This set of slides shows the conceptual idea growing of a EZ card holder stand design.

2. Act 1 Spent a couple of minutes, conceptualise a holder to contain or hold 3-4 of your designed EZ-link holders.

4. Similar to project 1: Act 1 – design without guides. Act 2 – design with guides: first 2-D, then 3-D Act 2

10. Act 2 You try. Spent a couple of minutes, work out a number of random shapes.

31. In these 10 pages of design work, there are bits and pieces, trial & error, erasing, overlapping, etc. that are not shown here and should not be taken as unimportant work. It is together with these bits and pieces of work that the design progresses. Where possible, try to show as much as you possibly can in a natural way of doing your design. No need to show the process for the sake of showing. But let the process show in a natural progression of the design.

33. E.g. to arrive at this stage of the face, different trial & error stages like this page is executed. This is just an example of the many ‘in-betweens’ that are not being shown here or articulated in the design sheets. It has been tried and erased as the design progresses. In these 8 pages of design work, there are bits and pieces, trial & error, erasing, overlapping, etc. that are not shown here and should not be taken as unimportant work. It is together with these bits and pieces of work that the design progresses. Where possible, try to show as much as you possibly can in a natural way of doing your design. No need to show the process for the sake of showing. But let the process show in a natural progression of the design.

35. Act 3 You try. Spent a couple of minutes, work out a number of random forms. Design the final object.

36. What are we doing here? Teacher to demo and show. Pupils to doodle, sketch, doodle, and understand the need to ‘doodle and sketch quantitatively’ to arrive at a suitable design outcome. Do it in class. Do it at home. Keep a journal for all these sketches to be worked on. It is in a big way, practising drawing. Drawing in 3D. Correction will then be facilitated as pupils penned down their drawings.

37. What are we doing here? Also, Shape-Borrowing . This is a pretty subtle interpretation of existing real shape. Converting it to a nice cute looking cartoon-like or ‘animated’ like images would need trial-&-error stages. If faced with difficulty, make reference to cartoon characters. How designers work on such cartoon characters in the form of shape borrowing.

38. What are we doing here? Given or discuss design situation, design brief, design specifications with pupils; Pupils to research into WWF; emphasis on sustainability design; research into different animals; animal shapes and forms; doodling and sketching from 2D to 3D, till final designS; work on simple working drawing for marking out; work on modeling the outcome; marking out on materials; different shaping processes; different cutting processes; different finishing processes; and evaluation, if possible.

39. What are we doing here? What have they learnt or covered? A checklist could be used to work on topics to be covered or not covered, and how these topics could be worked into the project. E.g. technology like electronics may be considered.