Lesson #4: Transforming sketches into a proposal-part 1

Part of the unit: Two-Dimensional Furniture Design |

Goals

Aim: 
How can we transform our sketches into a proposal?
Students will be able to:
Understand that choice in point of view, proportion, and scale help the viewers envision the unique qualities in a product
Understand the difference between an industrial design drawing and a regular drawing
Refer back to lesson 1 on line, shape, composition, and texture to develop their drawings of their three-dimensional models.
Materials
ebony pencils, erasers, rulers, Sharpie markers, watercolor paper
Resources
What is Design? poster Patent Room: Art of Industrial Design at www.patentroom.com Doodles, Drafts and Design: Industrial Drawings for the Smithsonian at www.sil.si.edu/exhibitions/doddles.
Motivation: 
1. Review what we have done by viewing "What is Design?" poster as a guide. Go over the design process with the students and have the class review and evaluate their progress:
  • At what stage in the design process are we now?
2. View selected drawings from Patent Room: Art of Industrial Designat www.patentroom.com and Doodles, Drafts and Design: Industrial Drawings for the Smithsonianat www.sil.si.edu/exhibitions/doddles. i.e. Tennis Racketby Howard Head, Telescoping Shopping Cartby Orla E. Watson, Singer Sewing Machine, Track Spikeby Erie Railroad, Bowl and CoverTupperwear by Earl S.Tupper. Engage students in a discussion, while comparing and contrasting drawings. Have artwork viewed in lesson 1 as a reference. Define Draft, Industrial design, and Prototype during the discussion. Some guiding questions to ask:
  • How are these drawings different from the drawings of objects we saw during lesson 1?
  • How do these drawings help us envision a product?
  • How does it help us visualize the function, form, size of the product?
  • What is a proposal?
  • What is a draft in writing? What would a draft be in product/industrial design?
  • Would you be able to make a prototype of this product by looking at these proposals?
  • What else would you add to complete the proposal?
Demonstration: 
1. Explain the project to the students: we will be creating a proposal drawing of your concept chair design by using your sketch model as a visual guide. 2. Demonstrate looking, choosing a point of view, and sketching the 3-D model of their chairs with an ebony pencil. While demonstrating, refer back to lesson 1 on use of line and shape, as well as drawings viewed during motivation. Some guiding questions to ask:
  • Which angle will show the function of your chair?
  • Which angle will show the uniqueness in form of your chair?
  • How many angles will you need to draw for the viewer to get an overall sense of what your chair is like?
  • If the function of your chair is not visible on your model, how would you add/draw the function?
  • What can you add to show the size of your chair?
3. Demonstrate outlining pencil sketch with fine and ultra fine Sharpie markers. Explain, while demonstrating, that varying the line thickness creates a visual effect in a drawing.
1. Distribute students' chair models and sketches. Have them spend a moment looking and choosing points of view to draw from. 2. Post the following guiding questions on the board for students to refer to:
  • Which angle(s) will best show your chair's function?
  • What can you add to show your chair's function?
  • Which angle(s) will best show your chair's form?
  • How will you show the size of your chair?
  • How many angles do you need to draw to show the overall "feel" of your chair?
  • Will you outline your chair with Sharpie markers or leave it as is?
2. Distribute materials; ebony pencils, erasers, rulers, Sharpie markers, watercolor paper 3. While working, encourage students to use their own style of drawing. Let them know that this is the base sketch. Texture and colors will be added during the following session.
Choose two or three students' drawings that show their chair design's function, form, and scale. View along with their sketch models and discuss:
  • What kind of function does this chair have? How can you tell?
  • What do you think it's like sitting on it? How can you tell?
  • What did he/she do to show the scale of the chair?
  • What kind of material or color do you think would best attract your targeted audience? Why?
Have students derive ideas from their environment by being extra aware of the materials that everyday products are made of. Have them write down ideas for materials that their chairs can be made of, while keeping their targeted audience in mind.