some internet research of your own. Find at least one Publisher tutorial online that would be useful for this project. Complete the tutorial and paste at least 4 screen shots here to demonstrate your understanding.


Initial Designs

Initial Designs AOI: ATL, HI Design

Create 2 sketches of invitations indicating possible layouts, heading types, colors etc. Annotate each design thoroughly and use the Design Specification as a check list.



Create 2 sketches of invitations indicating possible layouts, heading types, colors etc. Annotate each design thoroughly and use the Design Specification as a check list.



Include the 2 sketches of invitations created by your partner indicating possible layouts, heading types, colors etc. Annotate each design thoroughly and use the Design Specification

as a check list.


Final Design

Final Design AOI: ATL, HI Design

Justify your choice of final design and explain how you have met the Design Specification. Explain what Publisher techniques you will use to create certain effects. What font will you use and why? Why is this design better than the others? Explain your layout choices. How will you create this invitation?


Process Journal

DATE

What was accomplished this session, tools used, problems encountered and how they were overcome.

What I hope to achieve next session, what tools I will need, what materials I will need, any changes to my design.

Create AOI: ATL, HI Process Journal

During the Create phase of the Design Cycle, you must keep a Process Journal. You should record what you have done each session and what you will do the next session. Take screen shots of you project as it is being created to show each step of production. Indicate problems you have encountered and how you overcame them. Justify any changes to your design.


DATE

What was accomplished this session, tools used, problems encountered and how they were overcome.

What I hope to achieve next session, what tools I will need, what materials I will need, any changes to my design.

Create AOI: ATL, HI Process Journal


Final Product

Evaluation is perhaps the most important part of the Design Cycle. You need to evaluate the final product, evaluate each stage of the Design Cycle and evaluate against the Areas of Interaction.

Evaluation of: FINAL PRODUCT Have you solved the problem? How can you test the product? How could you improve your design?

Design Improvements (sketch) Design Improvements (sketch)

Evaluation AOI: Approaches to Learning. Final Product


Evaluation

Evaluation of Design Cycle: INVESTIGATION

Have you explained the problem clearly in the Design Brief and Specification? Have you investigated the problem thoroughly using several different sources/methods of gathering information? Have you described how to effectively test your solution?

Evaluation of Design Cycle: DESIGN & PLAN

Did you produce several feasible designs? Can you justify you chosen final design? Did you produce a detailed and logical plan?

Evaluation AOI: Approaches to Learning. Design Cycle


Evaluation of Design Cycle: CREATE

Did you use the tools and equipment effectively? What problems did you have? How did you solve them? Did you change your design? Can you justify your changes? Did you create a solution of appropriate quality?

Evaluation of Design Cycle: ATTITUDES IN TECHNOLOGY

Did you work to the best of your ability? Were you self motivated? Could you solve problems and work independently? List and explain any Learner Profile attributes.

Evaluation Design Cycle AOI: Approaches to Learning.


Evaluation of Areas of Interaction: Human Ingenuity

What are the possible effects of your solution on your chosen market? Effects on society as a whole?

Evaluation of Areas of Interaction: APPROACHES TO LEARNING

What ATL skills did you employ during this project? Were they effective/relevant? How could you improve? E.g.: Brainstorming, Timeline, Bibliographies, Surveys, Interviews, Group work, Testing, Evaluation.

Evaluation AOI: Approaches to Learning. Areas of Interaction


Completed Invitation

Completed Invitation


The IB Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of point of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

The IB Learner Profile


Rubrics

CRITERION A - INVESTIGATE

Maximum: 6 Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately. Achievement Level Level Descriptor

0 The student does not reach a standard described by any of the descriptors given below.

1–2 The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.

3–4

The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.

5–6

The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Rubrics

Scoring

Criteria A: out of 6


CRITERION B - DESIGN

Maximum: 6 Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification. Achievement Level Level Descriptor


1–2 The student generates one design, and makes some attempt to justify this against the design specification.

3–4

The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.

5–6

The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Rubrics

Scoring

Criteria B: out of 6


CRITERION C - PLAN

Maximum: 6 Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design. Achievement Level Level Descriptor


1–2 The student produces a plan that contains some details of the steps and/or the resources required.

3–4

The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan.

5–6

The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Rubrics

Scoring

Criteria C: out of 6


CRITERION D - CREATE

Maximum: 6 Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution. Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion. Achievement Level Level Descriptor


1–2 The student considers the plan and creates at least part of a product/solution.

3–4

The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.

5–6

The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

Rubrics

Scoring

Criteria D: out of 6


CRITERION E - EVALUATE

Maximum: 6 Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations. Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved. Achievement Level Level Descriptor


1–2 The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.

3–4

The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification.

5–6

The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

Rubrics

Scoring

Criteria E: out of 6


CRITERION F – ATTITUDES IN TECHNOLOGY

Maximum: 6 This criterion refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects:

personal engagement (motivation, independence, general positive attitude) attitudes towards safety, cooperation and respect for others.

By their very nature these qualities are difficult to quantify and assess, and assessment should therefore take into account the context in which the unit of work was undertaken. Achievement Level Level Descriptor


1–2 The student occasionally displays a satisfactory standard in one of the aspects listed above.

3–4

The student frequently displays a satisfactory standard in both of the aspects listed above.

5–6 The student consistently displays a satisfactory standard in both of the aspects listed above.

Rubrics

Scoring

Criteria F: out of 6


Scoring Overview

Criterion A Investigate out of 6

Criterion B Design out of 6

Criterion C Plan out of 6

Criterion D Create out of 6

Criterion E Evaluate out of 6

Criterion F Attitudes in Technology out of 6

Point Total (out of 36)

Overall Grade Points

1 0-5

2 6-9

3 10-15

4 16-21

5 22-26

6 27-31

7 32-36

SCORING OVERVIEW

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