Reframing Design Problems

TASKS

In Outcome 1 you will address the Discover & Define stages of the double diamond design process. 

TASK 1: Identifying conceptions of 'Good Design'

• Create a PowerPoint that identifies conceptions of Good Design within the 4 Design Fields: One example of good design per field, and one example of bad design per field. Annotations should refer to Dieter Rams' principles of Good Design.

• Add a slide for conceptions of Good Design: Inclusion. Using the Premier's Design Awards as a point of reference, identify a key work of design which responds to needs of users with innovative design. Analyse how the design meets the criteria of Good Design, including key references to the innovative aspects of the design work. 

• Add a slide for conceptions of Good Design: Inclusion. Source the work of a First Nations designer, and outline how their work in design fosters inclusivity and understanding through their approaches to design. 

• Add a slide for 'Icons of Design'. Identify one key work of design from design history. Analyse it applying conceptions of Good Design, consider Dieter Rams' 10 Principles, and criteria from the Victorian Premier's Design Awards. 

TASK 2: Identifying & Defining Design Problems

• Design problem diary: Document 3-10 design problems you have encountered in daily life. Micro (impacts you directly) or macro (impacts a whole community)

• Identify a human-centred approach to researching (defining) the problem, or gathering information towards solving part of the problem. 

• Add definition: Review the structure of a Brief to outline areas that could be used to further define a design problem. Select one of your identified problems to flesh out further. 

TASK 3: Selecting a Targetted Design Problem & Identifying Parts of the Brief

• Select one of three design problems at Prahran High School for this year:
  a) The Art Department needs a title & visual identity for the end-of-year exhibition.
  b) The Music Department needs a distinctive visual identity to apply to Soiree and other school music events, as well as a cover for the school drum set.
  c) The Drama Department needs a distinctive visual identity to apply to communications about Drama events in the school. 

• Apply the Define stage of the design process to fully flesh out the design problem. Identify areas of The Brief that require input from the client, input from the target audience, and input from the designer to construct an effective Brief. 

TASK 4: Conducting Human-Centred Research

• Determine key methods of human-centred research to carry out to meet the needs of The Brief: Empathy Map, Survey, Interview, Focus Group. 

•  Conduct additional research into selected design need to determine key questions to inform human-centered research. 

• Review your data sets: Empathy Map, Interview, Surveys. Print copies, using methods such as highlighting, circling, and annotating to extract or make clear key information.
  Use annotations to link key information to sections of The Brief.
  Use annotations to identify interesting or useful information & findings from your research.

• Visualise your data: Create a graphic of your Empathy Map, with select information that demonstrates key findings from your research.  Refer to this Loom video to guide you on a method that you might use. 

• Visualise your data: Create a second data visualisation that represents a useful or interesting data point. Refer to this Loom video to guide you on a method that you might use. 

TASK 5: Constructing a Brief

Write a brief that addresses all key areas, and defines the problem. 

Key knowledge

·        conceptions of good design across a range of design disciplines and contexts

·        the role of visual language in producing good design outcomes

·        the Discover and Define stages of the VCD design process

·        techniques for effective collaboration in reframing human-centred design problems and identifying communication needs

·        human-centred research methods including ethical design research practices

·        strategies for convergent and divergent thinking

·        techniques for the presentation of human-centred research findings

·        the contents of a brief and its role in reframing ill-defined design problems

·        design terminology used in research, analysis and evaluation.

Key skills

·        identify and analyse past, present and personal conceptions of good design across various design fields

·        formulate ideas about good design in future contexts

·        use conceptions of good design to identify human-centred design problems

·        collaborate with others to explore and reframe design problems using human-centred and ethical research methods

·        apply the Discover and Define stages of the VCD design process

·        present human-centred research findings

·        compose a brief identifying a communication need

·        use appropriate design terminology in research, analysis and evaluation.