9 MODULE 1: TERM 1 – Introducing the world of design
Activities for learners Activity 1
Exercise Find a picture of an interior (preferably without any human, animal or organic objects) and a black kokipen. Te picture could come from an interior magazine or any other resource brought to class by you or your teacher. Use the kokipen to ‘black out’ everything in the picture that could be classified as design or has been created by a designer.
Activity 2
Can you recall and make a list of all the objects and products of design you use in the first hour of your day? Let’s have a closer look and explore how design touches our everyday lives. All these objects had to be designed by someone, and from time to time also redesigned to match our constantly changing lifestyles, trends, new technology and even basic human needs.
Exercise - Line drawing
Collect all the items you use during the first hour of your day. Of course, it won’t be possible to collect everything because of their size. Organise these objects in order of use. Tis way you can create a visual storyline of the first hour of your day.
Now take one A4-size paper and carefully do a line drawing of each object, one object per page. You may use either a pencil or a pen (a 2B or 4B pencil will be best but you can also use a HB pencil).
Practise the following: a) Carefully look at your object from different angles and then decide from which angle you want to draw it. b) Now, look at the blank space you have on the A4 piece of paper and carefully plan how and where you will start your drawing. It is fine if you eventually realise that your object will not fit onto the
page.Complete the drawing and try again with the next object. You will keep improving if you keep trying.
c) Slow down; do not rush this drawing otherwise you won’t develop vital observational skills. Try to spend at least 3 minutes on each drawing. Drawing a comb might not take as long as drawing a shoe or a hairdryer. Al depends on how simplistic or complicated the object is.
d) Try to spand more time looking at the object while drawing, than at the paper you are drawing on. e) While you observe all the details of your object, also take note of how the light falls on the object and where you find shady darker areas. Now try to manipulate your control over the use of the pencil/pen/drawing tool. Release pressure on your pencil/pen when you draw a part of the object that has a lot of light and seems to be lighter and brighter in colour. Te opposite is true when you do a line drawing of a darker shady area. Increase the pressure on your drawing tool so that you can draw a darker line to indicate where the shady areas are.
f) Sensitive line drawings as described in e) are vital for further development of your drawing skills. Make sure that you master this!
g) Don’t draw what you think the object looks like. Really draw the shape and other details that you see in front of you. Take your time. Tis is not something that should be rushed. h) Try and fill the A4 page. Do not draw a miniature version of your object.
Aſter you have completed all the line drawings of your objects, place all your A4 drawings in chronological order or timeline and tell the story of the first hour of your day. Well done, you have now created your own visual storyboard. Note that every single drawing will count towards your drawing mark. See examples of line drawings on pages 53–55.
Copyright © Future Managers
WHAT IS DESIGN?
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137
