The Business of Design

By Cooper-Hewitt National Design Museum, December 4, 2007

Grade Level

Middle School

Subject Area

Language Arts
Social Studies

Lesson Time

Two fifty-minute class periods

Introduction

Cooper Hewitt Smithsonian Design Museum’s Design for the Other 90% exhibition demonstrates how design can be a dynamic force in saving and transforming lives, at home and around the world. Of the world’s total population of 6.5 billion, 5.8 billion people, or 90%, have little or no access to most of the products and services many of us take for granted. In fact, nearly half do not have regular access to food, clean water, or shelter. Design for the Other 90% explores a growing movement among designers to design low-cost solutions for this “other 90%.” In this lesson students will examine the varied aspects of design businesses, and create a presentation highlighting what they learn.

National Standards

Common Core Literacy for Other Subjects

Strand Reading for History/Social Studies Grades 6-8

RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.

Strand Writing for History/Social Studies, Science, and Technical Subjects Grades 6-8 WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.

Common Core English Language Arts

Strand Speaking and Listening Grades 6-8 SL.6-8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6-8.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Language Arts - Reading

Standard 7. Uses skills and strategies to read a variety of informational texts Level III. Benchmark 1. Reads a variety of informational texts (e.g., electronic texts; textbooks; biographical sketches; directions; essays; primary source historical documents, including letters and diaries; print media, including editorials, news stories, periodicals, and magazines; consumer, workplace, and public documents, including catalogs,technical directions, procedures, and bus routes)

Language Arts - Writing

Standard 1. Uses the general skills and strategies of the writing process Level III. Benchmark 5. Uses content, style, and structure (e.g., formal or informal language, genre, organization) appropriate for specific audiences (e.g., public, private) and purposes (e.g., to entertain, to influence, to inform)

Working With Others

Standard 1. Contributes to the overall effort of a group

Economics

Standard 10. Understands basic concepts about international economics Level III. Benchmark 7. Understands that increasing international interdependence causes economic conditions and policies in one nation to affect economic conditions in many other nations

Geography

Standard 11. Understands the patterns and networks of economic interdependence on Earth's surface

Benchmark 1. Understands the spatial aspects of systems designed to deliver goods and services (e.g., the movement of a product from point of manufacture to point of use; imports, exports, and trading patterns of various countries; interruptions in world trade such as war, crop failures, and labor strikes)

Objectives

Students will:

investigate the Design for the Other 90% exhibition
explore varied aspects of the design process
listen to a podcast on design
read design business articles on entrepreneurship and economics
respond to writing prompts
participate in small-group and large-group discussion
conduct internet research
create a class presentation
work collaboratively in small groups

Resources

“The Business of Design” handout (attached)
http://www.npr.org/templates/story/story.php?storyId=11032381
Cooper-Hewitt's Design for the Other 90% exhibition
http://images.businessweek.com/ss/07/05/0509_cooperhewitt/index_01.htm
http://online.wsj.com/article/SB117951728791007805.html?mod=hpp_us_editors_picks

Materials

Computer with internet access

Procedures

Building Background Investigating the World of Design

The purpose of this activity is to introduce students to the connections between design and business.1. Ask the students to brainstorm a list of things they know about business and economics. Then, review or introduce some of the basic concepts of economics and business listed below:

Increasing international interdependence causes economic conditions and policies in one nation to affect economic conditions in many other nations
The characteristics and features of viable business opportunities
How cultural difference, export/import opportunities, and current trends in a global marketplace can affect an entrepreneurial venture
Global economic interdependence

2. As a class, listen to the National Public Radio podcast entitled “Functional Designs that Save Lives” at http://www.npr.org/templates/story/story.php?storyId=11032381. Ask the students to share their responses to the podcast. 3. Introduce your students to Cooper-Hewitt, National Design Museum’s Design for the Other 90% exhibition. View the slide show highlighting examples from the exhibition at http://images.businessweek.com/ss/07/05/0509_cooperhewitt/index_01.htm. Invite students to share their responses to the exhibition with their classmates. 4. Divide the class into small groups. Ask the students to read the Wall Street Journal article entitled “How Innovative Devices Can Boost Poorest Farmers, Entrepreneurs” at http://online.wsj.com/article/SB117951728791007805.html?mod=hpp_us_editors_picks. Ask the students to discuss the article using the following questions as guidelines:

Why do some people think design is only for the wealthier parts of the world?
What are some factors to consider in designing for the poor?
What is the relationship between quality and price?
What are some challenges in adopting new products?
What is needed to attract young designers to working with the poor?
How does this article connect to the Design for the Other 90% exhibition?

Have each group share its thoughts with the entire class. 5. Ask the students to respond in writing journals to this quotation: “We want to train our students not only in tangible skills but intangibles. We want them to make valuable contributions...Designers have to open up themselves to the world.” Richard Koshalek, President, Art Center Source: http://www.artcenter.edu/designmatters/ Invite students to share their responses to this quotation with the entire class.

Steps for Learning The Business of Design

The purpose of this activity is to provide students with an opportunity to investigate a variety of design businesses. 1. Divide the class into small groups. Give each group a copy of “The Business of Design” handout.2. After each group has presented its work, lead a class discussion based on the following questions:

What did you learn from your classmates’ presentations?
What was the best part of each presentation?

Assessment

Create a class rubric with your students that will help them understand the effectiveness of their work. Use the following guidelines to help create the rubric.

Rate the effectiveness of your business research efforts.
Rate the creativity of your presentation.
Rate the overall quality of your presentation.
Rate how well your group was able to collaborate.

Enrichment Extension Activities

Differentiation for High School:

Find a local design business that is willing to come and speak to your class. Have the students prepare questions and do research prior to the visit.