Design, Creativity and Technology Assessment Map - Sample at 2.25
The Yarra Art Cafe model building
Context
The following hypothetical scenario was presented to students:
The Lord Mayor of Melbourne, John So, has asked architects to design a building to fit on a parcel of land overlooking the Yarra River. It has to have a garden for people to relax in (which also helps the environment). The building can be no taller than two storeys in height. It will be used for people to eat in and view art in the small art gallery. People who visit this building will be encouraged to walk, ride a bike or catch public transport so three vehicle parking spaces need to be provided – two for the disabled and one for truck delivery, plus bicycle parking.
Individually, students completed two different front and one bird’s eye view designs of their building and surrounds.
Students were required to gain feedback from the teacher and other students on their design work and respond to suggested changes.
After selecting and justifying their best design, students were required to list the materials and tools required and plan the steps to make their collapsible model building.
Students were required to record the changes they made, and why these were made. They evaluated the final product and wrote a brief speech to communicate the good points about their building to four or five other students.
They also shaded in a matrix to show how well their finished model met the requirements of the design brief. Students were provided with a workbook to record their designs and ideas.
The elements of the Investigating and designing Level 3 standard addressed by the task are:
(Students) individually and in teams, generate ideas based on a design brief, demonstrating understanding that designs may need to meet a range of different requirements. They use words, labelled sketches and models to communicate the details of their designs, and clarify ideas when asked.
Students think ahead about the order of their work and list basic steps to make the product or system they have designed.
The elements of the Producing Level 3 standard addressed by the task are:
(Students) use their list of steps and are able to choose appropriate tools, equipment and techniques to alter and combine materials …
(Students) use a variety of simple techniques/processes and a range of materials/ingredients to safely and hygienically alter and combine materials/ingredients and put together components to make products …
The elements of the Analysing and evaluating Level 3 standard addressed by the task are:
(Students) test, evaluate and revise their designs, products … in light of feedback they have gained from others. They identify what has led to improvements and describe what they consider to be the strengths and drawbacks of their design, product … They consider how well a product … functions and/or how well it meets the intended purpose.
Stimulus
The following design brief was provided.
As the architect you will have an area of 600 square centimetres to use which can be any shape. You will need to design, make a model and evaluate it.
The model building must:
- be no taller than 30 centimetres
- have at least two doors that open in different ways
- have a window that opens
- be collapsible so it can be moved easily from the architect’s office to the Town Hall to show Mr So.
Consider also:
- type of building materials
- colour
- orientation to the Yarra River.
The building surrounds must have:
- a garden/s of a total of 10 square centimetres
- disabled parking spaces of 1 square centimetre each
- truck parking of 2 square centimetres
- bicycle parking of 2 square centimetres.
You can use a variety of materials to make the building.
Sample
This work sample, and the related Design, Creativity and Technology 2.25 progression point examples, illustrates the kinds of responses that students produce as they progress towards the Level 3 standard.
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Investigating and designing – 2.25
A. Draws two front and two corresponding bird’s eye views for the model building and labels some of the required features. Gathers feedback from others for each design, but requires significant teacher prompting to provide other required information.
Part 2 – Selecting the best option
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Annotation
Investigating and designing – 2.25
B. Selects design one as the chosen design to make, but the decision is based on the availability of a box which is similar to the one in the design and that the student likes it, rather than making this selection because it best matches the requirements of the design brief.
C. Lists most of the materials and some tools/equipment that will be used to make the model building.
Part 3 – Steps to make the model building.
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Annotation
Investigating and designing – 2.25
D. Lists some of the steps required to make the model building, but omits some significant steps and does not provide much detail.
Part 4 – Producing the model building and recording changes
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Annotation
Producing – 2.25
E. Constructs model building using tools, equipment and materials, but model shows a low level of sophistication with some features that were shown on the design drawings not evident.
F. Documents a change that was made, but is not clear about the detail of the change.
Part 5 – Evaluation of the model building
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Annotation
Analysing and evaluating – 2.25
G. Provides an explanation for the finished model building not resembling the design option, but does not elaborate fully.
Part 6 – Speech
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Annotation
Analysing and evaluating – 2.25
H. Provides some points on the success of the model building which relate to the design brief requirements and focuses on a couple of features such as the colours used, and suitability of the selected types of doors and windows.
Part 7 – Matrix
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Annotation
Analysing and evaluating – 2.25
I. Highlights aspects of the model building in relation to the requirements of the design brief and shows that the height limitation was not met.
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