Idea Generation & "Back to Perspective"

The idea of sketching ideas back in their contextual perspective is not new. I talked about this many many posts back. Just in case you might not have seen or know about it... here is another one.

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During the stage of idea generation (or development), it is common for students to sketch the proposed solution as it is being explored or refined (if any) with no reference to the object it is intended to hold or the user who is supposed to be using it. It is like idea generating a pencil holder without any pencils in view. Note: Coincidentally, the three examples below did not show the user at all in order not to complicate this post.

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But you should observe that all three examples I have below, 1) an Umbrella Stand, 2) a Satay Sticks Monouverer, and 3) a Mobile Phone stand for a Bike, all have TWO things in common.

FIRSTLY, up to a certain stage in the idea generation process, 1) an Umbrella is sketched in, followed by a few,  2) a Satay stick sketched in, and 3) a Mobile Phone sketched in - all of them to get a 'feel' of the proposed solution when it is in use with the object they are intended for. 

SECONDLY, up to a certain stage in the idea generation process, 1) a Shop is sketched in, 2) a BBQ pit is sketched in, and 3) a Bike handle bar is sketched in.

What for?  To get a 'feel' of the proposed solution when it is in use with the object they are intended for. Why? Because ultimately these products got to be used in those proposed contexts!

 Umbrella Stand

Satay Sticks Monouverer

Mobile Phone stand for a Bike

Another reason why you ought to be doing so is so that you would be able to be sure that the proposed solution is likely to look right (or not) or likely to work (or don't work) in its rightlful context. To be dead sure, you may even want to move on to make a quick mock-up and place it there or start 'using' it in context.

In conclusion,

Idea Generation without including and evaluting the intended objects as it is being used or the user who will eventually be interacting with it, is like talking about the adrenaline rush you get on a roller coaster ride - and this is what you see:  there is no one on it, no sight of the coaster rails and the roller coaster is just aesthetically pleasingly sitting on concrete ground.

Idea Generation - Focusing on Alternative Functionality

Here is a simplified presentation on how I meant in class when I say,

"Generate ideas focused on the functions first. i.e. think and sketch different ways to make it work. Make use of your list of design specifications that mentions functions. Generate alternative ideas. Assess them. Evaluate them. Combine, modify and improve the ideas that you have. Do a quick mock-up and test out your ideas. A certain point of time, draw the hand in; draw the target user in. Remember to draw your more or less refined idea to be used in context to get a feel of how it may work. Use various drawing techniques to present your ideas. Annotate them to communicate how the idea is intended to work, etc.".

The example above shows you only two alternatives to secure cables to a table. The first one was in fact... well... literally my first thought of using a little blob of blu-tack to simply 'stick' the cable to the table. That was nevertheless an idea wasn't that? Then later what seems like a 'hook' idea came to mind and you have on the right side sketches of how a 'hook' may be used to secure the cable. You should notice that in all cases I sketched in a cable. 

Continue in a clockwise fashion, you notice some development going on. I have started to stretch the hook and make it slightly longer so that now I can secure up to three cables. Addition features at the ends of the hook to provide stability, etc.

At the bottom, assuming the idea was sort of developed, I began taking a step back and sketch in hands interacting with the hook cable securing idea. Sketching the hands in is a good way to visualize and appreciate how large (or small) the product may be. Good for sizing at the later stages. Good also if I decided to disappear in the workshop for a mock-up or two cause I have a good idea on its possible size and the diameter just by looking at my sketch. I could have further modified the hook's diameter and lengths so that it looks more proportionate or asymmetrical or 'balanced'. 

So you see, the idea generation process is very lively. Its very free. It doesn't condemn a bad idea. In fact there is no bad idea. If an idea doesn't look good, it can always be modified so that it works.

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Notice also that every proposed idea is extended via presenting them with a) additional perspectives and b) human interaction to show success of functionality and usability, i.e. shown being viewed in different angles and using multiple drawing techniques, e.g. a combination of 2D and 3D drawings and exploded views when necessary. 

This important step serves two purposes: 

1. It helps to present the proposed solution clearly by helping the designer (and the reader) 'see' the solution in an all rounded manner. And
2. Because the proposed solution is shown sufficiently in as many views as necessary, any problems or 'faults' can be easily picked up and that enables the designer to make effective improvements or propose alternative solutions to make it better.

(Included and updated on 28 August 2013)

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One common problem in a student's attempt in idea generation is to sketch an idea. Somehow it either looked funny or will not work. Then make a comment that it doesn't work. Then move on to another entirely different idea. That is not the way to work with ideas. 

You just killed one potential idea that could have been modified and developed so that it will now work instead of abandoning it.

The second example above show another idea generation starter. This time is an attempt to start generating ideas on the different ways to connect individual photo frames vertically and how they can be detached and add on easily. Not much detailing but you do see some development going on. For example you may see some details on how a magnet may be fixed into a 'cap' like structure for the magnetic connection idea. This is sometimes necessary because I would need have a 'feel' how how that might work. And one way to do that is to sketch them in exploded views and 'visualize' how each parts interact.

If I chose this concept for refinement or development, then I will move on to generate better ideas that works, decide on materials and making methods, etc.

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(First edition of this post on 24 Arpil 2013)
(Second edition on 20 August 2013)

Presentation & Working Drawing - A Simple Version

First of all, let me clarify why the title reads '... Simple Version'. In the GCE 'N' and 'O' Level Requirement, students are expected to produce a presentation drawing that is drawn in context. That is to say the product illustrated with user interactions within the proposed environment.

However, for my students in Secondary Two, the requirement for their presentation drawing is much simpler. As long as they can illustrated their design showing clearly the product in use, that is a good job done.

Below are examples which I showed my students in class what the hand-in quality of their presentation drawing and the working drawings should be like.

I did not follow use the students' theme 'Dining Experiences' cause I didn't want them to 'copy' my demonstrations. Rather to learn to design independently and with full autonomy.

A Sample of a Fish Note Holder Presentation Drawing

Nothing special here. Just the proposed product. Holding what it is intended for - business card or notes. Presented on a table. The students are free to add colors to it to enhance their presentation.

A Sample of a Fish Note Holder Working Drawing

Nothing special here again. In fact that is almost a complete working drawing. Shown in the example above are the basic essentials of a working drawing. 1) An Isometric View of the product with all the parts labeled, 2) An Orthographic Projection of the product to show the various dimensions and finally 3) A Material List.

Noticed in the Working Drawing sample I added a base to it. I did this because there are some students with more than one part to their design. So in the demonstration, I hope to cater to their needs by simulating an additional piece.

IMPORTANT:

The material list shown above is not entirely correct. It was deliberate.

Why not you spot what is wrong?

3D Drawings - Oblique and Isometric Drawing Practices

Classroom demonstrations on Oblique and Isometric Drawings.

Practice, Practice and Practice.

The only way to improve your drawing skills. There is no short cut.