An investigation into the effect of systematic design methods in craft, design and technology (CDT)

Abstract

This paper has grown out of a long standing personal concern that the current approaches to design teaching are too narrowly based and that they can distort the very activity that they set out to encourage. A survey of the comments made in Examiner's Reports of pupil's work in public design examinations during 1986 & 1987 provides some insight into the difficulties that pupils experienced in carrying out their design activities.

Design activity in schools developed from the beginnings initiated by the curriculum development projects of the late 1960's and early 1970's. These put forward methodical approaches to designing which have become widely used in UK secondary schools and which are now firmly embedded in the publications and project assessment framework of the current national examinations.

The present study suggests that, while these methodical approaches clearly work, they imply a logical progression of thought which does not necessarily parallel the pattern of human thinking. It is recognised that pupil's design folios ‘written up’ at the end of a project can be made to describe a logical, systematic procedure which has more to do with the assessment framework than the actual developments of design ideas during the project. Indeed, teachers and candidates were being actively encouraged to base their work on these structured frameworks:

‘The actual style and quality of the folder presentation is also important. This is particularly so when working to a detailed mark scheme. Certainly it is easier to mark a folder which broadly follows the pattern of the mark scheme than one which is very erratic. Teachers are advised as to the advantages of using the mark scheme as a teaching tool and as a guide for folder presentation. NEA, 1986.

Finally, the paper examines some more recent developments in the procedural models of design activity and the way in which professional designers approach their work. These insights provide an indication of the way forward for school design work and its assessment.