5 Steps

Sweat Equity Enterprises

5 Step Process

(SEE )
Curriculum & Guide
Table of Contents
Introduction ................................................................................................................................. i

Step 1 ...........................................................................................................................................1
Activity 1 Brief ............................................................................................................5
Activity 2 Brief ..........................................................................................................11
Activity 3 Brief ..........................................................................................................17
Activity 4 Brief ..........................................................................................................20

Step 2 ...........................................................................................................................................26
Activity 1 Brief ........................................................................................................31
Activity 2 Brief ........................................................................................................38
Activity 3 Brief ........................................................................................................44

Step 3 ...........................................................................................................................................60
Activity 1 Brief ........................................................................................................65
Activity 2 Brief ........................................................................................................70
Activity 3 Brief ........................................................................................................78

Step 4 ...........................................................................................................................................94
Activity 1 Brief ........................................................................................................99
Activity 2 Brief ......................................................................................................105
Activity 3 Brief ......................................................................................................111
Activity 4 Brief ......................................................................................................115

Step 5 ..........................................................................................................................................128
Activity 1 Brief ......................................................................................................133

Introduction to SEE
Sweat Equity Enterprises

What is SEE?
In 2004, Sweat Equity Enterprises (SEE) was founded by Marc Ecko to help youth discover their
creative and career potenial. SEE builds ground breaking collaborations between youth and industry.
SEE is a youth development program where teens participate in hands-on design projects. Youths
gain intensive design, technology and professional training as they develop original graphic, product,
or apparel designs in collaboration with a company partner. Through the program companies gain
a youth perspective that can help shape their brand, products, and marketing while young designers
gain a variety of 21st century skills that are transferable not just to school and career but to every
aspect of their lives.

Past projects have included bags for Marc Ecko Enterprises, graphics for New York Cares and Abada
Capoeira, shoes for Sketchers, watches for Callanen/Timex, package design for Dr. Miracles
Hair Care Products, skateboards for Zoo York, outerwear for Marc Ecko Enterprises, cars for Nissan
and branding for Best Buy and RadioShack.

Introduction iii

What is SEE’s learning process?
Over the course of approximately three to four months, young designers produce original concepts for
corporate clients following our methodology below:

5 Step Design Process
1 KICK OFF
IDENTIFY DESIGN CHALLENGE

INFORMATION GATHERING

2 RESEARCH INSPIRATION

CRITIQUE

BRAINSTORM

3 CONCEPT
DEVELOPMENT CONCEPT REFINEMENT

CRITIQUE

FINAL CONCEPTS

4 FINAL CONCEPT
DEVELOPMENT
REVIEW

FINALIZE
CRITIQUE/FOCUS GROUP

FINAL
5 PRESENTATION
CLIENT PRESENTATION

Introduction iv

What are the skills SEE’s students gain?
SEE does not intend to make all participants into designers – but rather build on the proven capacity
of design education to give them valuable transferable skills that can be used in every area of their
lives. In SEE’s 5 Step Design Process students learn, apply, and understand the following skills:

Professional: public speaking, project management, time management, Photoshop & Illustrator,
information management, market research, and insight into brands & consumer products.

Socio-emotional: problem-solving, communication, constructive self and peer criticism,
collaboration, and resiliency.

Academic: critical thinking, research, business, literacy, and math

Constant Reinforcements
Constant Reinforcements and facilitate better learning during the 5 Step Design Process. The
purpose of the Constant Reinforcements is to build-in skills and understandings our young designers
will use and need during Step 5 Final Presentation and in life.

By applying these Constant Reinforcements in each step of the design process SEE’s young designers
will be consistently:

Reading
Readings reinforce design understandings and design terminology.

Writing
Writing reinforces reflection and understanding of readings, research, and design concepts.

Discussion
Discussions allow SEE’s young designers to develop their oral skills and enhance their
understanding of the Design Process. These discussions also prepare our young designers for
presentations and design critiques.

Visual
Visualizing allows SEE’s young designers to use their understandings about design and manifest
them in a visual medium. Mediums for visualization include but are not limited to: sketching,

Introduction v

vector-based software, image-editing software, images, videos, models/prototypes, mood
boards, logos, and presentations.

Presentation
Client presentations and design critiques end every step in the design process. They reinforce
oral and visual skills and encourage professionalism.

Design Programs
Reinforcing design programs during each step within the design process allows SEE’s young
designers to become familiar with various tools and techniques. This familiarity with design
programs will enable our young designers to be more prepared during the final steps in the
design process when the workload heightens.

File Preparation
File preparation reinforces organization and documentation during the design process. In
additon the process of documentation allows students to reference prior learnings.

In this Curriculum & Guide you will find Constant Reinforcement boxes on the Activity Brief pages.
The Constant Reinforcement boxes include stars on top of each reinforcement to denote its use in the
activity. This is a tool to ensure that our young designers are learning the skills they need to complete
their projects and prepare them for their lives after SEE.

Introduction vi

Step 1 Design
Challenge
9 hours 30 minutes

Step 1

Design Challenge Overview

Goal:
The goal of Step 1 is for SEE’s young designers to fully understand their design challenge.
Through research and an initial client presentation young designers begin to explore the
client (the company, its products, market, competitors etc.) and develop a better understand-
ing of the project demands and constraints. Throughout this phase young designers practice
researching, writing, asking questions, giving and receiving feedback, professional etiquette,
presentation skills, and working with design software.

Understandings:
• Students will understand the importance of preparing for meetings including how to
research a client.
• Students will understand that the first meeting with the client is their opportunity as
designers to extract as much information as they can from the client.
• Students will understand that professional behavior and preparation are an important part of
making a good professional impression on a client.
• Students will understand that note-taking, during research and presentations, is an
essential part of organization and documentation in the design process.
• Students will understand that clients have constraints based on, but not limited to: time,
budget, target consumers, target market, etc.
• Students will understand that client constraints impact decision making throughout the
design process.

2 Step 1

Able to Do/Apply:

• Conduct research and present their findings to a group.
• Extract and document important information from conducting client research and the client
presentation.
• Analyze their client research, identify gaps, and prepare clarifying questions for the client.
• Discuss project details and identify constraints.
• Practice giving and receiving feedback to their peers.
• Identify key terms for Step 1 (below).

Key Terms
Brand Market Research Trend Forecast
Client Mission Statement Revenue
Competitors Product Survey
Constraints Professional (ism) Target Market/Audience
Consumer Professional Etiquette Time Lines

Step 1 3

Design Challenge

Activities
Activity 1 – Preparing for the Client: Research and Meeting Prep
Approximately 5 Hours

Activity 2 – Presenting Yourself to the Client: Professional Behaviors
Approximately 1 Hour 30 Minutes

Activity 3 – Client Presentation
Approximately 1 Hour

Activity 4 – Client Presentation Debrief & Understanding Client Constraints

Step 1

Activity 1
Brief Preparing for the Client: Research and Meeting Prep

Objectives: Activity Procedural Overview:

• Students will understand the importance 1. Discussion: Design Challenge
of preparing for the meetings including 2. Developing Research Questions
conducting research on a client and their 3. Conducting Research
market. 4. Preparing Short Presentations
• Students will understand that the initial 5. Reporting Back Key Findings
client meeting is their opportunity as 6. Discussion: Activity Debrief and Client
designers to extract as much information Questions
as they can from the
client.

Reading Discussion Presentation File Preparation

Writing Visual Design Programs

Step 1 5

Materials for Facilitator: Materials for Students:

• Blackboard/poster board • Computer
• Markers/chalk • Computer printer
• Internet access
• Pen or pencil
• Sketchbook/journal

Prerequisite:

Some prior knowledge of word processing, internet navigation. SEE’s Design and Business
Foundations.

6 Step 1

1. Discussion: Design Challenge Notes:

Approximately 30 minutes

Transition into Step 1, Design Challenge, by reviewing the SEE 5 Step
Methodology and walking through the goals and objectives of Step 1. Then,
briefly introduce the design challenge and the client including:
• Purpose of the client presentation
• Date and time of presentation - example: 03/07/09 at 11:00 a.m.
• Location of presentation - example:
classroom conference area Tip
Visually displaying the
• Attendees (include names and position) presentation details on a
- example: Thomas Brown, Senior Vice blackboard or poster sets a
President of Merchandising target goal for the students.
• Time frame (1 hour minimum) -
example: 11 a.m. – 12:00 p.m.

This is a good time to initiate a class discussion about how to prepare for the
upcoming client meeting/presentation. Discussion points might include: Now
that we have been introduced to the project and completed both design and
business foundations, what do we need to do to prepare for our first client
meeting? What should we know going into the client meeting? How can we get
information about a client?

Close the discussion by explaining that the students will start preparing for the
client presentation by conducting research.

2. Developing Research Questions

Assign students into research teams of two. Each pair will write a total of 20
research questions on the topics below (approximately 5 questions per topic):
• Client’s identity, logo, personality, products and brand
• Client’s market, competitors, market/
Tip
industry trends Sending an e-mail to the client
• Client’s target market/demographic (i.e. with questions will also help
the typical consumer, who buys it?) the client prepare for their
• Client’s costs, revenues, profits presentation.

Below are some sample questions to provide to students.
• What is the company’s brand and logo? What does it represent?
• What words are used to describe the brand?
• What makes their brand different from other brands?

Step 1 Activity 1 7

Notes: • Who is the company’s target market? Why?
• Does the company set or follow consumer trends?
• Are they innovative? If so, how (materials, color choices, design, their
message)?
• In what areas are their products sold? Why these areas?
• What stores sell the most products? Where?
• What is the average price of their primary products? Why?
• Where do they manufacture their products?
• Who are the company’s competitors?
• Where do the competing brands sell their products?
• What are the competing brands best sellers?
• What is the average price points for competitor’s products? Why?

3. Conducting Research
Approximately 2 hours

Student teams should conduct research using the internet (looking at the client’s
website, articles, ads etc.) trying to find as many answers as possible to their 20
questions. Students will likely have unanswered questions, which is okay. This
will lead them to understand that the client meeting is an opportunity to fill in
these research gaps. Students will give a short presentation to the class of their
research.

Note: The facilitator should walk around the room and provide guidance
to students as needed.

Students should print out relevant information and articles, take notes in their
journal, and print out any visual aids (budgets, pictures of products, logos, etc.)
that would be helpful in their presentation.

4. Preparing Short Presentations
Approximately 1 hour

Students will create a presentation (approximately five minutes in length) to
share five key findings that they have learned from researching. Presentations
should include student drawings, pictures, charts, and other visuals or print-outs
that they collected during their research phase. This exercise is a practice in
presentation skills, therefore the content for the actual presentation can be open-
ended. Students could report key findings from their research or
other interesting facts that they learned about the client’s business.
Some options might include creating a poster with information,
making a collage, or creating a slide presentation. Ask students to

8 Step 1 Activity 1

take a couple of minutes to rehearse for their presentation. Notes:

5. Reporting Back Key Findings

The students will come together in a round-table to present their key findings to
the group. Each pair should be allocated about five minutes. Groups that are not
presenting should take notes on information being presented by other groups
and ask clarifying questions.

6. Discussion: Activity Debrief and Client Questions

After the presentations are complete transition the class into a conversation
on how the initial client meeting is an opportunity for designers to extract as
much information as they can from their client. Open the discussion by asking:
What questions were you not able to get answers to? Point out that although
students found a great deal of information on the internet, they still have many
unanswered questions. Students will have the opportunity to fill in these gaps in
their research by asking the client these questions during their meeting.

Together as a group, the class will compile a list of unanswered questions
(since there will probably be duplicates). Help facilitate which questions
should be included on the list for the client meeting discussing why they
need to know the information. Consider assigning specific questions
to students (or teams) to ask during the client meeting to ensure the
information is collected and to give students practice interacting with the
client in a business meeting.

Note: The facilitator will send in these questions to the client prior to the client
presentation.

Finally, summarize all they have accomplished in Activity 1 and congratulate
the students on a job well done.

Step 1 Activity 1 9

Resources
Marc Ecko Enterprises Marc Ecko Blog
www.marceckoenterprises.com www.beingmarcecko.com
Ecko Brazil
www.ecko.com.br
Ecko Unlimited - Brazil
www.ecko.com.br/sobre-comm.php

10 Step 1 Activity 1

Activity 2
Brief Presenting Yourself to the Client: Professional Behaviors


• Students will understand that This activity should be conducted before
professional behavior (attitudes, the client presentation.
communication, dress, timeliness, etc.)
and preparation (work space cleanliness, 1. Role Playing: Behavioral Scenarios
equipment and materials) are an 2. Group Discussion on Role Playing
important part of creating a good Scenarios
professional impression when meeting 3. Debrief: Professional Etiquette
with a client.



Step 1 11


• Props for role playing scenarios • Markers
• Poster board
• Pen or pencil

Prerequisite:

N/A

12 Step 1

1. Role Playing: Behavioral Scenarios Notes:


Note: In this activity, the facilitator will introduce students to the concept of
professional behavior through role-playing. The facilitator may want to line up
a volunteer or intern ahead of time to help conduct the role-playing exercise.
Students can be included in these role-playing activities.

During the role playing exercise the students should write down their
observations of the characters, room, etc. Observations are not opinions but
rather what the students see. Act out examples of both nonprofessional and
professional etiquette for example, posture, attitude, communication, dress,
timeliness, room cleanliness and technology readiness. Possible scenarios might
include:

Posture
• Slouching - unprofessional
Sitting up- professional
• Leaning head on hand or on the table - unprofessional
Keeping head up and paying attention to speaker(s) - professional

Attitudes
• Frowning, sighing, grunting, sneering - unprofessional
Smiling, making eye-contact, being friendly, acting positive - professional

Gestures
• Not greeting a client/and or introducing oneself – unprofessional
• Shaking a client’s hand - professional
• Waving arms around to answer or ask a question - unprofessional
• Hand raised up high for everyone to see - professional
• Whispering with peers, kicking peers under the table - unprofessional
• Active listening, ignoring distractions from peers - professional

Communication
• Wandering eyes - unprofessional
• Eye contact, active listening - professional
• Interrupting the client, other peers, and/or the facilitator - unprofessional
• Waiting until the speaker is finished - professional
• Mumbling, talking to the ground – unprofessional
• Speaking clearly and loudly to the group - professional

Step 1 Activity 2 13

Notes: Dress
• Dressing sloppy, wearing untucked shirts or revealing clothes –
unprofessional
• Neat, clean attire - professional

Timeliness
• Arriving late- unprofessional
• Arriving early- professional
• Starting meetings late and without a plan – unprofessional
• Following an organized meeting agenda & starting and concluding on time –
professional

Meeting Room/Workspace Preparation
• Leaving chairs in an unorganized manner all over the room - unprofessional
• Planning the seating arrangements prior to arrival - professional
• Cluttered, unorganized tables and/or workspaces - unprofessional
• Clean, organized tables - professional

2. Group Discussion on Role Playing Scenarios

Together as a group, create a list of professional behaviors on a poster to
be used for reinforcement before each client meeting and professional
presentation. A student or facilitator can record the behaviors as the class calls
them out and discusses them.

Discuss the understandings students have gained. Leading questions could
include:

• Think about a time when acting professionally was important.
• Can you recall your behavior?
• Did your behavior affect the outcome of the situation?

Assignment: Have students read the meeting preparation articles in the
resource section. Students should think about where and how they can
practice using these tips by taking notes in their sketchbooks. Sample
answers are: we can practice active listening in our discussion groups or in
school; or we can have better eye contact with adults.

• What could you have done to act in a more professional
manner?


• Why is being aware of your behavior important? Notes:

3. Debrief: Professional Etiquette

Together in a group, students share their notes and findings to the entire group
in a round robin setting. This activity takes place at the start of the next class
since students have homework.


Resources
“Etiquette for Meeting People in Business,” Lydia Ramsey
http://www.hodu.com/meeting-etiquette.shtml

“How to Prepare for Running an Effective Business Meeting,” Jo Schlegel, Editor-
in-Chief, Salary.com

http://www.salary.com/personal/layoutscripts/psnl_articles.asp?tab=psn&cat=cat0
11&ser=ser034&part=par383

16 Activity 2

Activity 3
Brief Client Presentation


• Students will be presented with their 1. Client Presentation
design challenge directly from the client. 2. Client Question and Answer
• Students will ask questions unanswered
from their initial client & market
research.
• Students will understand project
constraints.



Step 1 17


• Blackboard or poster paper • Pen or pencil

Prerequisite:

N/A

18 Step 1

1. Client Presentation Notes:


The goal of this activity is to introduce the design Tip
Students should be
challenge to the students. The client will prepare a reminded to take notes
30-minute presentation and leave an additional 30 throughout the client
minutes for question and answers from the students. presentation and during
the question and answer
session.
The client presentation should include:

• Design Challenge goals and time line.
• Company information like company culture, target market, sales, competitors,
trends, key products (related to the project) etc.
• Client project constraints (time, budget, patterns, cost). These constraints must
be defined by the client.

The client should also be prepared to address all or some of the sample
questions sent in preparation for the meeting:

• What is the company’s brand and logo? What does it represent?
• What words are used to describe the brand?
• What makes their brand different from other brands?
• Who is the company’s target market? Why?
• Does the company set or follow consumer trends?
• Are they innovative? If so, how (materials, color choices, design, their
message)?
• In what areas are their products sold? Why these areas?
• What stores sell the most products? Where?
• What is the average price of their primary products? Why?
• Where do they manufacture their products?
• Who are the company’s competitors?
• Where do the competing brands sell their products?
• What are the competing brands best sellers?
• What are the competing average price points for their product etc? Why?
• Where does the company see themselves in two years from now? Five years?

2. Client Question and Answer

At the end of the client presentation, students will have 30 minutes to ask their
prepared research questions (Activity 1).


Activity 4
Brief Client Presentation Debrief & Understanding Client Constraints


• Students will understand that clients This activity should be conducted after
have constraints based on but not limited the client presentation.
to: time, budget, target market, etc.
• Students will understand that 1. Client Presentation Review
prioritizing and setting client constraints 2. Client Constraints Discussion
will impact decision making throughout 3. Prioritizing Client Constraints
the design process.



20 Step 1


• Blackboard or poster paper • Pen or pencil

Prerequisite:

N/A

Step 1 21

Notes: 1. Client Presentation Review

Debrief after the client presentation to reinforce the importance of client
preparation and professional etiquette. This is also a good time for students to
talk about their experience meeting with the client.

Questions to ask students during this discussion might include:

• What new information did we learn from the client?
• What about your questions? Did you get them all answered?
• How will we use this new information?
• Do you feel like we acted in a professional manner? Give examples.

2. Client Constraints Discussion

Although students will have a sense of constraints from their research and from
the client presentation, constraints are generally a new concept for students and
they will need to be guided through this process. For example, throughout this
activity students have started to work with schedules and dates. This concept of
time management can lead to a discussion of time as a key constraint.

The discussion should then transition into client constraints. Leading questions
might include:

• What is a client constraint?
• What constraints, or limits, must we consider for our design project?
• What do we need to know before moving on to the next step within the design
process?

Then ask the students to brainstorm client constraints to consider for their
design project, taking into account their research and the information gathered
in the client presentation. Record them on the board. Client constraints include
but are not limited to: time, material costs, target consumer, color, patterns, sale
price, types of materials, brand identity, etc.


Notes:
3. Prioritizing Client Constraints
Approximately 1 hour 20 minutes

Break students into groups of three or four. Have them prioritize and add to
the list of client constraints (recorded on the board during the discussion). In
these groups, students should discuss and debate why one constraint is a higher
priority than the others. Ask students
to think about the project details they
Tip
An example of prioritizing client
learned during their research and the client constraints is the client has deter-
presentation. Then, they should record mined a price range for the product.
On the other hand, the client has
a prioritized list of client constraints to also informed the students that the
share with the group. (30 minutes) time line is lenient. Since the price
is crucial to the client it becomes a
Each group will then present their client higher priority than time.
constraint list to the group (5-10 minutes
per group), explaining their decisions to the class. This list can use color,
lists, arrows, boxes, and other visuals to explain how the group came to their
decision. (30 minutes)

The students’ lists will be vote on, compiled into one client constraint list,
and shared with the client (these lists can be e-mailed by the facilitator after
the activity). The client should provide feedback (via e-mail or phone) to the
facilitator on the students proposed constraints, setting priorities and adding
any additional constraints that the young designers should keep in mind as
they develop their projects. Once an agreement has been made on priorities,
expectations to uphold and meet these from both sides of the party will be set.
E-mail the client to thank them for their visit, summarizing the understanding of
constraints.


Key Terms

TERM DEFINITION
Brand Unique design, sign, symbol, words, or a combination of these, used to create
an image that identifies a product and differentiates it from its competitors. Over
time, this image becomes associated with a level of credibility, quality, and
satisfaction in the consumer’s mind. Thus brands help consumers make decisions
in a crowded and complex marketplace by standing for certain benefits and value.
Client A person or group that uses the professional advice or service of an expert.

Competitors A company in the same industry or a similar industry which offers a similar
product or service.
Constraints Limitations or restrictions.

Consumer A person who purchases goods or services from another; buyer.

Market Actual or conceptual place in the commercial world where buyers and sellers
interact to trade goods or services for money or barter.
Mission A summary describing the aims, values, and overall plan of an organization or
Statement individual.

Product A commodity offered for sale; anything that is offered to a market that customers
can acquire, use, interact with, experience, or consume, to satisfy a want or need.
Products can include services, people, places, and ideas.
Professional The skill, competence, or standards expected of a member of a profession,
(ism) as distinguished from an amateur.

Professional The code of ethical behavior regarding professional practice or action among the
Etiquette members of a profession in their dealings with each other.

24 Step 1 Key Terms

Research Diligent and systematic inquiry or investigation into a subject in
order to discover or revise facts, theories, applications, etc.
Target Market/ Goal consumer.
Audience/
Consumer

Time Line A linear representation of important events in the order in which they occurred or
will occur; a schedule; a timetable.
Trends The movement in a particular direction of a variable over a period of time; style;
vogue.
Trend Forecast To predict a future condition or occurrence; to calculate in advance of a trend.

Key Terms

Step 1 Key Terms 25

Step 2 Research &
Inspiration
12 hours 30 minutes

Step 2

Research and Inspiration
Overview

Goal:
The goal of Step 2, Research and Inspiration, is for students to gain a deeper understanding of
the project by gathering and analyzing market research (including the client information, target
consumers, product research, trends, etc.). Students will also learn how to find inspiration for
creating preliminary design concepts.

Understandings:
• Students will understand that by conducting thorough market research (target
consumers, competitive market, etc.) and analyzing this research, they will find patterns
and trends that will help them understand how to design for their client’s target consumer.
• Students will understand that by gaining a deeper understanding of their target market
(competitors, consumers, trends), they will be able to design a marketable, sell-able, and
innovative product.
• Students will understand that through inspiration they can stimulate their own creativity.
• Students will understand that inspiration follows no guidelines; they can choose how
and where they find inspiration.
• Students will understand that gaining a deeper knowledge of the marketplace will help them
formulate clearer ideas on how to continue to gather inspiration.

28 Step 2

Able to Do/Apply:

• Know and apply different research methods.
• Conduct market research.
• Collect, prepare, present and discuss information about a client’s market.
• Conduct a market analysis by reviewing information collected and identifying trends and
patterns in the market research.
• Create, discuss and present mood boards based on inspirations.
• Make connections from their market research and use that to inform their inspiration.

Key Terms
Primary Research
Inspiration Market Segmentation Market Research
(Field Research)
Secondary Research
Survey
(Desk Research)

Step 2 29

Research and Inspiration

Activities
Activity 1 – First Stage of Research- Information Gathering
Approximately 7 Hours 40 Minutes

Activity 2 – Market Analysis
Approximately 1 Hour 40 Minutes

Activity 3 – Inspiration for Innovation

Step 2

Activity 1
Brief First Stage of Research- Information Gathering


• Students will research and understand 1. Introduction to Step 2 & Market
the elements of their client’s Research
marketplace (company brand, target 2. Research: Primary and Secondary
consumer, competitors, trends, target Sources
market-demographic, geography) and 3. Research Plan
how they inform the design process. 4. Conduct Research
• Students will understand that gaining 5. Debrief: Visual Presentation Market
a deeper understanding of their target Research
market will enable them to design a
marketable, sell-able, and innovative
product.



Step 2 31


• Blackboard/poster or board/chart paper • Computer
• Markers/chalk • Internet access
• Magazines • Pen or pencil
• Internet • Sketchbook/journal
• Chart paper
• Markers
• Magazines
• Adobe Illustrator or other vector design
program

Prerequisite:

Completed Step 1 Design Challenge, Business Foundations, Design Software Foundations.

32 Step 2

1. Introduction to Step 2 & Market Research Notes:


Introduce Step 2 by sharing over arching goals and objectives of this step.
During Step 2 students should gain a deeper understanding of the project by
gathering market research from secondary sources (e.g. the Internet) and
conducting primary research, such as interviewing and observation. They will
also learn how to analyze their research and look for trends and how to use their
research to inform their design inspiration.

The primary goal of market research is to find a real need in the market and
come up with a product or
service to fulfill it. Market Tip
research is comprised of: It is beneficial to break down the activities
in Step 2 for students so they will be able
1. Marketplace research: to apply the design process outside of SEE
identification of a specific market and speak to it during their presentations.
and measurement of its size and
other determining characteristics.
2. Product research: identification of a need or want in the market and
identifying a good or service that will satisfy that need.
3. Consumer research: identification of the preferences, motivations, and buying
behavior of the targeted customer.

You may use this list as a starting point and to keep students on track during
their research collecting. The information collected through market research
is a critical step in the design process, because it provides the information that
designers need to create marketable, sellable, and innovative products.

2. Research: Primary and Secondary Sources

Before the students get into market research they should have an idea of the
different sources of research (primary and secondary) and how to conduct
various methods of research. Distribute a copy of the Resource Sources
handout.

Handout 1: Research Sources

Using the Research Sources handout, take 10 minutes to review each
mode of research with the students. Students can take turns reading
the definitions out loud from the handout while you briefly explain


Notes: each one in more detail, giving examples.

The students might realize that most existing sources of research (secondary
research) can be found on the Internet, which is a powerful research tool. If the
students do not make that connection, you can make it for them. If the students
do not have internet access, the best way to gather information about something
is to go directly to the source using primary research techniques.

Transition the class into creating research plans by explaining to students
that most market research is collected from primary research. This includes
direct observation of the consumers (for example, in retail stores), surveys,
interviews, focus groups, and conducting field tests. Let the students know
that they will primarily be using “interviewing” and “observation” when they
conduct their market research site visit.

3. Research Plan

Although students will continue to gather market research using secondary
research (the Internet, ads, etc.) They will also make a site visit to store(s) and/or
shopping area to conduct primary research. The students will explore their topics
primarily through interviews (e.g. target consumer) and observation (e.g. product
research and trends) during this step.

Divide the class into four groups (Groups 1- 4). Once they are in groups have
the students assign themselves the roles of:

Facilitator - Leads the group and encourages everyone to stay focused and on
task.
Presenter - Presents the findings to class, could be more than one student.
Note Taker - Takes notes, or consolidates information, could be more than one
student.
Time Keeper - Manages time and makes sure group is on time.

Assign teams one of the following topics (two teams will research the topic):

• Target Consumers/Target Market
• Products and Trends Research

Students will be able to conduct market research more effectively with clear
research targets and a plan. Therefore, providing sample questions
will help students gather the information they will need to conduct
a market analysis later on in Step 2. Explain that they will use


questions from the Elements of the Marketplace handout to help guide them in Notes:
their research.

Handout 2A & B: Elements of the Marketplace, Research Questions

Give students a few minutes to read over all the questions, ask clarifying
questions, and to begin thinking about how they are going to approach getting
their questions answered (i.e. What types of primary and secondary research
sources).

To get the most out their site visits, students will make a research plan. Hand
out Developing a Research Plan for guidance. Give the groups 10 minutes to
brainstorm how they will accomplish the tasks listed in Handout 3. Encourage
them to write them on a board, journal, or paper.

Handout 3: Developing a Research Plan

Don’t forget to leave time for the students to use the Internet to assist with their
planning and to conduct some preliminary research. The facilitator will have the
students come together and quickly share their plan and, in a sentence or two,
explain how they will approach their research.

4. Conduct Research
Approximately 2 hours 30 minutes

Select a location to conduct a site visit (shopping area, mall, etc.) during the
next class, where students can conduct their primary research. Ideally Groups
1 and 2 would conduct their consumer interviews while Groups 2 and 4 are
conducting their product and trends research. Students might need guidance
conducting their interviews, surveys, or focus groups.
Tip
• Students researching consumer This activity could take 2-3 days, or
trends should aim for around 10 – 15 more. It is advised that some of the
interviews. research be given as an assignment to be
done after the class as homework.
• Students researching products and
trends should visit approximately
4-6 stores to ensure variety.


Notes: 5. Debrief: Visual Presentation Market Research
Approximately 4 hours

Have students convene in their research groups to develop a short
presentation of their survey findings. It is important that the students practice
visually organizing their information as simply and clearly as possible. In
the next activity, other groups will also refer to the information they have
gathered.

• 4 hours for group to develop their short presentations.
• 5-10 minutes for each group to quickly explain their presentations.
• 5-10 minutes for a warm and cool feedback session.


Resources
Conduct Market Research
http://www.entrepreneur.com/12weekstostartup/week2/index.html

How to Identify a Target Market
http://hubpages.com/hub/How-To-Identify-a-Target-Market&usg=__EN-
WPhEYn_rr1pztt_BloWNpqL3o=&h=383&w=260&sz=12&hl=en&start=1
5&um=1&tbnid=2c8yitaJfvlCNM:&tbnh=123&tbnw=83&prev=/images%3
Fq%3Dtarget%2Bmarket%26um%3D1%26hl%3Den%26client%3Dfirefox-
a%26rls%3Dorg.mozilla:en-US:official%26sa%3DN

Checklist of Internet Research
http://www.internettutorials.net/checklist.html

Creating a Research Plan
http://pblmm.k12.ca.us/PBLGuide/Activities/BeginningResearch.html


Activity 2
Brief Market Analysis


• Students will understand that by 1. Making Connections in Research
analyzing their market research, they 2. What did we find?
will find patterns and trends that will 3. Share Findings
help them understand the marketplace.
• Understanding the marketplace will
help students make decisions in their
design projects.
• Students will understand that knowing
their client and the marketplace will
help them formulate clearer ideas
on where and how to gather design
inspiration.



38 Step 2


• Blackboard/poster board • Markers
• Markers • Poster board or chart paper
• Timer (Watch) • Pen or pencil
• Computer
• Computer printer
• Computer scanner
• Sticky notes/Post-its

Prerequisite:

Design Software Foundations, Design Foundations: Introduction to Brainstorming, Step 1.

Step 2 39

Notes: 1. Making Connections in Research

Now that students have gathered a lot of great information, they need to
take some time to think about and understand their market research before
moving on to concept development. Research should be analyzed to look for
similarities or trends in data.

At this time, the class should divide up into their research groups and examine
their research for patterns and trends. In other words, students want to find
instances that occur over and over again. An example of a pattern may be:
Tip • 5 out of 20 consumer’s favorite colors are red.
The facilitator may want to write all of
these examples on a blackboard or poster • All of the competitors are trendsetters.
board, communicate them to the class •15 out of 20 consumers break dance.
and/or hand out a copy of these examples
to the students. From these findings we can roughly conclude that
using red in our designs would be appealing to
consumers, we might want to incorporate break dancing or related graphics into
the design, and that we should be looking to innovate and set new trends.

The students will not only want to look for trends in their research, but also
should note things that stand out or are out of the ordinary. They should look
for things that may be unique to the client’s consumer culture or subculture
(market segmentation).

For example, a company’s market segment might be made up of a range of
consumers, including skateboarders, hip-hop gurus, and break dancers. This
finding could also be connected to a finding about the company’s competitors
who, for example, may have a subculture of consumers who are only hip-hop
gurus. The ability of the students to discern between the two types of subcultures
within the client versus their competitors will allow the students to focus on a
wider range of consumers.

Walk around and assist the students with making these types of pattern
connections from their research.

2. What did we find?

Continuing in their groups, students should then analyze their


cumulative research and begin making connections. This includes reviewing the Notes:
research they collected in Step 1: Design Challenge (internet research, client
meeting information) and market research from Step 2, all of which should
be documented in their sketchbooks. Students should note where information
overlaps, contradicts, is new, etc.

For example, the client told the students that their typical consumer is
between the ages of 14 and 30, but in their consumer research they found
out that 12 and 13 year olds also like buying and wearing the client’s
brand. These pieces of information, together, build a clearer picture of
their actual target consumer: someone between the ages of 12-30.

During this step, students also should focus in on a few primary trends (e.g.
colors, patterns) or needs (style, new product) they have identified in their
cumulative research and which they want to incorporate in their designs.

Examples might include: interviews and product research revealed that
consumers like certain types of graphics that the client hasn’t been using
in their products so far (noted in their Internet research). Or, the client
has been using black on white (noted in their Internet research) and
the competitor has been using white on black (noted in online research
and in observation) and consumers seem to like that better (noted from
interviews); that might lead to incorporating white on black into their
design.

Each group member will share their research (from Step 1 and Step 2) around
a large table. Have group members examine all the research and document
their connections or findings in their sketchbooks. By this point in the design
process, they should know how to organize information in a visually pleasing
and comprehensive way. Students will map their trends and make research
conclusions by using charts (see Resources for a link to chart options).
Provide students with an explanation about various chart purposes so they can
understand how and when to use charts. For example, flow charts are great for
explaining how a product is typically used.

Although the students are working in groups, you want them to individually
make and document their own connections and observations.

3. Share Findings

Next, have students share two things they felt stood out from the
complete research by writing them on a blackboard or poster. Let
the students know that it’s okay if some of these connections are the


Notes: same. Make sure students are specific and only write two things. Students should
record the group’s list in their journals for reference. Emphasize to students
that they should take their list of connections (trends, findings, observations)
they made from their market research into consideration when designing. This
list along with the inspiration they gather will be what the students will refer to
during the design process, so they can create designs that are unique but also
marketable.


Resources
Charts
http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm


Activity 3
Brief Inspiration for Innovation


• Students will understand that 1. Inspiration Warm-Up
inspiration can stimulate their own 2. Discussion: What is Inspiration?
design creativity. 3. Sketching Graphic Inspiration
• Students will understand that to find 4. Mood Boards
inspiration they have to be willing to 5. Critique
look at things from different angles and
perspectives.
• Students will understand that
inspiration follows no guidelines; they
can choose how and where they find
inspiration.
• Students will create, discuss and present
mood boards.



44 Step 2


• Blackboard or poster paper • Chart paper
• Markers • Sketchbook/journal
• Computer • Markers
• Internet Access • Pen or pencil
• Whistle • Computer
• Internet access
• Adobe Illustrator or other vector design
program
• Adobe Photoshop or other image editor
design program

Prerequisite:

Design Foundations: 2-D Design, Design Software Foundations.

Step 2 45

Notes: 1. Inspiration Warm-Up

Note - This activity can also be done in groups or as a class.

Ask the students to look around the room and list as many objects as they can
that resemble or are shaped like something else. Have them write down the
name of the object, make a very quick sketch of what the object resembles,
then after the sketch, write out what it resembles. This could be done in their
sketchbooks or on a large piece of paper.

To do this activity in groups, divide the students into groups of four or more
using a method that works for you (counting off etc.). Assign the roles of
facilitator, note taker, presenter and time keeper. The facilitator makes sure that
their group is staying focused and on task and encourages their team to list as
many ideas as possible. The note taker(s) will list and sketch items on paper. The
time keeper should make sure the group stays on time. The presenter(s) presents
their group’s work to the class (approximately two minutes per group). Give the
students 10 minutes to brainstorm items and 5 – 8 minutes to share their lists
with the class.

If doing this activity as a class, it is important for you to facilitate as much as
possible; the students often get excited and things could get chaotic. To help,
you can enlist a couple of students to help you facilitate. Assign the role of
note taker to at least four students. The note takers will list and sketch objects
while the rest of the class offers suggestions and observe. Assign the role of
time keeper to one student. Give the students 10 minutes to list and sketch
objects and 5 minutes to discuss as a group.

Commend the students for a job well done.


Notes:
2. Discussion: What is Inspiration?

Kick off the discussion by asking the students: Why do you think you did this
activity?

Generally, at least one student will answer, “to learn about inspiration,” or
something along those lines. Explain that sometimes to find inspiration you
have to look at things in different ways and from different angles, look in places
you did not think about before, and at times force yourself to think about things
from a different perspective. Then, introduce a discussion about inspiration
using the following prompts:

• What is inspiration?
• Where does inspiration come from?
• How do you get inspired?
• Why is it important to get inspired in the design process?

Inspiration is important in this step of the design process because it stimulates
creativity in designers and helps them begin to shape possible design concepts.
The students do not have to understand this connection fully yet since they will
experience it as they go through the design process. However, the following
handout will help further their understanding of the relationship between
inspiration and design. Give the students 2-3 minutes to read Handout 4, then
continue the class discussion on inspiration.

Handout 4: Inspiration, To Be or Not to Be?

Some of the understandings you want the students to get out of the reading are:

• Their own understanding of inspiration.
• Inspiration is everywhere.
• Anything can inspire them.
• Sometimes they have to seek out inspiration, while other times
inspiration just comes to them.

This is a good time to show the students examples of designs of all kinds (not
just objects that are inspiring or have been inspired by other things.) You can
choose three blogs or web sites that you feel show inspiration and ask the
students what they think inspired the designers.

You can approach this how you best feel fit, the students will make


Notes: the connection that designers can get inspired and find inspiration everywhere
and with anything. Here are two websites that have great suggestions on where
and how to find inspiration:

http://www.howdesign.com/article/worldinspiration/
http://www.37signals.com/svn/archives2/finding_fresh_inspiration.php

3. Sketching Graphic Inspiration
Approximately 1 hour 15 minutes

This next step requires that you take the students to an active open area,
such as a park or an interesting neighborhood. Of course, it is very important
to think about safety first, so do this during a time when you can keep an
eye on all the students. While they are outside, have the students draw as
many thumbnail sketches as they can of graphic elements and other things
inspired by their surroundings (graphic elements were covered in 2-D Design
Foundations and a brief review might be helpful). If a site visit is not possible,
the alternative would be to show the students videos or images on a projector
or computer and have them draw sketches.

During this step, students should rapidly sketch out as many ideas as possible
and also record what inspired their sketch(s). Students should take no more
than 30 to 60 seconds per sketch, filling at least one or two pages in their
sketchbook. Next to each sketch, the student should write what inspired their
drawing. The instructor can use a whistle to pace the students. Explain to the
students that the sketch does not have to always look like the source of
inspiration. Encourage the students to really try to look at their surrounding in
different ways, exploring the shapes and patterns of objects and what these
shapes and patterns might look like if they were to merge. What would smells
(both good and bad) look like if they were to sketch them out? The point here is
to extract inspiration from anything and everything, even things that can’t be
seen. It is up to them to interpret their inspiration in a quick visual sketch.
Tip
If the students have access to a digital camera or by Explain to the students
that the purpose of this
using their cell phones they can take pictures of the
exercise was to have them
things inspire them and can attempt to interpret the
ideas that are being inspired in them with images. find inspiration from their
Students should still make an attempt to sketch out
surroundings so they can
at least one page of thumbnails. This will help them
improve their concept development skills. come up with innovative
designs. They are drawing
inspiration not only from
the research they conducted on the current market place but also
their environment. In addition, they will be able to come back to
this inspiration if they need to re-inspire themselves in Step 4 Final


Concept Development. Notes:

4. Mood Boards

The students will now create mood boards that reflect their research (from Steps
1 and 2) and their inspiration from the previous exercise. When
students create their mood boards they should not develop complete concepts
but instead focus on a feeling or mood that they want to convey to their target
consumers. It is important for students to understand that their mood board(s)
should also reflect their research connections and inspiration(s).

Handout 5: Mood Boards

Using the handout to guide them, students should create two digital mood
boards that convey two different moods or directions.

Note: Students should create two mood boards per project. For example, if they
are designing two hats or shirts they should make four mood boards, three hats,
six mood boards, etc.

Students will use image editor and vector design programs to create their mood
boards. They should have prior experience using these programs from Design
Software Foundations including how to scan, crop, use the image editor, and
lay out images using a vector program. If there is a scanner students can take
images from books, newspapers, and magazines cut them out and scan them
into an image editor program. Have them crop the images to 1” x 1” squares
(the smallest) and 2” x 2” (the biggest).

An alternate way to do mood boards, if students have not had enough
experience with the design software programs, is to make them on 8.5” x 11”
sheets of paper using magazines and newspaper cutouts. These can be scanned
onto the computer to create digital copies.

Encourage the students to go back to their sketches and draw inspiration from
these as well.

5. Critique


Notes:
Have the students present their mood boards to the group, explaining what mood
or feeling they were trying to communicate. Make sure the students provide both
warm and cool feedback to one another. For example, warm feedback would be
that the images on the mood board collectively communicate the desired mood.
Cool feedback would be that the mood board is not organized well. If a mood
board does not effectively convey the mood the student was trying to com-
municate he or she should go back and make changes after the critique is over.
Students should refer back to their mood boards as they begin to develop their
concepts to see if their designs have captured the mood or feeling they set out to
capture.


Resources
Ways to Find Inspiration
http://www.howdesign.com/article/worldinspiration/
http://www.37signals.com/svn/archives2/finding_fresh_inspiration.php


Key Terms

TERM DEFINITION
Inspiration A burst of creativity in an artistic, musical, or other intellectual endeavor.

Marketing or Discovery research conducted to understand and measure a marketplace
Market comprised of:
Research
1. Marketplace research: identification of a specific market and
measurement of its size and other determining characteristics.
2. Product research: identification of a need or want in the market
and identifying a good or service that will satisfy that need.
3. Consumer research: identification of the preferences, motivations,
and buying behavior of the targeted customer.

Companies collect some market information through secondary research
compiled from other sources that appear applicable to a new or existing product.
Most marketing research is collected from direct observation of the consumers
(such as in retail stores), surveys, interviews, focus groups, field tests conducted
or tailored specifically to that product. The main objective is to find a real need in
the market and fulfill it.
Market A market segment is a subgroup of people or organizations sharing one or more
Segment characteristics that cause them to have similar product and/or service needs.
Primary Conducting research that requires one to extract the information directly from
Research the source. Information that is gathered has not been published or distributed in
(Field any way. This can be done through numerous forms, including but not limited to,
Research) surveys, interviews, focus groups, or observation.

Secondary Involves the summary, collation and/or synthesis of existing research.
Research
(Desk
Research)

Survey Detailed study of a market to gather data on attitudes, impressions, opinions,
(Marketing) satisfaction level, etc., by polling a section of the population.

Key Terms

52 Step 2 Key Terms

Handout 1: Research Sources

Primary Research sources (non-existing) require one to extract the information directly from the
source. Information that is gathered has not been published or distributed in any way.

Primary Research Sources (non-existing):

1. Interview - an interview is a structured conversation between two or more people
where questions are asked by the interviewer to obtain information from the interviewee.
2. Survey – an investigation or examination of the opinions or experience of a group of
people based on a series of questions.
3. Questionnaire – a set of printed or written questions with a choice of answers
created for the purpose of a survey or statistical study.
4. Focus Group – a group of people who are asked questions to gauge their attitudes
towards a product, service, concept, advertisement, idea, or packaging. During a focus group
participants are free to talk with other group members.
5. Observation – the action of or process of taking note of, or detecting carefully, the
qualities and characteristics in something or someone.

Secondary Research sources (existing) have been gathered by another group and published.
This information has already been extracted by another group and presented in someway. Some
secondary sources may not be current.

Secondary Research Sources (existing):
1. Print - magazines, books, newspapers, brochures, ads
2. Media - video, movies, tv, music
3. Images - photos, ads, logos
4. Internet - (All of the above) as well as company websites, blogs, online video sites
(You Tube), social networking sites (MySpace, FaceBook), user forums, etc.

It is important to use both sources of research to ensure information is up to date, fill in gaps in
both methods and to gain multiple perspectives.

Step 2 Handouts 53

Handout 2A: Elements of the Marketplace Research Questions

1. Target Consumers – Understand the typical consumer by exploring their interests, age group,
behaviors, lifestyle, and shopping/buying patterns.

Sample Consumer Interview/Survey Questions
• What do you do for fun?
• What things excite you at the moment?
• What is important to you? Family? Friends? Cars? Money? Clubbing? Why?
• What kind of music do you listen to? Why? What is your favorite music artist?
• What TV shows do you like? What movies? Why?
• What websites do you like?
• What social networking websites do you use?
• What blogs do you read?
• What kind of car do you drive? Why? If you could have any car what would it be?
• What is your social scene like?
• What do you wear when you go out? Why?
• Do you go to nightclubs? What do you wear to a nightclub? Why?
• What do you wear to school? Why?
• What do you wear on a date? Why?
• Where do you buy your clothes? Malls? Boutique? Department Store? Online? Malls?
• Do you share clothes?
• Who buys your clothes? If you don’t buy your own clothes, do you control or have input
on what others buy for you?
• Do you give your clothes away to charity?
• Is money important to you? Why or Why not? If you could have any amount of money
how much would it be?
• If you were famous what product would you purchase?
• How much money do you normally pay for this product?
• What do you like or dislike about this product?
• What is your favorite brand/s?
• What is your favorite color? What is your second favorite color?
• What is your favorite material? Soft, hard, warm, breathable, etc? Why?
• If you could meet anyone in the world who would it be? Why?
• If you could live anywhere where would it be? Why?
• How old are you?

Best Research Sources:
• Interviews
• Surveys and questionnaires
• Observation
• Print- magazines, books, newspapers
• Internet
• Focus groups
• Media - video, movies, TV

54 Step 2 Handouts

Handout 2B: Elements of the Marketplace Research Questions

2. Product and Trends – Conduct research that investigates existing products in the
market (styles, colors, fabrics, design) and current trends (what is cool).

Product and Trends Questions

Find 5-10 different styles of this product:
• Where did you find each style?
• What materials are used?
• What colors are used?
• How much does each of these products cost?
• What type of person uses these products? What does that person like to do in their
free time?
Find 30-50 examples of different forms and functions on similar products:
• Where did you find the item?
• What type of person uses these products? What does that person like to do in their free
time?
Find 30-50 examples of different types of aesthetics used on similar products:
• Where did you find them?
• What type of person likes these aesthetics? What does that person like to do in their free
time?
• How were these made?
Find 20 different types of materials being used to design similar products:
• Where did you find each material sample?
• What type of person likes these types of materials? What does that person like to do in
their free time?
• What textures are used?
• What materials are used?

Best Research Sources:
• Images
• Media - video, movies, TV
• Print- magazines, books, newspapers
• Focus groups
• Observation
• Internet

Step 2 Handouts 55

Handout 3: Developing a Research Plan

Research Tasks:

1. Discuss a plan on how your team will conduct your market research. Things to
consider when planning:
• What sources will you use to conduct your research (interviews, observation, Internet, etc.)?
• What group member(s) will conduct which type(s) of research?
• Where should you go to conduct research? What types of places? Which stores (e.g. places
that sell the brand, sell competitors brand, etc.)?
• If you are doing consumer surveys, who should you target? What age group? What kind of
style? Near or at what kind of stores?
• What kind of information do you want to gather? What questions might you want to ask
when conducting your interviews?
• How will you document your research (record in journal, on a tape recorder, with photos)?
• How much time do you have to conduct the research?
2. Come up with questions (at least 10) to use for interviews or observation tasks, using
the list provided by the instructor.
3. Assign team roles (who will ask questions, record/document information, develop the
questionnaire etc.).
4. Write up a plan capturing your decisions from tasks 1-3.

56 Step 2 Handouts

Handout 4: Inspiration, To Be or Not to Be?

Inspiration, To Be or Not to Be: Sometimes to be able to think of new ideas, or think of an old
idea in a new way, you have to be willing to look at things from different angles.

Where does this willingness to want to look at things from different angles come from? Does it
come from inside you? Is it triggered? Does it get triggered in the face of a challenge? Or, is it
because your job required it?

None of these are right or wrong. In any field of design if you want to be able to create designs that
are innovative you have to be able to look for inspiration anywhere and in anything. Whether you
were taught to think outside of the box or whether it is natural to you, make an attempt to do so and
begin to question and bend your perception of anything and everything.

Step 2 Handouts 57

Handout 5: Mood Boards

What is a Mood Board?

A mood board allows designers to visually demonstrate a style they want to pursue in their
design concept. Mood boards set a mood, feeling, or tone for the design. They also serve as a visual
tool to quickly convey information to the client on the overall ‘feel’ that a designer is trying to
achieve.

Mood boards can be created using digital formats, physical objects, or magazine cutouts. Many
designers create mood boards in digital form because it is quick and easy. However, creating mood
boards using physical objects and/or magazine cut outs are more visually impacting than flat digital
mood boards because of the range of design elements (color, texture, shapes, etc) that can be used
to elicit a feeling. That is not to say that digital mood boards do not serve their function. If done
well they can communicate one or more design directions.

Mood boards are primarily composed of images and occasionally they will include writing. For
example, if you were inspired by a poem and want to include a phrase or sentence from a poem that
summarizes how it made you feel for your mood board.

58 Step 2 Handouts

Handout 5: Continued

Mood Board Structures

Here are two examples of structures you can use to organize your mood board(s). In Structure A
images are all approximately the same size and are organized so that images do not overlap or bleed
into each other. Structure B is organized without strict lines to separate the images. They overlap or
bleed into each other. The images in B vary in sizes and shapes.

Mood Board Structure A Mood Board Structure B

Clean and simple example of a digital Simple and clean example of digital
mood board with white spaces mood board with images that
between images. blend into each other.

Step 2 Handouts 59

Step 3 Concept
Development
10 hours 30 minutes

Step 3

Concept Development Overview

Goal:
In Step 3, SEE’s young designers will create their initial design concepts through
brainstorming and clarify concept directions through funneling, goal-setting, and applying
constraints. Students will begin this step with a creative brainstorm to generate design
concepts. Then, they will learn how to apply client, market, and project constraints to funnel
these ideas to focused, goal-driven concepts. Young designers will create a one-sentence
project goal statement which will help them articulate their design concept to an audience.
Finally, they will present their concepts to a focus group to obtain feedback.

Understandings:
• Students will understand that tools such as brainstorming help designers develop new ideas
and creative concepts.
• Students will understand that during the brainstorm process client and project constraints
must be set aside to allow room for new thoughts and innovative concepts to develop.
• Students will understand that goal setting helps refocus the project after a brainstorm. Setting
project goals helps funnel initial ideas into goal-driven concepts.
• Students will understand that while the design process is creative, there are also constraints,
needs, and desires of the client and consumers which need to be determined and considered
during concept development. However, this can be done in a creative and thought-provoking
manner.
• Students will understand that focus groups can provide designers with valuable information
that will influence their final design concepts.
• Students will understand that allowing others to become involved in the design process
can enhance and clarify their designs.
• Students will understand that the research step influences final design concepts.

62 Step 3

Able to Do/Apply:
• Brainstorm around a topic
• Visually represent concepts through hand sketching, vector-based software programs, and
other applicable mediums
• Funnel many concepts, by determining goals and revisiting constraints, into a few
technically viable, consumer-driven, and marketable concepts
• Clean up sketches and save them in an organized folder on a computer
• Document process using vector-based software
• Present initial concepts and refined concepts

Key Terms
Brainstorm Focus Group Interjecting Revise
Concept Development Form Materials Statement
Consumer-driven Function Patterns
Features Funnel Refine

Step 3 63

Concept Development

Activities
Activity 1 – Brain Stimulation
30 Minutes

Activity 2 – The Concept Developing Funnel
5 Hours 30 Minutes

Activity 3 – 3rd and 4th Stages of Funneling
4 Hours

Step 3

Activity 1
Brief Brain Stimulation


• Students will understand that tools such 1. Brain Stimulation
as brainstorming help designers develop
new ideas and innovative concepts.




Step 3 65


• Blackboard/ chart paper • Markers/colored pencils
• Markers/chalk • Internet access
• Pen/pencil

Prerequisite:

Step 1 & 2, Introduction to Brainstorming, 2-D Design

66 Step 3

1. Brain Stimulation Notes:

After a long research process, designers may need to take a break from
gathering and analyzing information so they can get ready to begin concept
developing. There are many exercises that can be done to accomplish this:
some designers will sketch random things, others will begin another project.
The following is an exercise that will:

• Engage students in sketching as a form of brainstorming, so they can get
ready for sketching.
• Enable students to brainstorm as a group and explore how concepts
develop through peer feedback.

Conduct this exercise on a large piece of paper (1 meter by 2 meters is an ideal
size). The paper should be large enough to fit multiple drawings, but small
enough to force the drawings, to interact with each other.

Instructor Worksheet: Secret Topics

Have the students take one to two Tip Print out the Teacher Handout: Secret
topics, depending on how many
Topics before class and cut the secret topic
students are in the class. Place the words into squares. Put the topics in a hat
sheet of paper on the middle of a or bowl and have the students pick one.
table and have all the students gather
around it. Provide each student with
a different colored marker or colored pencil.

Choose one student to draw their secret topic on the poster board with their
marker or colored pencil. Then the student next to him/her will draw their
secret topic somewhere on the previous student’s drawing. The student next to
that student will begin the same process and so on, until all students have drawn
somewhere on the poster board. The goal is to allow freedom in thought and
allow new things to happen while drawing.

• Encourage students to place their secret topic in unusual places on
the drawing.
• Encourage students to use all of the space, by drawing to the edges,
drawing big and small and not to worry about drawing over the other
drawings.
• Encourage students to draw their secret topic in a new way or
different from what they perceive the word to mean or the object to
resemble.


Notes:
The poster board is likely to look like a chaotic mass of drawings scattered
atop, around, under and along one another. If it doesn’t look like this while they
are in middle of the exercise encourage the students to keep drawing. After all
students have drawn their secret topic on the poster board, hang it on the wall for
everyone to see clearly.

Ask students the following questions about what they see on the poster board:
•What does this remind you of?
• How would you describe certain sections?
• How would you describe this to someone?

Have students write a brief summary explaining what is happening on the poster
as a whole. The summaries should be shared to the entire group.


Resources
N/A


Activity 2
Brief The Concept Developing Funnel


• Students will understand that tools such as 1. 1st Stage of Funneling: Brainstorming
brainstorming help designers develop new Initial Concept
ideas and concepts. 2. 2nd Stage of Funneling: Selections of
• Students will understand that during 15 Best Sketches
the brainstorm process client and project 3. Goal Setting
constraints must be set aside, until the 4. The One Sentence Statement
funneling stage, to allow room for new 5. Developing Concepts around Set
thoughts and innovative concepts to develop. Goals
• Students will understand that sketching,
creating lists, using creative writing and words
all assist in the brainstorming process.
• Students will understand that goal setting and
reviewing client and market analysis/project
constraints helps refocus the project after the
brainstorm.
• Students will understand that while the design
process is creative, there are also constraints,
needs, and desires of the client and consumers,
which need to be considered during concept
development. However, this can be done so in a
creative and thought-provoking manner.
• Students will understand that by creating a one
sentence statement and setting goals they will
be able to funnel their initial concepts into goal-
driven concepts.




70 Step 3


• Blackboard/poster board • Markers/colored pencils
• Basic imagery (see Brain Warm-ups) • Computer with printer
• Colored pencils • Pen or pencil
• Computer with printer • Sketchbook/journal
• Layout from Design Basics Course

Prerequisite:

Step 1 and 2 completed: Client Constraints, Market Analysis, Mood Boards, Foundations: 2D
Design, Drawing and Composition, Introduction to Brainstorming

Step 3 71

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