Using the EDEN PROJECT as a resource for DESIGN AND TECHNOLOGY

Transcription

1 1 copyright den roject Using the as a resource for A AV A - U QU

2 ntroduction timulus ontext Messages and values A section outlining the stimulus material available within the den roject. A section explaining how the den roject can provide the context for a design and make project. A section explaining the core values of the den roject eachers notes bserving and recording at the den roject xample activities lanning a visit to the den roject extiles Food technology A carrier - using the plant shapes and forms as a stimulus A fruit drink - design a fruit drink which could be sold at the den roject An interactive message card as a esistant materials vehicle to demonstrate a message or value from the den roject. 2 copyright den roject

3 U Using the den roject as a resource to fuel design and making activities A visit to the den roject can greatly enhance the provision of esign and echnology by :- providing a stimulating range of natural and human design solutions providing a context for a project or activity communicating a set of contemporary values and messages that challenge design decisions his resource pack provides K3 and K4 teachers with the background to plan structured and stimulating projects, using the den roject as the source of inspiration and focus for activities in school. emember that to maximise the esign and echnology impact of a visit to the den roject students need to be carefully briefed beforehand in order that they are clear about : - the purpose of the visit what they need to do how much time they have for each activity how they are to collect and store information how they can work together what use will be made of the visit on returning to school 3 copyright den roject

4 4 W U AK n this pack we have looked at the den roject from three perspectives : - MUU he environment which has been developed within the den roject is unique, creating a sense of excitement and stimulating the senses everywhere you look. he shapes - the colours - the smells - the textures - the structure - the materials - the sculptures... hotograph, sketch, observe the plants and forms at the den roject to stimulate ideas for design and make projects. X As an attraction and education centre the den roject has many thousands of visitors every year. All these visitors, employees and the residents (plants and animals), have a wide range of wants and needs. hese wants and needs provide a rich context for designing and making activities. pages 5-15 pages MA VAU he den roject is fuelled by a set of messages relating to the relationship between plants, people and places and the future of our world. As consumers and designers we must be aware of these messages and issues so that we can justify the choices we make in the way we design, make and use products. hese messages can also be used to help evaluate design and making activities. pages hese three strands are unpacked in the pages that follow and provide starting points for esign and echnology activities. esign and echnology projects may focus on one or all of them. he projects are supported with a range of techniques for investigating, recording, communicating and evaluating ideas that are sympathetic to a visit to the den roject. copyright den roject AM hree sample projects can be found on pages hey demonstrate how elements from all three strands can be interwoven and combined to form exciting and original projects. roduct esign An interactive message card X MA / VAU MUU esign an interactive greetings card which could be sold in the den roject shop that helps to spread an environmental message. xplore the ore and the Biomes and find an important message that you would like to communicate to others. nteract with the automata around the den roject and discuss the stories they tell about our planet and our lives. MUU X MA / VAU MA / VAU MUU X ending a greetings card from the den roject ecycling nteractive static displays extile echnology Bag/carrier Biomimicry arrying things around the den roject lant forms ook at the different shapes, structures and forms found in the plants within the den roject. esign a flexible container that is suitable for use in the den roject. evelop your functional and aesthetic ideas from your research into plant forms (biomimicry). Food echnology Fruit drink Food miles he knowledge exhibit Fruit drinks for the café nvestigate how food miles clock up as fruit is transported around the world. esearch fruit drinks available in the café and record where the ingredients may have come from. esign and make a tasty drink which would be suitable for sale at the den roject. ou will need to show how you have resolved sometimes apparently conflicting values.

5 he den roject as a stimulus he environment which has been developed within the den roject is unique, creating a sense of excitement and stimulating the senses everywhere you look. he shapes - the colours - the smells - the textures - the structure - the materials - the sculptures... hotograph, sketch, observe the plants and forms at the den roject to stimulate ideas for design and make projects. t is amazing what you see when you start looking. ake, age 14 ix themes have been developed as visual stimulus boards Visual elements olour, shape and form, line and texture are basic elements that designers use to give their products visual identity. ur appreciation of aesthetics often comes from nature s example. tructures All natural and made objects relate to structural principles. ook at the structure of plants, products and buildings around the den roject to identify various structural principles. Materials esigners need to consider carefully how they use nature s precious resources. hinking about such physical properties as strength, weight, rigidity, alongside sustainablity and environmental impact. Food he den roject provides a wide variety of natural and processed foods. hese can be used to stimulate a range of thoughts - how are they used? - how do they affect people s lives? ommunicating messages iving things are great communicators! Animals and plants display who they are and what they want. umans have devised more complex and comprehensive methods of communicating their messages. ee the lant ngine. Mechanical systems he built environment of the den roject provides a wide range of examples of mechanical systems. he automata designers have used mechanical principles to provide interesting outputs that grab the viewers attention. ee the lant akeaway. 5 copyright den roject

6 6 copyright den roject MUU Visual lements olour olour can emphasise shape / form be warm / cool be contrasting / harmonious appeal to our emotions camouflage be subtle / bold highlight attract have cultural associations

7 7 copyright den roject hapes and forms may suggest purpose/be harmonious geometric stylized organic positive negative functional decorative have cultural associations MUU Visual lements hape and Form

8 8 copyright den roject MUU Visual lements ine ine can enclose shape and form suggest movement create pattern indicate structure be implied be actual

9 9 copyright den roject MUU Visual lements exture exture may be intrinsic to a material functional random planned affected by light coarse or fine smooth or rough

10 MUU tructure tructures may be high tech ground breaking spectacular traditional natural flexible geometric organic frames or shells heavy or light tructures need to withstand either dynamic or static forces members are in compression and tension 10 ow are they made stable? ow do they withstand forces and loads? Why are some flexible? copyright den roject

11 MUU ommunicating Messages ommunication in nature colour shape patter odour warning inviting noise striking movement ssential signage helping the pubilc negotiate the site portable safety / warnings sustainable / recycled materials use of colour use of symbols isplays that send a message recreate scenes interactive animate an issue eye catching thought provoking entertaining communicate complex ideas simply ignage to give information plant information environmental information reinforce messages explain values / issues 11 copyright den roject

12 12 copyright den roject MUU Materials Materials may be manmade natural traditional high-tech composites tactile rigid flexible worked in a variety of ways recycled reused

13 13 copyright den roject MUU Food Foods may be natural processed organic wild cultivated local imported solid liquid fresh preserved seasonal nutritious

14 MUU Mechanical ystems Mechanisms can change the type and direction of movement change the axis of rotation increase output speed or force decrease speed or force uffield esign and echnology students book B efer to pages 118 and 119 for a mechanisms chooser chart. ou can use wheel and axle rack and pinion screw thread rope and pulley chain and sprocket belt and pulley crank, link and slider crank, link and lever gears levers bevel gears flexible couplings worm and wheel linked levers peg and slot cam and slide follower cam and lever follower 14 copyright den roject

15 he den roject as a X As an attraction and education centre the den roject has many thousands of visitors every year. All these visitors, the employees and the residents (plants and animals), have a wide range of wants and needs. hese wants and needs provide a rich context for designing and making activities. Where are we going to have our lunch? ucy, age copyright den roject

16 X Food echnology sit-down meals eating and drinking on the go packed lunch children s food buying a gift - sweet, savoury, unusual... drinks to warm people up / cool people down meeting different dietary requirements food with an ethical focus esistant Materials echnology having a rest, taking a seat carrying things around buying a gift - jewellery, games, miniature versions of the exhibits sorting and disposing of waste interactive exhibits that make learning fun lighting for function or for aesthetics renewable energy devices tools for horticulture strong materials and structures covering the Biomes extiles echnology uniforms for employees staying warm or cool, keeping dry textiles from natural fibres buying a gift - t-shirts, bags, banners... carrying things around wind driven attractions textiles from recyclates raphic esign buying a gift - cards, games, posters... finding out about the exhibits communicating without reading packaging gifts and food 16 copyright den roject

17 MA and VAU he den roject is fuelled by a set of messages concerning the relationship between people, plants, places and the future of our world. A true project, this educational charity is a work in progress and a symbol of the strength of people working with nature. he den rust s interests lie in exploring the natural world through the lens of plants in order to understand our dependence on them and develop best practice for principles of sustainable living that can act as a model for others. im mit,, the den roject he den roject is demonstrating behaviour change on site, holding a mirror to our values and civilisation and encouraging respect for the things that sustain us and respect for each other. r ony Kendle, Foundation irector, the den roject As consumers and designers we must be aware of these messages and issues so that we can justify the choices we make in the way we design, make and use products. hese messages can also be used to help evaluate design and making activities. When are we going to make one of these? Adrian, age copyright den roject

18 Messages and Values Fair trade goods nergy use throughout product lifecycle areful use of materials Biodegradable materials lant forms as an inspiration for engineering deas to adopt in our own lifestyles nspired by nature - biomimicry Food miles elationships between the environment, society and economics educe, re-use, repair, recycle, re-invest emonstrate positive practice nspired by biodegradability reparing today for a positive future Waste neutral Uconventional and innovative structures howcase innovative, bold architecture houghtful design ustainability Architecture, horticulture landscaping nergy - efficient buildings howing how plants provide us with food, shelter, food and medicine he den roject showcases our relationship with plants and ways we can act to ensure a sustainable planet and a positive futures nspired by nature - biomimicry xploring issues of biodiversity and conservation lants and the natural world esign and technology is about producing products to meet people s wants and needs A venue for art and theatre reative arts Valuing our partners from the plant world he products we develop and consume, and the natural world have close and complex relationships hrough careful design and responsible use, we can make a difference throughout the world Using sculpture and performance to engage people s attention pening people s eyes to the technicalities and beauties of the natural world ducation lant forms as an inspiration for design ommunication ourism and visitor attraction roviding a world class tourist destination in ornwall elebrating our interrelationship with plants Making complex subjects approachable An engine for economic renewal nspiring, exciting and up-beat messages regarding our world Attracting the full demographic range esign and technology in other societies Fascinating stories about how plants are used ngaging in the international discussion on environmental issues ocal design and technology industries Attractive layouts easonal programme he origins of natural materials ictures, writing and sound ive events 18 copyright den roject

19 eachers otes Before the visit uring the visit After the visit Book your visit in advance on Visit the site beforehand if possible to :- ensure that the tasks you set the students are achievable in the time available understand the scale of the site including he ore identify meeting points produce your own photographic resources to be used in school Be clear on the objectives for your visit and how these integrate with your normal esign and echnology objectives. onsider how you will maximise the educational value of a visit to the den roject :- ensure that the activities make full use of the den roject site and are not activities which could be equally well done in school ry to ensure that any handouts produced are as active as possible and encourage the students to think and make their own decisions rather than merely tick and move on sheets. xplain to the students :- how the den roject visit relates to the scheme of work which will be undertaken in school your expectations of them in terms of what they need to achieve at the den roject and how it will form the basis of future work in school nsure that your visit complies with ounty and school guidelines for school visits. nsure that the students and accompanying adults: never work alone have access to appropriate materials :- map of site sketchpads notebooks cameras : digital, traditional or disposal have clearly timed activities which ensure a variety of appropriate tasks are undertaken are polite and courteous - remember den is a very busy visitor attraction Arrange to meet the students at various times during the visit to ensure all is well and the pupils are on task. Follow up the visit as soon as possible. ncourage the students to present their research materials in a variety of ways :- individual moodboards, notebooks etc collective large displays which focus on the topics investigated - these may be presented on display panels, large sheets of paper etc Modelling has proved to be a very effective way for pupils to develop their design ideas :- using A/AM for the card project paper, tape and staples in the textile project he den roject and the M would really like to see any work resulting from this pack. 19 copyright den roject

20 bserving, ecording and nterpreting BV t is very easy for adults and students to be overawed by the den roject. elp students to remain focused by giving them specific things to look out for. bserving plants by looking at :- specific features such as bark, leaves, petals etc scale - close-ups, whole plant etc aesthetics such as colour, line, pattern and texture functions such as nutritious parts, structural forms, soft fibres etc bserving people Who are the people? Age group, visitor, employee... What are they doing? ooking, sitting, walking, digging, carrying... What might they need? hade, glasses, warmth, drink... What facilities have been provided? afé, shelter, wheelchair, map... bserving exhibits and displays What is it? nteractive exhibit, display, poster... What is the message? thical, environmental, informative, instructive... ow is it being communicated? aptions, cartoons, illustration, photographs, models, audio... ow does it work? umour, mechanical, electronic, relates to life experiences, simple... What are people s reactions? aughter, curiosity, having a go, taking a photo, talking with friends... tudents will need a variety of methods to help them record their observations quickly and effectively. hese methods should be chosen depending on the specific learning objectives, the skills of the students and the availability of resources. Maps, worksheets, writing frames and word banks A large-scale site map with grid references can be annotated by students to record the location of their observations. Worksheets or writing frames can be differentiated and designed to focus on the specific research task. nsure that these really encourage the students to think, rather than acting as just a tick off check list. Word banks can be differentiated and designed to encourage students to annotate observations with meaningful descriptions. ketchbooks, notebooks, clipboards Available in a variety of sizes (consider pocket size). rid paper gives an easy reference for proportions and page layout. ncourage students to use the same media for notes and drawings as this prevents annotations overpowering sketches. onsider producing exemplars that clearly illustrate the quality and content that is expected from their sketches. hotography nables students to record their observations quickly and accurately. ncourage the students to use the cameras outside or in the Mediterranean Biome first as these locations tend to be easier to photograph. emonstrate to the students that the macro setting allows close up photographs to be taken. ameras need to be acclimatised to the atmosphere in the ainforest Biome to stop the lens steaming up! ne camera can be shared between a small group. Always record who has been given a camera, and remember to check them in at the end of the day! A variety of strategies may be used to help students to interpret the observations they made whilst on their visit. Moodboards (individuals, groups) urpose - investigate, inspire, present, reflect... heme - people s needs, exhibits, visual elements... ayout - border, grids, overlaps, visual flow... ontent - sketches, photos, writing... Mindmaps and brainstorms Whole class, groups, individuals... urpose - summarise, explore, generate... heme - stimulus, context, message... ayout - organic, roomy, large scale... ontent - sketches, photos, observations... Modelling urpose - develop, explore, evaluate, cost... Materials - food, card, reclaimed materials, staples, sticky tape, pens, A/AM. imension and scale - 2, 3, whole product, focus on a part... resentations/displays (groups) tyle verbal visual formal casual urpose informative ask questions obtain answers share gain confidence experience teamwork develop communication skills 20 copyright den roject

21 Activity ideas hree sample projects can be found on pages :- Bags/carriers uice drink reetings cards hey demonstrate how elements from all three strands can be interwoven and combined to form exciting and original projects. 21 copyright den roject

22 X Bags / arriers Key bjectives his project follows the ornish esign and echnology planning strategy, where six strands of knowledge, skills and understanding are taught to fuel the process skills. he objectives for the project are listed under each of the strands. ome of these objectives need to be addressed prior to a visit to the den roject, others during a visit and some after a visit. uggestions for how to approach the objectives are given on the next page. he process skills addressed in this project are investigating and developing ideas, and communicating ideas. By delivering the learning required to reach the six-strand objectives, students are expected to achieve level 4, 5 or 6. A higher or lower range of attainment levels can be reached by teaching to more or less challenging objectives in the six strands. K esigning for other people. dentifying needs through observation of people in a busy environment. bserving and taking inspiration from the natural world. Writing and working from a specification. F A KW A UA 2 and 3 sketching from real life esting materials for strength, water resistance, biodegradability, recyclability. xploring flexible shell structures. dentifying suitable methods for fastening, eg zips, buttons, velcro. X A F KW, K A UA AFA A MMUA K 2 and 3 sketching from real life utting and pasting sketches, photographs and other imagery to make a moodboard. 3 modelling in paper. esting models against the criteria in a specification. MAA A 2 and 3 sketching from real life Using natural materials. Using a sewing machine to make a 3 shell. andstitching or hand printing design details. A A KW A UA 2 and 3 sketching from real life dentifying line, shape, form, colour and pattern in the plant world. Mimicking organic elements in visual design. FU A U - social, cultural, environmental, etc... 2 and 3 sketching from real life Using nature as a stimulus for design (biomimicry). Using materials that are sustainable, recycled, biodegradable, reused or/and naturally produced. K A AAM A nvestigating developing ideas evel 4 Use imagery taken directly from the plant world to help generate ideas. evel 5 dentify and record visual and functional characteristics found in plants, and use these when developing ideas. evel 6 evelop detailed criteria for designs and use these when exploring design proposals. ommunicating ideas evel 4 Use sketches, notes and talk to describe alternative ways of using visual and functional stimulus taken from the plant world. evel 5 Model 3 ideas in paper or dipryl. evel 6 est 3 models against the design criteria and make appropriate changes. 22 copyright den roject

23 X Bags / arriers esign Brief Activity deas he stimulus, context and message/value come together to form the design brief. MUU - lant forms nvestigate the different shapes, structures, colours and forms the plants within the den roject. of + X - arrying things around den esign a flexible container that is suitable for use at the den roject. + MA / VAU - Biomimicry Use plant forms to inspire the aesthetic and functional design. Before your visit tudents could expand on these mindmap hubs to help them recognise the kinds of things they should look out for. vine tendril bamboo clumps cactus spines flexible fastenings line texture comfort functional plant features pattern aesthetic plant forms weatherproof form protection shape weight colour seed pod waxy leaf leaves Use examples to introduce students to biomimicry: camouflage uses organic colours and shapes cockle burrs inspired velcro Use the displays within he ore and/or collate a handling collection for use within the classroom. uring your visit dentify the kinds of objects visitors and/or workers carry at the den roject. bserve and take inspiration from plants. ecord this research using 2 and 3 sketching, notes and photography. ive students focused, timed activities. hese suggested tasks will help them to gather ideas for their designs. Find and record examples of visually stimulating plants. Find and record functional ideas from plants. bserve people and record the kinds of things they carry around. tudents should meet at regular intervals to share findings and focus on a new task. efer to age 19 eachers otes ive students the opportunity to record their inspiration using a variety of tools and techniques. ketch books, coloured paper, textured paper or recycled paper. encils, pens, charcoal, chalks etc. Word banks and writing frames. igital cameras or phone cameras. After your visit he following structure could be used as a basis for your scheme of work :- ut and paste sketches, photographs and other imagery to make a moodboard. dentify visual and functional elements that can be used in the design. dentify who and what they will design for. Use these to develop a detailed design specification. Model ideas using paper and staples, clips and sticky tape. nvestigate colours, lines and patterns using paper and colouring media. est models against the criteria in a specification and make appropriate changes. dentify suitable natural materials for use in the finished product. Make the product with hand and machine stitching. nclude aesthetic details using embroidery or printing techniques. 23 copyright den roject

24 F uice rink Key bjectives his project follows the ornish esign and echnology planning strategy, where six strands of knowledge, skills and understanding are taught to fuel the process skills. he objectives for the project are listed under each of the strands. ome of these objectives need to be addressed prior to a visit to the den roject, others during a visit and some after a visit. uggestions on how to approach the objectives are given on the next page. he process skills addressed in this project are investigating and developing ideas, and evaluating. By delivering the learning required to reach the six-strand objectives, students are expected to achieve level 4, 5 or 6. A higher or lower range of attainment levels can be reached by teaching to more or less challenging objectives in the six strands. K dentifying opportunities for juice drink products. Analysing the environmental impact of a range of juice drinks. Writing and working from a specification. F A KW A UA 2 and 3 sketching from real life onsidering the nutritional value of fresh and processed fruits. Understanding the various ways that fruit is protected to keep it fresh and blemish-free during transportation. Understanding the methods and ingredients that keep fruit drinks fresh. Understanding the implications of the above for energy use, transport, sustainability, etc - see page 19. X A F KW, K A UA AFA A MMUA K 2 and 3 sketching from real life Modelling using fresh and/or processed fruit and fruit juice. ecording research using spider charts. MAA A dentifying where fruits are grown. onsidering fresh and processed fruits and fruit juices. uicing, pulping and blending fruits. A A KW A UA 2 and 3 sketching from real life Using the sensory qualities of fruits to produce an appetising drink product. Using colour to attract consumers /customers. FU A U - social, Understanding cultural, environmental, the meaning etc... of food miles. Understanding that using locally sourced seasonal fruits can help minimise food miles. onsumer demand (cost, preferences in taste). ealise that environmental compromises will have to be made. K A AAM A nvestigating developing ideas evel 4: Use information about existing drinks to generate ideas for new juice drink products. evel 5: dentify and record a range of fresh fruits, and use these when developing ideas. evel 6: evelop detailed criteria for designs and use these when exploring design proposals. valuating evel 4: ompare a range of flavour combinations and identify what works well and what could be improved. evel 5: onsider food miles as a constraint on the design of the product. evel 6: Balance the issues of food miles against consumer demand and make informed judgements about the design of their juice drink product. 24 copyright den roject

25 F uice drinks esign brief Activity ideas he stimulus, context and message/value come together to form the design brief. MA / VAU - Food miles nvestigate how fruit clocks up food miles as it is transported around the world. MUU - Fruit and fruit products esearch fruit drinks available + + at the den roject and find out where the ingredients may have come from. X - Fruit drinks for the café esign and make a tasty drink which would be suitable for sale at the den roject. Before your visit ncourage students to explore the range of factors that influence people when they buy products. his activity encourages students to consider the reasons behind their own buying preferences. 330 ml can of ola 80p 250ml glass of organic tropical fruit juice, ml bottle of flavoured milk, ml carton of apple juice, 60p f they were given 1 to buy a drink, which would they choose? (they can keep any change, or make up the difference with their own money). Why have they made this choice? easons may include flavour, cost, nutrition, convenience, environmentally friendly, never tried it before... here are no right or wrong choices, but many different and personal reasons behind the decisions. tudents will have to balance these personal, economical and environmental factors in the design of their drink product. ote - When considering environmental and sustainable issues a series of value judgements is required xample - he use of mango juice in your fruit drink will increase food miles but may be using recyclable packaging and/or the mango juice may come from a fair trade source. uring your visit he objectives during the den roject visit are to :- xplore the biomes and identify a range of fruits, along with the countries they are grown in. xplore the ore, visiting the interactive exhibits to learn more about the issues behind food miles. dentify areas of positive environmental practice that could be incorporated into the fruit drink product. ve students a world map. While they explore the Biomes they should sketch fruits and identify where they are grown on the map. trawberries from gypt = 2180 miles Mangoes from Brazil = 5778 miles Bananas from the Windward slands = 4170 miles ranges from outh Africa = 5637 miles ow many miles does the fruit travel to reach the UK? ow may the food be protected and preserved during transport? Apples from ew Zealand = miles After your visit he following structure could be used as a basis for your scheme of work :- aste test a range of commercial drinks and as a class rank them in order of preference. peculate on the possible ingredients in each of the commercial drinks, then reveal their possible food miles value. ost could also be discussed at this point. iscuss how designers have to balance taste with environmental and economic issues. evelop detailed design criteria using taste, food miles and cost as focus points. Model potential fruit dinks, using sensory appraisal techniques to evaluate what works well, and what needs improvement. dentify the ingredients of the final drink product, showing how the design criteria have been met addressed. he issues raised in these activities could be explored further in other products for example :- maufacturing product life cycle waste / recycling onsideration of the implications for energy usage and resource issues through packing manufacture, the product life cycle and waste /recycling etc. should be given at some stage in this project. 25 copyright den roject

26 U reetings ard Key bjectives his project follows the ornish esign and echnology planning strategy, where six strands of knowledge, skills and understanding are taught to fuel the process skills. he objectives for the project are listed under each of the strands. ome of these objectives need to be addressed prior to a visit to the den roject, others during a visit and some after a visit. uggestions for how to approach the objectives are given on the next page. he process skills addressed in this project are investigating and developing ideas, and making quality products. By delivering the learning required to reach the six-strand objectives, students are expected to achieve level 4, 5 or 6. A higher or lower range of attainment levels can be reached by teaching to more or less challenging objectives in the six strands. K bserving and taking inspiration from the work of exhibit designers. Applying mechanical principles to make moving parts in cards. F A KW A UA xploring a range of lever and linkage systems. ransferring movement from one part to another. Understanding the implications of the above for transport, sustainability, biodegradability, recycling etc. X A F KW, K A UA AFA A MMUA K 2 and 3 sketching from real life 2 drawing to record the graphical style of exhibits and display accurately. Modelling working mechanisms using card. ommunicating environmental issues through a mechanical message card. MAA A ecycled and recyclable materials. Using different graphic drawing media to produce a professional - looking card product. Using A/AM to design and make working mechanisms from card. A A KW A UA 2 and 3 sketching from real life Mimicking stylised design types to create clear graphical imagery. esigning within the capabilities of available manufacturing methods. FU A U - social, Understanding cultural, environmental, the meaning etc... of food miles. he 4 s reduce reuse recycle reinvest K A AAM A nvestigating developing ideas evel 4 Find information about the 5 s and generate ideas for the content of a message card. evel 5 dentify and record effective communication techniques used in exhibits. evel 6 Apply these communication techniques in the card design. Making quality products evel 4 Use card and graphic media to produce a message card with a simple working mechanism. evel 5 heck work as it develops and modify the design in the light of progress. evel 6 Use A/AM facilities to their full advantage by designing more sophisticated mechanical systems. 26 copyright den roject

27 U reetings ard esign Brief Activity deas he stimulus, context and message/value come together to form the design brief. MA / VAU - he message should illustrate an aspect of the 4s. + MUU - Fruit products nteract with the exhibits and automata and identify the ways they communicate messages. + X - esign an interactive message card to be sold in the den roject shop. Before your visit tudents could take part in a sorting activity to help them relate to the 4s. Use real waste (ensure that it is washed and safe to handle) or photographic collection of waste and sort into the following categories :- U - dentify excess or unnecessary packaging. roducts and containers that can be U. Waste that can be. V - ook for products made from recycled materials or ones that can be recycled. nteractive resources will help students to understand ways to achieve various mechanical movements. uring your visit he objectives during the den roject visit are to :- nteract and take inspiration from the exhibits and displays in he ore and around the den roject. ecord messages and stories about reducing, reusing and recycling waste. ecord various techniques used by designers to communicate stories and messages. nvestigate and record stories and messages concerning the 4s :- he Alchemy entre recycling exhibition at the ineapple car park. ecycling bins positioned throughtout the site he ance of ife arcade game based on the 4s to be found in he ore. eused rubber tyre seating in the umid ropics Biome. ook for the Waste eutral exhibits throughout the den roject site. After your visit he following structure could be used as a basis for your scheme of work :- hare research of the 4s, focusing on the stories and messages already used by the den roject. dentify other aspects of the 4s that have strong imagery. Use working models of levers and linkage systems to explore various mechanical movements that could be translated into a greetings card. onsider ways to apply mechanical movement to enhance the imagery and develop a simple story. Model and refine ideas using card and butterfly clips. his could be done using hand tools or A/AM. dentify suitable recycled or reused materials for use in the finished product. tudents will use this understanding to help them recognise and interrogate the mechanical exhibits and design their own interactive product. nvestigate and record how messages and stories are communicated through interactive and static exhibits :- he lant rocessor in the ore is a people-powered automaton, where issues are explained through illustration and writing. he lant ngine in the ore uses a combination of living plants, automata and captioned cartoons. Make the mechanical parts of the card using A/AM. elect appropriate graphic drawing media and use them to illustrate and add text to the greetings card. 27 copyright den roject

28 A U his teaching resource has been developed by the esign and Making entre in association with the den roject. t is the copyright of the den roject. he original exhibits to which this resource responds can be found at the den roject. he exhibits on the ground floor of the ore and the Arcade of ideas are the copyright of ngineered Arts and are the property of the den roject. he teaching resource is free to download from the den roject website for use in educational activities. Any further use or reproduction of the exhibits must be by written permission of the den roject. his work has been kindly funded by the eiscover Fund, a joint venture between the Millennium ommission, Wellcome Foundation and Wolfson rust. he den roject wish to thank the pupils from Wadebridge chool, umphry avy chool and amborne cience and ommunity ollege for their help in the compilation of this pack. he den roject is grateful to all the photographers whose work appears in this pack. heir copyright is retained. We would like especially to thank the esign and Making entre team who created this pack. he copyright to images owned by the esign and Making entre is retained. rinted copies A4 or A3 full colour paper copies of this pack may be obtained at cost from the esign and Making entre if required 28 copyright den roject