Loughborough University Library: Open Journals
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Sixth Form Examinations in Art and Design
Get PDFExaminations - in any subject - at 'A' level form the major influence on teaching the Sixth Form and the backwash effect of this form of examination has its effect through the earlier years of secondary education. The main objections to the present system is that examinations in the Sixth Form are too specialised and syllabuses require much study in depth. Contrarywise, when Art examinations are under scrutiny they are often criticised for lack of specialisation and depth of study. Often criticisms of art examination are vague and are simply side-swipes, which examining bodies are adept at parrying, whose power has been generated simply on the basis that certain students have not passed or gained the right grades, which a teacher believed they should have done
Off to a Good Start - Or How to put the 'T' in C.D.T
Get PDFThe pungent smell of machine oil mingled with disinfectant prevails the workshop air. Lathes stand gleaming, a little worse for wear but devoid of swarf and bits of metal. Floors and benches swept clean, tool cupboards, racks full, vacant places replenished with sharpened dividers and scribers. Files, try squares, calipers, all recolour coded with a fresh coat of paint. Another school year and the beginning of a new term. The noise of Third Years lining-up in the corridor cracks the atmosphere, eager, expectant, demanding bodies rush and jostle. Mixed ability, mixed emotions, mixed sexes, all mixed up in groups of twenty-ones.Finding a project, topic, problem, need, situation, design brief, whatever we call it that involves a total Craft, Design and Technology concept and experience is difficult. No, you may say, it's easy - just set a design problem such as design and make a small hammer, box, egg-holder, toothbrush rack and so on. Good old standbys, never fails, grabs their interest, teaches skills, functional end product - 'Something to show Mum and Dad'. But ask yourself is it CDT? Producing a design problem that is stimulating, demanding and relevant to that age group and combines the following:(a) that encourages the development of each pupils' potential both in cognitive and manipulative skills.(b) encompasses the whole essence of what CDT is about.I would suggest that points (a) and (b) are a challenge for many new and even established teachers.Probably one of the main reasons for this situation occurring is what I call 'The Great Technological Syndrome'
Reviews
Get PDFThe following publications have been reviewed by the mentioned authors;Getting Things Right Design and Realization by Adrian Marden, reviewed by Michael RobertsVisual Messages: An Introduction to Graphics by C. J. Breckon, L. J. Jones and C. E. Moorhouse, reviewed by John BaleErgonomics in the Computerized Office by Etienne Grandjean, reviewed by T. LawleyTeaching GCSE Craft, Design and Technology by David Rees, reviewed by Brian OppenheimComputers at Work by H. Scott, B. Frost, S. Alexander and G. Bowie, reviewed by S.R. St. J. NeillScience Report for Teachers: 10 Metals at age 15, reviewed by David BarlexThe Anti-Colouring Book by Susan Striker & Edward Kimmel, reviewed by Marshall HughesUnderstanding and Using Technology by A. Todd, C. McRory and D. Todd, reviewed by David Perry
Mountains, Museums and Mill Meece
Get PDF'Technological activities are now firmly established in schools. They have been introduced by diverse methods, but they are here to stay'. Not my words, but those used to introduce each Project Technology Handbook published since 1967 when Project Technology was set up by the Schools Council. By 1973, Handbook No. 10 - Industrial Archaeology for Schools - had been published, serving as an excellent guide for any school attempting activities of this type and also giving accounts of studies which had already been developed in areas which were littered with relics of an industrial past. Hayle Secondary School in Cornwall was in just such an area and teachers and pupils took full advantage of their unique opportunities
Drawing Board Projects: The case for design experiences without three-dimensional realisation
Get PDFIn the context of the school curriculum, projects and investigations, as we all know, are now considered indispensible; although I recall being inspir~d by a certain History master in the late 1940s who set us, as fourth-formers, research exercises on such topics as Jethro Tull, Turnip Townsend, and other agricultural and industrial pioneers of the 18th and 19th centuries. In those days, of course, we still called it ";homework";, even though the work involved extended field trips into the archives of the public library. Exercises such as these would now be properly termed ";investigations";, since there is no sense of ";projection"; into the future or into the production of an original creation or artefact. Since that time, the Project Technology team and others have done much to place technology more widely into the traditional school environment so that, in addition to the analytical study of other peoples efforts, children and students are encouraged to experience the design process for themselves and the exhilaration and inevitable frustrations that are inseparable from it.The design process, as Deere 1 and others2 have shown, is the essential core of Technology and any technological project should therefore incorporate a strong element of design; if the prime purpose of an exercise is analysis rather than synthesis, then it might be better described as an investigation
Helping primary school pupils to understand the relationship between needs, wants and technology
Get PDFThis research might help you...To consider the purposes of the activities in your classroom. If you want pupils to reflect on something you will need to give appropriate time, stimulus and means of responseTo use reading and discussing stories as a means of enabling pupils to think about things outside their immediate experienceTo put designing and making activities in a historical context which has personal appeal and involvementTo link questions to designing and making activities in a way that enables pupils to develop a wider appreciation of technologyI have been struck by how many children in primary school see technology in a limited way; limited in fact to their own designing and making in school. Through these activities they had difficulty in grasping a wider view of technology. In this article I describe my attempts to widen their perception of technology
Stepper motors in students' projects - when and how to use them
Get PDFDevelopments in simplifying the programming of PIC Microcontrollers have made the devices more accessible to students and to school technology departments. Following our paper on interfacing with the PIC, our research I has shown that although many Key Stage 3 and 4 students are now beginning to use PICs in their design and make projects, for many students driving LEDs to simulate output devices is still as far as they wish to get. Our research also shows that recently in many schools much progress appears to have been made and DC motors and other inductive devices are being interfaced with the PIC and both Key Stages 3 and 4. We have been asked to take the initial paper a little bit forward and produce some guidelines for driving stepper motors. This paper provides a short background on the functionality of stepper motors and goes on to describe some possible ways of driving s
In Search of a Sustainable Future: An International Overview of the Contribution from Design and Technology Education
Get PDFIn 1987 the World Commission on Environment and Development developed a definition of sustainability that was included in its report Our Common Future. This report stated that sustainable development ‘meets the needs of the present generation without compromising the ability of future generations to meet their needs’ (Brundtland, 1987, p. 40). Five years later, in 1992, the UN General Assembly asked for a report on progress and convened the United Nations Conference on Environment and Development (UNCED, 1992). The Rio Earth Summit declared that the right to development must be fulfilled in order to meet equitably developmental and environmental needs of present and future generations. The purpose of this paper is to describe the extent to which design and technology education curricula in eight countries are teaching students to take into account, when designing and making products and services, the needs of the present generation without compromising a sustainable future. Do curricula emphasise sustainability? How effectively is sustainability addressed in schools within design and technology education? The main body of the paper consists of contributions from the eight authors, who describe design and technology in their own country (or region) in terms of:• its organisation;• its core aims;• the extent to which it encourages students to think about meeting the needs of the present generation without compromising a sustainable future;• an example of good practice that relates design and technology education and sustainability and that could be adapted for use in other counties.The reality is that internationally design and technology is diverse in all these aspects but, whether they have the backing of curriculum frameworks or not, design and technology educators in many countries are making significant efforts to help young people consider issues of sustainability when making decisions in the process of designing and making
