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40 Questions to Ask an Object 22 20. Where was it designed? 21. Is the designer also the producer? 40 Questions Considerations Describe production. There is flexibility involved in running this project. You might assign icons of design (from the to Ask an Object 22. Who produced it? textbook, museum, local retail store, or personal collection) and arrive at new ways of consid- 23. Where was it produced? ering them. Or, you might allow students to choose objects on their own and arrive at an A PRI MER TO CONDUCTING 24. What methods were used to produce it? understanding of how different objects have overlapping stories. You might have the entire A DESIG N A NALYSI S 25. Who paid to make it (company, manufacturer, commissioner, client, patron)? Do you class run the same object through the exercise to see the variety of directions their answers know what it cost? can go. 26. Were there pieces or parts from other places? 27. Were there any constraints on its production (legal, political)? Choosing objects (the parameters) • Objects chosen should have a history Use the questions below to steer an investigation of your object. • Objects should be “useful artifacts” (not art). • Pre-industrial objects may be used, but students may have trouble answering some of part 2: UNDERSTAND THE CONTEXT OF THE OBJECT. the questions. • Objects may be part of an established design canon or an everyday object. NEH Symposium part 1: UNDERSTAND THE OBJECT. Collect up to four images of alternatives from the same time period. Teaching the History Find up to four images that describe the object. • Objects may be 2D (poster, font, textile) or 3D (appliance, building, package), or a of Modern Design Although there are many ways to examine a designed object, they all tend to lead us to Describe one of the alternative objects. system (corporate identity, signage, stacking food storage). similar conclusions. Designed objects have many stories to tell. This project is intended to 28. How are the objects the same (cost, availability, materials, manufacturing/production)? Describe the basics of this object. help students more deeply investigate an object. By asking different questions of the Matthew Bird 1. What is it? 29. How are the objects different (cost, availability, materials, manufacturing/production)? Gayle Goudy object (more than merely who, what, when, where) we can arrive at a richer learning 30. Who would use the alternative (consider genders, geographies, abilities, age)? Assessment Brockett Horne 2. What is it called? experience, and have more opportunities to link together learning into a more meaningful 31. Do the two objects appeal to the same taste? Effective student projects should: 3. When was it made? story. The project can be repeated to arrive at a longer-term timeline of objects by the end Respond to the majority of the 40 questions. 4. Where is or was the object available? of the semester. Use varied sources to produce a wide understanding and specific details. Demonstrate a capability to synthesize research into key points. Describe what it looks like. (Formal Analysis) Components part 3: Be able to make comparisons between their work and their peers’. 5. What are the parts? UNDERSTAND THE HISTORY OF THE OBJECT. The 40 Questions assignment is designed to lead students into a richer and more com- Collect up to four images of previous and/or later versions. 6. How are the parts composed (consider line, shape, form, balance, emphasis/focus, plete method of inquiry and discovery. The Bibliography documents sources, but also . movement, pattern, repetition, unity)? demonstrates the range of research tools needed to learn about designed objects, and the Describe what came before and after. 7. What materials are used? quality of information each can produce. 8. What colors are used? 32. When were the alternatives made? 33. How has the object changed over time? 9. What textures are used? The Summary Document will require students to reduce their research into essential bits 34. How has the use of the object changed over time? that are easy to communicate with a group. Describe what it does. (Functional Analysis) 35. How has the user of the object changed over time? 36. Where have these objects been used over time? 10. What does it do? The In-class Group Exercise uses individual research to find overlapping themes and 37. How did technology or new materials change this object? Divide your students into groups of three or four and ask them to compare their summary 11. How does it work? create conversations that share not just the details but the ideas discovered along the way. 12. Does it also have a social function? 38. Did changing social structures affect the use of this object? documents. Possible discussion questions are below: 13. Does it have a patent? 39. Did changing social structures affect the perception of this object? 40. Did legal requirements or trade agreements change these objects over time? • Plot the chronology of these objects. What key dates do they have in common? 14. Is it used conspicuously or privately? Learning Outcomes • What geographies do these objects and/or their parts have in common? • Analyze a design object from multiple perspectives. • Are underrepresented users or makers present? (women, racial minorities, etc.) Describe the user. • Construct and practice a design history research method that incorporates globalism, • Are there different production or distribution systems involved? 15. Who is the user? social history, and object analysis. • Would you describe these objects as high brow? Low brow or kitsch? No brow? 16. What is specific about the user (consider geography, social class, income, gender, SUMMARY DOCUMENT • Develop a body of research and select specific ideas that demonstrate the key themes. Organize your images and key phrases from your answers on an 11x17 inch page. • Are “famous” objects all high-end? ability, age, etc.)? • Compare your projects to identify commonalities and differences between objects, Be ready to use this page to share what you learned with the class. • How do these objects demonstrate the identity of those who use them? 17. Are there unintended or other users? histories, and discovered information. Prepare a brief statement to introduce your project and share what you learned. • Is there an idea being promoted by any of the objects (political statement, protest effort?) • Develop a research practice that encourages investigating consumers and manufacturers • What do different formats (2D, 3D) have in common? Describe the designer. in addition to creators. 18. Who designed it? BIBLIOGRAPHY 19. Is there team of designers? Include a complete bibliography citing sources used for information and images. 20. Where was it designed? 21. Is the designer also the producer? Considerations Describe production. There is flexibility involved in running this project. You might assign icons of design (from the 22. Who produced it? textbook, museum, local retail store, or personal collection) and arrive at new ways of consid- 23. Where was it produced? ering them. Or, you might allow students to choose objects on their own and arrive at an 24. What methods were used to produce it? understanding of how different objects have overlapping stories. You might have the entire 25. Who paid to make it (company, manufacturer, commissioner, client, patron)? Do you class run the same object through the exercise to see the variety of directions their answers know what it cost? can go. 26. Were there pieces or parts from other places? 27. Were there any constraints on its production (legal, political)? Choosing objects (the parameters) • Objects chosen should have a history • Objects should be “useful artifacts” (not art). • Pre-industrial objects may be used, but students may have trouble answering some of part 2: UNDERSTAND THE CONTEXT OF THE OBJECT. the questions. • Objects may be part of an established design canon or an everyday object. part 1: UNDERSTAND THE OBJECT. NEH Symposium Collect up to four images of alternatives from the same time period. Find up to four images that describe the object. Teaching the History • Objects may be 2D (poster, font, textile) or 3D (appliance, building, package), or a of Modern Design Although there are many ways to examine a designed object, they all tend to lead us to Describe one of the alternative objects. system (corporate identity, signage, stacking food storage). similar conclusions. Designed objects have many stories to tell. This project is intended to 28. How are the objects the same (cost, availability, materials, manufacturing/production)? Describe the basics of this object. help students more deeply investigate an object. By asking different questions of the Matthew Bird 1. What is it? 29. How are the objects different (cost, availability, materials, manufacturing/production)? Gayle Goudy object (more than merely who, what, when, where) we can arrive at a richer learning 30. Who would use the alternative (consider genders, geographies, abilities, age)? Assessment 2. What is it called? Brockett Horne experience, and have more opportunities to link together learning into a more meaningful 31. Do the two objects appeal to the same taste? Effective student projects should: 3. When was it made? story. The project can be repeated to arrive at a longer-term timeline of objects by the end Respond to the majority of the 40 questions. 4. Where is or was the object available? of the semester. Use varied sources to produce a wide understanding and specific details. Demonstrate a capability to synthesize research into key points. Describe what it looks like. (Formal Analysis) Components part 3: Be able to make comparisons between their work and their peers’. 5. What are the parts? UNDERSTAND THE HISTORY OF THE OBJECT. The 40 Questions assignment is designed to lead students into a richer and more com- Collect up to four images of previous and/or later versions.
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