Smaller Object Prototype

Smaller Object...

Today, I spent time laying out the templates in order to construct the first prototype for the smaller object. In order to conserve materials and get the most from a 4' x 8' sheet of EPI, extruded polystyrene insulation, I created one template then another . The object will be constructed by laminating the sheets together with each side having a seam running up the middle. Once constructed the handles/cut-outs will be added and the object will be critiqued by myself and the undergraduate researcher to experiment with an asymmetrical form.

Constructing Prototype One...

First Prototype...

Building the first prototype...

Next Step

Mid-term Models

Anthropometrics and Affordance

Drawing Activities

September 3, 2010 - Theory Presentation

Today I presented the theoretical framework regarding my graduate studio proposal. The next step in the process is to continue the efforts to organize the drawing activities, begin the case study analysis, and generate the programming document for classroom products.

Methodology

Through utilizing a participatory design approach, directed through a reflexive process, the participants of this study will act as the subject rather than the object of the study (Christensen & James, 2000). The design intention of this study is not to produce a final answer but to consider how the design of school furniture ought to be and in doing so propose one potential design solution. As with any design project or qualitative process there is no definite truth, but rather a concern for future actions. Through incorporation of a design and a constructivist approach the objective of this research is to document the collections of both participants and researcher, valuing both experiences in order to apply the information obtained to an appropriate design response.

The methodology has begun with a critical review of literature, and will continue with a series of case studies. In conducting this research in partnership with school stakeholders, I will use a variety of qualitative methods such as classroom inventory, photo ethnography, behavioral mapping, semi-participant observations, validation discussions, and drawing activities to gain access to the interpretations and activities afforded by classroom products. Following the collection of data, creative methods such as documentation, visualization, and the use of the design process will result in the creation of a new type of furniture for the learning environment. A final analysis and synthesis to document, contextualize, and project both the process and results will be written.

The qualitative methods to be used in this research will begin within a series of case studies. The first step in each case study will involve classroom inventories and photo documentation. During these case studies, semi-participant observations will take place while simultaneously making interpretations about behaviors and experiences observed. A behavioral mapping session will be conducted once every hour and during times of heavy student movement. The mapping will be documented on a floor plan of the classroom created during the classroom inventory. Interpretations from these methods will be exchanged in validation discussions with the classroom teachers. In addition to understanding student’s behavior and experiences in the classroom through observation, a drawing activity will be conducted with the students. They will be given the opportunity to draw several pictures showing their ideal or imagined learning environment.

References

Christensen, P., & James, A. (2000). Research with children: perspectives and practices. London ;New York: Falmer Press.

Proposal Presentation

As a designer and a student, I respect and understand how the environment can shape the learning experience. I feel a need to examine the educational environments used today especially with the continual interest in designing developmentally appropriate spaces. With an understanding of the benefits of user based design, I recognize the importance of understanding the needs of a user while also taking into account multiple users. This understanding of the user and insights can be attained though direct participation with the users.

The purpose of this research is to develop a new typology for furniture for use in the early elementary classroom that allow for divergent forms of child/object interaction. A failure has existed in recognizing the importance of where the teaching takes place and more specifically how the environment and classroom objects can be manipulated to effect learning (Knirk, 1979; Wannarka & Ruhl, 2008). In the early elementary classroom, specifically first and second grade, the students focus on developing, reading, writing, and math skills as well as the enhancement of cognition and socialization skills within a developmental period known as middle childhood (Gestwicki, 1999; Kellert, 2005). The first and second grade mark the initial experiences children have with formal education, making these years important for establishing learning habits.

With children being introduced to new topics in the first and second grade, they begin to develop different learning styles that are not only unique to each student but also for each task. There have been periods of educational reform that have marked the emergence of exceptional educational philosophies created by such philosophers as Dewey, Steiner, and Montessori (Lim, 2004; Burke & Grosvenor, 2008). These philosophies, although some overlap occurs, vary greatly in how they approach learning. Although differences occur within the structure of first and second grade academic programs, the classroom products used still fall within the same general typologies. These general typologies can be defined as a combination of chair and desk, and chair and table, along with the kidney bean table, and study stations. Through the understanding of different learning styles, educational philosophies, and child development an appropriate design response will be created.

Because child participation is a vital aspect in designing child-responsive environments and objects, this process is affective when conducted in a planned and attentive manner (Burke, 2007). Participatory design is used to better inform user-based design research and, even more specifically, child-based design research. Carefully incorporating participation with children along with the in-depth observation of children in educational environments provides information necessary to better design classroom furniture to benefit a student’s development.

References

Burke, C. (2007). The View of the Child: Releasing "visual voices" in the design of learning environments. Discourse: Studies in the Cultural Politics of Education, 28(3), 359-372.

Burke, C., & Grosvenor, I. (2008). School. London: Reaktion Books.

Gestwicki, C. (1999). Developmentally appropriate practice : curriculum and development in early education (2nd ed.). Albany N.Y.: Delmar Publishers.

Kellert, S. (2005). Building for life : designing and understanding the human-nature connection. Washington DC: Island Press.

Knirk, F. (1979). Designing productive learning environments. Englewood Cliffs N.J.: Educational Technology Publications.

Lim, B. (2004). Aesthetic Discourse in Early Childhood Settings: Dewey, Steiner, and Vygotsky. Early Child Development and Care, 174(5), 473-486.

Wannarka, R., & Ruhl, K. (2008). Seating Arrangements that Promote Positive Academic and Behavioural Outcomes: A Review of Empirical Research. Support for Learning, 23(2).