towards design technology

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