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The Design and Make Task (DMT): some reflections on designing in schools
conference contributionposted on 2006-03-13, 17:59 authored by Howard G. Denton
This paper is based on the assertion that the initial phases of the design process in many schools has become a stylised ritual more to do with the production of endless sheets of over decorated artwork than efficient or effective design. This is juxtaposed with the requirements of the new Design and Make Tasks (DMTs). The resulting discussion centres on the opportunities the DMTs offer to look at the way Technology is taught. Points discussed include: • How the asserted ‘ritual‘ of designing has arisen in many schools. • That childrens‘ design ‘research‘ should be planned, appropriate, and of value. • That ideas should be generated and developed efficiently and effectively through appropriate modelling. Inappropriate modelling, such as the use of detailed drawings and colour in initial idea generation, should not be encouraged. • That children should be helped to reflect on their design work and share experiences in order to gain from the learning potential within the design process. • That informal groupwork should be used more frequently to assist in the generation and development of ideas
- IDATER Archive
CitationDENTON, H.G., 1993. The Design and Make Task (DMT): some reflections on designing in schools. IDATER 1993 Conference, Loughborough University
Publisher© Loughborough University
NotesThis is a conference paper.