Design and Communication Graphics · 6th Year · The Student Assignment · 5.º Período

Design Research and Ideation

Students begin their final Leaving Certificate design assignment by analyzing the brief and conducting primary research. They use freehand sketching to explore initial design concepts.

TL;DR:Design Research and Ideation marks the beginning of the DCG Student Assignment, a project that accounts for 40% of the final Leaving Cert grade. In this phase, students move from being 'drawers' to being 'designers.' They must analyze a specific brief, such as designing a new game controller or a sustainable desk lamp, and conduct deep primary research into existing products.

• NCCA Curriculum Specifications
• NCCA DCG Syllabus Student Assignment: Output 1 - Design Research
• NCCA DCG Syllabus Student Assignment: Output 2 - Design Feature Comparison

About This Topic

Design Research and Ideation marks the beginning of the DCG Student Assignment, a project that accounts for 40% of the final Leaving Cert grade. In this phase, students move from being 'drawers' to being 'designers.' They must analyze a specific brief, such as designing a new game controller or a sustainable desk lamp, and conduct deep primary research into existing products.

This topic emphasizes the importance of freehand sketching as a tool for thought. Students are encouraged to 'think on paper,' using rapid sketches to explore multiple concepts before committing to one. In the NCCA framework, this is about Output 1 and 2, where students demonstrate their ability to compare design features and identify user needs.

This topic comes alive when students can engage in collaborative brainstorming and peer-critique sessions, helping them to see their design problems from multiple perspectives.

Key Questions

1. How do we effectively analyze a design brief?
2. What makes primary research valuable in product design?
3. How can freehand sketching communicate initial ideas rapidly?

Watch Out for These Misconceptions

Common Misconception

Students often think 'research' just means printing pictures from the internet.

What to Teach Instead

Emphasize 'primary' research. Encourage students to take their own photos, interview potential users, and take physical measurements. A peer-discussion on 'what I learned from holding the object' vs. 'what I saw in the picture' helps clarify the value of hands-on research.

Common Misconception

Believing their first idea is their best idea.

What to Teach Instead

Use the 'Crazy 8s' activity to force quantity over quality initially. When students are forced to move past their first three 'obvious' ideas, they often find more creative and innovative solutions in the later sketches.

Active Learning Ideas

Inquiry Circle

The Product Tear-Down

In small groups, students take a common object related to the brief (e.g., an old kettle or a toy). They 'dissect' it, identifying every component and discussing its purpose, material, and ergonomic success. They then present their findings as a 'research board' for the class.

60 min·Small Groups

Think-Pair-Share

The 'Crazy 8s' Sketching

Students have 8 minutes to sketch 8 different, wild ideas for the design brief. They then pair up to 'pitch' their best two ideas to a partner, who must provide one 'plus' (what works) and one 'wish' (what could be better).

30 min·Pairs

Gallery Walk

Research Inspiration

Students pin up their primary research (photos, sketches, material samples). The class moves around with sticky notes, asking questions or suggesting related products that the designer might not have considered, fostering a community of inquiry.

30 min·Whole Class

Frequently Asked Questions

What is the difference between primary and secondary research?

Secondary research is looking at information others have already collected (like websites or books). Primary research is information you collect yourself, like taking your own photos, measuring a product, or surveying people. In the DCG assignment, primary research is much more highly valued.

How good do my freehand sketches need to be?

They don't need to be 'fine art,' but they must be clear and communicative. Use 'crating' (drawing a box first) to get the proportions right, and use 'thick and thin' line weights to make the drawing pop. The goal is to explain an idea, not to win a painting competition.

How can active learning help with the Design Brief?

Active learning strategies like 'The Product Tear-Down' turn students into investigators. Instead of passively reading about design, they are physically interacting with it. This builds a deeper, more practical understanding of how things are made, which leads to much more realistic and innovative designs in their own projects.

What should I include in my 'Design Feature Comparison'?

Look at things like ergonomics (how it fits the hand), aesthetics (how it looks), materials, and sustainability. Don't just list features; explain *why* one design is better than another for a specific type of user.