Updated - 22 October 2018
Copyright - G P Sagar 2015
Towards Design & Technology
There is hardly anything in the world that some man cannot make a little worse and sell a little cheaper, and
the people who consider price only are this man's lawful prey.
John Ruskin 1819-1900
In its simplest form it is 'Deigning & Making'.
The
subject
has
become
morphed
from
the
traditional
Craft
subjects
to
meet
contemporary
demands,
and
is
based
upon
a
much wider philosophy.
Why is Secondary D&T important?
Design
and
technology
is
a
practical
and
valuable
subject.
It
enables
children
and
young
people
to
actively
contribute
to
the
creativity,
culture,
wealth
and
well-being
of
themselves,
their
community
and
their
nation.
It
teaches
how
to
take
risks
and
so
become
more
resourceful,
innovative,
enterprising
and
capable.
Students
develop
a
critical
understanding
of
the
impact
of
design
and
technology
on
daily
life
and
the
wider
world.
Additionally,
it
provides
excellent
opportunities
for
students
to
develop
and
apply
value
judgements
of
an
aesthetic,
economic,
moral,
social,
and
technical
nature
both
in
their
own
designing and when evaluating the work of others.
DATA’s Website
Even
to
this
day
if
you
speak
to
parents
in
the
school
playground
or
in
the
shopping
mall
few
would
be
able
to
give
any
description
as
to
what
the
subject
is
about.
Sadly
this
also
applies
to
those
in
professional
positions,
the
universities,
government, and even close colleagues within the schools. Whereas in previous times craft education was understood by all.
I
would
go
even
further
and
say
that
many
who
are
teaching
Design
and
Technology
do
not
really
understand
it
themselves
hence the need for constant training.
At
this
point
of
time
(2016)
the
very
existence
of
this
subject
within
the
curriculum
is
threatened.
Little
support
is
given
by
government
ministers
with
a
very
worrying
lack
of
understanding
as
to
its
educational
value
for
children.
Children
themselves
do
not
have
the
enthusiasm
for
it
and
in
consequence
there
is
a
diminishing
take-up
at
examination
level.
I
must
confess
also
that from what I have seen my enthusiasm as an experienced exponent would be hard pressed to involve myself.
In
the
late
1980s
one
school
was
a
good
example
of
design
and
technology
in
practice.
Two
A-level
examples
epitomise
the
approach,
one
where
a
student
designed
a
purpose
travel
bag
for
air
travel
which
was
taken
up
by
an
Eastern
company
for
commercial
production.
Another
investigated
an
electrical
design
problem
within
a
production
model
at
Rover
cars,
and
designed
the
solution
which
again
was
taken
up
by
the
company.
This
was
not
an
isolated
example
of
school
practice
in
this
era.
Of
course,
these
examples
were
evident
of
a
small
proportion
of
students
taking
this
subject,
but
the
educational
process
leading up to this success left a valuable legacy within other pupils’ experience.
Marketing.
One
very
large
obstacle
plagued
this
area
as
it
changed
away
from
the
traditional,
or
historical,
concepts
of
the
subject.
Parents,
industry,
and
higher
education,
have
difficulty
in
understanding
this
change.
This
state
of
affairs
exists
to
this
day.
Everyone
knew
what
woodwork
and
metalwork
were.
Parents
were
familiar
and
invariably
proud
when
their
son
or
daughter
took
home
a
carefully
manufactured
piece
of
craft
work,
whatever
the
quality,
which
would
be
displayed
in
a
prominent
place
for all to see.
This
new
approach
which
included
so
many
other
elements
quiet
foreign
to
people's
previous
experience
and
education
was
something
of
a
mystery.
Parents
in
particular
did
not,
and
that
still
do
not,
understand
it.
Consequently
they
do
not
relate
this
educational experience to the rest of the curriculum. The result is a lack of support for the children.
Unfortunately
the
efforts
of
the
last
25
years,
before
the
writing
of
this
book,
as
seen
no
progress
in
people's
understanding
of
the
nature
of
the
subject.
All
advertising
ploys
of
the
now
Design
and
Technology
Association
have
come
to
no
avail.
I
think
it is worth saying that it is not for the want of trying.
Primary D&T
In
the
1980s
it
was
deemed
important
enough
to
introduce
design
and
technology
into
primary
education.
Along
with
initiatives
developed
by
certain
colleges
the
Institute
organised
a
conference
and
exhibition
in
1985
which
was
well
attended
and
which
stimulated
a
good
deal
of
enthusiasm.
It
is
a
shame
now
that
so
many
primary
school
do
not
have
either
the
resources
or
the
interest
in
order
to
pursue
D
and
T
to
any
extent
even
though
there
is
a
requirement
in
the
national
curriculum.
As
a
D&T
teacher,
you’ll
nurture
pupils’
creativity
and
teach
them
the
skills
to
not
only
come
up
with
brilliant
ideas,
but
to
turn
them
into
a
reality.
By
doing
so,
you’ll
be
teaching
a
subject
that
complements
their
wider
learning
and
brings
it
to
life
in
practical terms – from maths and science to computing and art.
You’ll
encourage
pupils
to
be
resourceful,
innovative
and
enterprising
as
they
solve
real
and
relevant
problems.
This
means
developing
the
essential
skills
young
people
need
for
everyday
life,
and
unlocking
their
ability
to
be
the
designers
and
innovators of tomorrow.
Clipped from: http://www.nsead.org/craft/craft.aspx
Craft can be defined as intelligent making. It is technically, materially and culturally informed. Craft is the designing and
making of individual artefacts or objects, encouraging the development of intellectual, creative and practical skills, visual
sensitivity and a working knowledge of tools, materials and systems.
Now approaching 70 (As at Feb. 2015), and having had a life-time involved in the Subject, I am very tired of hearing and
seeing individuals trash the work, and the teaching, of the past. It is high time that we took a real ‘in depth’ look at what
we are trying to achieve with this area of education. There is far more to life and society than industry and commerce.
Are we merely trying to supply industry with manpower, or should we be attempting to educate the whole ‘person’? We
must also remember that each individual is different, and what is appropriate for one is not necessarily appropriate for
another.
“Gone are the days of making products with no real purpose, just to demonstrate and teach skills”.
The current concept of Design and Technology has become too narrow. The focus appears to be towards educating
youngsters for industry and commercial concerns alone. We are neglecting the wider needs of society, and their own
personal development, thus missing the real point of education.
Children by their very nature have a desire to create. We have a duty to nurture and, capitalise on this basic human
instinct.
During my whole teaching career since 1966 I fail to see where we made things ‘without a purpose’. For that time and
place there was a very real purpose in what we did. Children needed that capability to go out into the workplace and
society at that particular time - it was also something people could relate to. What really mattered was how well it was
taught, and learnt.
In the early 1980’s the ‘Institute of Craft Education’ changed its name to the ‘Educational Institute of Design Craft and
Technology’ with an aim to put ‘Design’ at the forefront of our activities. This was in the days when the subject was
commonly known as CDT (Craft Design and Technology).
The concept of ‘design’ in education is nothing new however, much depends upon its interpretation, and the individual
teacher’s overall ability and enthusiasm. Every situation is different, and every child is different. We know what ‘Design’
means in our context, but for the wider public it has a variety of connotations.
‘Craft’, and ‘Skill’ have become words to avoid as they are a distraction, and an embarrassment to this new philosophy.
Most certainly, in the past, there has been an avoidance owing to the difficulties and intensity involved in successful craft
teaching. Failed teaching and learning was highly visible.
‘Design’ (Web). "Design' in the curriculum became a brave attempt by those who had moved into university positions to
bridge that ‘Plato gap’ in society. Sadly history has proved that it has not worked. The university driven attitudes towards
social structure are still as strong and entrenched as they have ever been.
‘Craft’ (Web).
Craft today conjures up ideas of the village fete and weekend stalls in a school room making money for
charity. Gone are the craftsmen who could supply peoples specialist needs, and the quality of the product which was
inherently sustainable. The replacement is a throw-away society with no appreciation of what constitutes quality. It is also
viewed by many as merely hobby-work.
‘Skill’ (Web). Is an attitude of mind as much as anything else. Also a commitment - particularly when we appreciate that
some skills take almost a life-time to perfect. Precision is very much a part of this but little understood or practised now. In
fact, little is understood now as to what skill really entails, even by practicing professionals. Skill is the unified force of
experience, intellect and passion in their operation. John Ruskin
Read more at http://www.brainyquote.com/quotes/authors/j/john_ruskin.html#dKkFtOfQrpjWptD5.99
The old saying of ‘throwing the baby out with the bath water’ has never had a truer ring to it. By ignoring and
alienating the older styles of approach, instead of building on them, has resulted in a ‘hollow vessel’.
The examples of work on display at EIDCT exhibitions may be not everyones cup of tea, but it was evidence of a good deal
of teaching and learning taking place in many schools at the time.
The Design and Technology Association, originally created by Government interests to override teacher influence, is now
the only vehicle by which the quality of the subject can be nurtured. In fact the very survival of the subject area lies with its
sole influence and expertise. What a responsibility!
My Teaching and Department
Examples of Students’ Work - One
Examples of Students’ Work - Two
It is also significant that teachers in the past remained in one position for lengthy periods of time, and in consequence
built up a tradition, or even style, in that particular school. Not only were they teaching the children but they could also
have taught the parents.
Design and Technology can be defined as -
“THE CREATIVE APPLICATION OF KNOWLEDGE, SKILLS AND UNDERSTANDING TO DESIGN AND MAKE HIGH QUALITY
PRODUCTS"
( As detailed by ????? in the late 1980’s).
It
is
not
‘a
new
subject’
as
claimed
by
the
Design
and
Technology
Association
-
a
fact
understood
by
anyone
who
is
privy
to
the
rich
history
of
its
development
over
the
years.
Teachers
and
educationalists
had
visions
of
elements
relating
to
aspects
of
this
education
as
early
as
the
late
1940’s.
The
fact
is
that
there
has
been
a
professional
battle
raging
behind
the
scenes
for
many
years
where
the
Colleges,
Government,
and
Teachers
have
met
head
to
head
without
any
real
understanding
exuding
from
the
social
dogma.
Neither
has
there
been
any
real
respect
for
the
experience
of
those
actually
doing
the
job.
Even
now
I
meet
ex
handicraft
teachers
who
left
the
profession
owing
to
the
professional
inacceptabilities, andwho have developed very successful businesses.
Much of course depended on those at the chalk face