Manaiakalani Google Class OnAir Lesson 7 - Using their isometric skills on design developments

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This is lesson 3 of 3 in a set of lessons about isometric sketching.
In the first lesson the students learned the isometric sketching skills they need for their project work.
In the second lesson, the students consolidated what they had learned by creating their own rewindable resources about isometric sketching.
In this lesson, the students are using their isometric skills to produce the design development work for their product design projects.

Direct Instruction
The Year 12 students 9and any Year 13 students who want the reminder, as we went over this least week), are to come round the front for a drawing demonstration.

The students are shown how to use the isometric skills that they worked on last week on their design developments.

My Year 12 and Year 13 class entering the room and getting on with their individual instructions. (including 1 Year 11 student who has joined this class)

Here is the direct instruction for what the group has to do to produce their design developments based on their isometric skills sessions last week.

Detailed Lesson Plan

Lesson Topic :- Design Development using Isometric Drawing skills Level 2 - Development of concept ideas - AS91342 Level 3 - Development of concept ideas - AS91630
Year Group :-  Year 12 and Year 13
Learning Outcome	To be able to produce design development drawings in 3D using isometric drawing skills. They have to combine their concept ideas, the feedback from their client and their 3D drawing skills to produce a range of design developments of their product design.
Success Criteria Using SOLO	Uni structural Multi structural Relational Extended abstract Produce 3D drawings that replicate simple design concepts in 3D. Combine the use of crating and guidelines to reproduce design concepts. Analyse concept ideas and produce design developments that use isometric skills that explain the best elements of the concept sketches. To be able to reflect on the concept sketches and create design developments based on the elements that have been evaluated as the best. These design developments are created with appropriate use of isometric sketching skills.
Links with the New Zealand Curriculum	Level 2 Curriculum Level: 7 Learning Area: Technology Strand: Design and Visual Communication Achievement Objective: Outcome development and evaluation Critically analyse their own and others’ outcomes and evaluative practices to inform the development of ideas for feasible outcomes. Undertake a critical evaluation that is informed by ongoing experimentation and functional modelling, stakeholder feedback, and trialling in the physical and social environments. Use the information gained to select, justify, and develop an outcome. Evaluate this outcome’s fitness for purpose against the brief. Justify the evaluation, using feedback from stakeholders and demonstrating a critical understanding of the issue. Achievement Standard: AS91342 Level 3 Curriculum Level: 8 Learning Area: Technology Strand: Design and Visual Communication Achievement Objective: Outcome development and evaluation Critically analyse their own and others’ outcomes and fitness-for-purpose determinations in order to inform the development of ideas for feasible outcomes. Undertake a critical evaluation that is informed by ongoing experimentation and functional modelling, stakeholder feedback, trialling in the physical and social environments, and an understanding of the issue as it relates to the wider context. Use the information gained to select, justify, and develop an outcome. Evaluate this outcome’s fitness for purpose against the brief. Justify the evaluation, using feedback from stakeholders and demonstrating a critical understanding of the issue that takes account of all contextual dimensions. Achievement Standard: AS91630
Key Competencies	Thinking Using language, symbols, and texts Managing self Participating and contributing
Prior knowledge	They have produced 2D concept sketches of lighting (level 2) and shelters (level 3). They have feedback from their clients about their concept sketches. They have done exercises based on isometric sketching using the grid sheets - including using crating, combining shapes and ellipses. In their projects they have done product research and seen their client. They are into the design production and have created concept ideas based on what their client initially wanted and have shown their client these concepts to get some feedback. They are now ready to develop these ideas into something more usable and practical.
Lesson Sequence	Session 1 Student Activity Teacher Activity Sit round the table with the teacher and watch the demonstration. Ask questions where needed for clarity or with elements to do with their own design concepts. Demonstration of using isometric grid technique to draw design developments. Stress use of crating to construct the design. Sketch examples using both the construction from the side and the base methods, depending on the concept idea they are wanting to develop. Session 2 Student Activity Teacher Activity Have their concept ideas open and make decisions about what direction to take their design developments based on the feedback from their client. Draw design developments using key parts of their concepts. Focus on making changes and improvements from their concepts. Draw in isometric using the support grid sheet. Individual or small group help as needed for individual problems based on concept ideas. Keeping students on track with using the grid paper as a guide to the isometric format.
Resources	Plain paper Isometric grid sheets Drawing pencils Sketchbooks Scanned examples made by teacher Isometric exercises and rewindable resources made by the students.
Next Steps	We will be moving on to including colour and tones on these 3D drawings so they are rendered to look like they are made from specific materials. We will also be including cross sectional views so the students can think about how the designs will be put together. We will also be including notes that explain how the design will be used, what it will be made from and how it will be constructed. These notes will also include how the design satisfies the needs of the client.
Reflection and Analysis
	What went well? The students remembered their isometric skills quite well and were applying them to their own design ideas. They understood what they needed to do and got on with it. They had a pleasing amount of confidence while they were working, even when it wasn’t going quite as planned. It was good to see them just getting on with it even when mistakes and misunderstandings were happening throughout the process. They are always more than happy to support and help each other when they are stuck and they are never shy to ask for help which is great. They had completed the drawing of at least one or two different designs by the end of the session today so we are ready to move on to talking about rendering next lesson so they can create a more complete set of designs. What did not go so well? Some confusion as to the process, especially in terms of using centre lines and construction lines to help support where elements go within the crate. Deciding what part of their concept ideas that they were going to move ahead with. This is related to their client not being specific about this but giving a more general feedback, so did not give them a very direct way to go. What could I do better? We could have looked at each other’ work as a team and the feedback that was given, and come up with ideas and directions to go in for each other. Produced some handouts that had the bare bones of crates / guidelines / centre lines for some specific shapes so they had these to refer to.

Ongoing Lesson

Here is the ongoing lesson after the direct instruction by the teacher has been given. It shows Year 12 ad Year 13 students getting on with their work and the teacher giving help where needed as the lesson goes on.

Examples of design development work supplied to students.