Art · Secondary 1

Active learning ideas

Introduction to Design Thinking

Active learning works for design thinking because students must experience the messiness of real problem-solving. By moving through empathy, ideation, and prototyping, they internalize that design is a process, not a quick answer. These activities force students to apply abstract stages to tangible, student-centered tasks, making the framework memorable and transferable to other subjects.

• MOE Syllabus Outcomes
• MOE: Visual Communication - S1
• MOE: Art in Society - S1

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Outdoor Investigation Session
• 30 min · Pairs

Empathy Mapping: Shadow Interviews

Pairs shadow a partner during a school task like using a locker, noting frustrations and needs on empathy maps. Switch roles after 10 minutes. Groups share maps to define a shared problem statement.

How does the design thinking process encourage innovative solutions to complex problems?

Facilitation Tip

During the Shadow Interviews activity, remind students to focus on listening for 'what the user says' and 'what the user does,' not their own assumptions about needs.

What to look for

Students receive a card with one stage of design thinking. They must write one sentence explaining the main goal of that stage and list one specific activity they could do to complete it.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 02

• Outdoor Investigation Session
• 25 min · Small Groups

Ideation Sprint: Crazy 8s

Individuals fold A4 paper into eight sections and sketch one idea per section in eight minutes for a defined problem. Small groups share, discuss feasibility, and vote on top ideas using dots.

Explain the importance of empathy in the initial stages of a design project.

Facilitation Tip

In the Crazy 8s ideation activity, circulate to ensure students push past their first idea and explore divergent solutions before narrowing down.

What to look for

Teacher observes student groups during the ideation phase. Teacher asks: 'What is the problem you are trying to solve?' and 'Can you show me at least three different ideas you have generated?'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 03

• Outdoor Investigation Session
• 40 min · Small Groups

Prototype Workshop: Recycled Builds

Small groups use cardboard, tape, and markers to build a quick prototype of their top idea. Test internally for 5 minutes, noting fixes needed. Display for class walkthrough.

Differentiate between ideation and prototyping in the design process.

Facilitation Tip

During the Recycled Builds prototype workshop, provide clear time limits for each build phase to reinforce that prototypes are temporary tools, not final products.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are designing a new school bag. Which stage of design thinking is most crucial for ensuring the bag is truly useful, and why?'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 04

• Outdoor Investigation Session
• 30 min · Pairs

Feedback Rounds: Gallery Walk

Groups place prototypes around the room. Class rotates in pairs, leaving sticky note feedback on strengths and improvements. Original groups review notes and plan iterations.

How does the design thinking process encourage innovative solutions to complex problems?

Facilitation Tip

For the Gallery Walk feedback rounds, model how to give specific, actionable comments using sentence stems like 'I notice...' and 'What if...' to guide constructive critique.

What to look for

Students receive a card with one stage of design thinking. They must write one sentence explaining the main goal of that stage and list one specific activity they could do to complete it.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

A few notes on teaching this unit

Teach design thinking by modeling your own messy process in front of students. Show them how you pivot between stages, accept imperfect ideas, and use failure as data. Avoid rushing students through stages; instead, pause to ask guiding questions that reveal their thought process. Research suggests that students learn iteration best when they experience its value firsthand through structured, low-stakes failures that build toward confidence.

Successful learning looks like students confidently discussing user needs during empathy mapping, generating a variety of solutions without judgment during ideation, and using feedback to improve prototypes without taking criticism personally. Groups should demonstrate flexibility, revisiting earlier stages when new insights emerge, showing that iteration is a strength, not a flaw.

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Watch Out for These Misconceptions

• During the Shadow Interviews activity, watch for students who treat empathy as just asking questions without analyzing the user's context.

  Guide students to record not only what the user says but also their own observations of the user’s environment and behaviors, using a simple empathy map template with sections for 'says,' 'does,' 'thinks,' and 'feels.'

• During the Crazy 8s ideation activity, watch for students who fixate on a single idea too quickly.

  Set a timer for each round and remind students that quantity matters more than quality in this phase; collect all eight ideas before they evaluate them.

• During the Recycled Builds prototype workshop, watch for students who aim for a polished final product instead of a quick test.

  Explicitly state that prototypes should answer one small question, such as 'Does this handle fit comfortably?' and stop building once the answer is clear.

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Methods used in this brief

• Outdoor Investigation Session