PROJECT TITLE
Design Analysis
AUTHOR
Sue Ballard de Ruiz
Tennessee State University
Nashville, Tennessee
aballard@tnstate.edu
PROJECT LEVEL
Sophomore
ABSTRACT
The planning and programming stage in any design
is crucial for creating a well-designed product. To assist students in
understanding this stage and its importance, they explored the designs
of known interior designers, architects, and furniture designers and tried
to analyze the step by step process these designers may have gone through
to complete their designs. This project entailed the analysis of an existing
design. Each student chose a design from his or her area of interest and
analyzed the steps in the design process as well as SAFE (simplicity,
appropriateness, function, and economics) design guidelines. Students
were allowed to analyze floor plans, room perspectives or furniture created
by known designers. Research on the life and philosophies of the designer
chosen allowed students to more fully understand the creative and planning
process of that designer.
OBJECTIVES
This project allows students to explore the creative
process of known designers, as well as, develop research skills and analyze
the design process.
PROCESS
Each student selected a design they found interesting
and met the above criteria. Students were required to research the designer
of the building, interior or furniture to aid in the understanding of
the design solution. Using their research and the design, the following
was addressed:
How did the designer....
1. Recognize and accept the problem?
2. Analyze the problem? Get to know the ins and outs of the problem.
Discover what the world of the problem looks like.
3. Define the problem? Decide the the main issues of the problem.
4. Generate ideas? Search out all the ways of possibly attaining
the major goals. Seek alternatives to solving the problem.
5. Select a solution? What is the best possible way to solve the
problem? Choose between the alternatives, trying the most logical solutions
first.
6. Implement the solution? How was the product made? What was selected
from among the solutions?
7. Evaluate the solution? Determine the effectiveness of the design,
the results.
How do you (the student) evaluate the design's....
1. Simplicity?
2. Appropriateness?
3. Function?
4. Economics?
PRESENTATION
Each student presented their analysis before the
class discussing the above criteria. A visual aid of the researched design
was required. A five page paper was required, including references to
document their research.
EVALUATION
Students were evaluated based on the extent of their
research and the ability to provide sound reasoning in their presentation
and paper.
PROJECT LENGTH
4 weeks (majority of time spent was outside of class)
RESOURCES
Hanks, Belliston, and Edwards (1978). Design
Yourself !. Los Altos, CA: William Kaufmann, Inc.
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