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Design Thinking and Innovation for Grade 10, Semester 1 & 2 Taskbook 2022 CBSE, New Delhi 0 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Thinking and Innovation Curriculum for Grade 10 Contents: ___ Module Contents No.

Type Module Title Time Grade Page No.
0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 Introduction and Overview Semester 1 Fundamentals of Communication Skills 18 hours 18 credits Fundamentals of Story Creation Introduction to Creativity 18 hours 18 credits 18 hours 18 credits Design Project 3 with focus on exploring Creativity and Ideation 27 hours 27 credits Semester 2 Fundamentals of Animation 18 hours 18 Credits Fundamentals of Sustainability and Design 18 hours 18 Credits Introduction to Prototyping Methods 18 hours 18 credits Design Project 4 with focus on Prototyping and Presentation 27 hours 27 credits Assessment + Feedback Forms Total Hours and Credits 162 hours 162 credits 2 7 17 29 38 44 53 63 71 79 ___ 1 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Thinking and Innovation Task-­‐book for Grade 10 Introduction: ___ 0.1.1 What is Design?
“Design is solution to a problem” -­‐John Maeda, Designer and Teacher “Essentials of design are-­‐ purity, precision, details ” -­‐Prof Sudhakar Nadkarni, Designer and Teacher “Design is thinking made visual” -­‐Saul Bass, Graphic Designer t “Design is plan for arranging elements in such a way -­‐Charles Eames, Designer and Film Maker as best to accomplish a particular purpose ” tt “Design is not just what it looks like and feels like.
Design is how it works.” -­‐Steve Jobs, Designer and Businessman tt In a nutshell, design is about understanding needs and being sensitive to issues, identifying problems that need to be solved, creating innovative appropriate solutions, and considering aspects of sustainability such that it makes a positive difference to life in our universe.

A designer is a highly creative person who enjoys solving problems.
The reason why they enjoy being creative is that they are sensitive to the needs of people and understand the extent of the issues in society.

This sensitivity allows a designer to be intuitive and to think of opportunities that enhance the lives of people.

It makes them appreciate the intricate aspects of a problem or a situation to help better it through creative designs.
(Ref: 2) Design being an important part of the creative industry has many options for you to pursue, such as Communication/Graphic Design, Product Design, Animation Design, Automobile Design, Architecture Design, Environmental Design, Digital Design, Textile/Fashion Design, and such.

So, if you are looking for something which will give your creative streak in you an outlet and also provide you with innovative problem-­‐solving skills, design may be the option for you.

___ 0.1.2 Who is a Designer?


___ 0.1.3 What is Design Thinking?

One can understand Design Thinking as a method to solve problems using a process.

It is one of the most effective ways to create something new.

A process that first understands users, identifies and analyses a problem or need, and researches relevant information, after which ideas are explored and analyzed, until an appropriate innovative solution to the problem or need is arrived at.
2 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 ___ 0.1.4 Who is a Design Thinker?

___ 0.1.5 What is the Design Thinking Process?

Hence Design Thinking could be viewed as the process that translates an idea into a blueprint for something useful, whether it's a vehicle, a building, a graphic, a service or a system.

(Ref: 2) A Design Thinker is a person who applies the Design Thinking process to solve problems and find creative innovative solutions in any field or domain.
For example, you could apply Design Thinking to solve problems in arts, social sciences, law, medicine, engineering, business, etc.

It could even be applied to solve problems at home or in your neighbourhood or in your place of work.

Whether it is a simple problem or a complex problem, a design thinker finds creative ways to tackle them.

If everyone could adopt this method to solve problems then we would be moving towards a creative society that finds solutions to many of its problems.
It involves the following five phases in the process of solving a problem: Phase 1.

Observe/Empathise/Research, -­‐ The first phase helps you to identify needs and locate issues to be solved through observation and empathy Phase 2.

Understand/Analyse/Define, -­‐ The second phase of the process helps you to understand, define and analyse the problem area Phase 3.

Ideate/Alternate/Create, -­‐ The third phase helps you to come out with several alternate creative innovative solutions to the problem Phase 4.
Build/Prototype/Detail and -­‐ The fourth phase helps you to actualize the solution by building mock-­‐ups, creating scenarios, and then prototyping and detailing Phase 5.

Reflect/Feedback/Implement -­‐ The last fifth phase is to get feedback through evaluation so that the suggestions can be implemented in the final solution.

3 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 ___ 1.1.6 What is Innovation?
___ 1.1.7 What is the overall vision and aims of Design Thinking and innovation Curriculum?

Innovation involves the implementation of something new and replacing or reframing the existing mindset.

It is about translating a concept, idea, thought, or invention into artefacts and services that create value in life.

It is the process of transforming ideas into commercial reality.

Innovation plays a major role in society.


It helps us cater to the needs of people that arise from constant physical and emotional changes.

It helps identify the crucial applications of technology and scientific inventions.

As compared to Innovation, Invention happens once in a while.

However, each Invention may produce millions of Innovative Products – like the invention of Wheel has produced and continues to produce Innovative Products for the benefit of mankind.
Innovation is in how an invention can be used to solve problems.

Hence, Design pursues Creativity of Innovation.
The overall vision of DT&I curriculum is to be able to instill the following in the students: • Explore student’s sensory abilities, cognitive abilities and social abilities • Create awareness in the students through observation, discovery, analysis, experience, collaboration and reflection • Nurture their curiosity and enhance their explorative abilities • Foster creativity and innovation in students • Identify problems and be able to find solutions + Apply Design Thinking process and methods to solve various problems • Learn the fundamentals/essentials of the creative design discipline In addition, DT&I will promote socially responsible practice through enlightening the students with ways to solve problems within the Sustainable Development Goals as mentioned by the United Nations.
The course also helps students derive culturally-­‐rooted understanding of design from information documented under the Indian Knowledge Systems.
References: Reference 1: https://dsource.in/resource/quotes Reference 2: http://designindia.net/institutions/design-­‐information/design-­‐ questions ___ 4 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Thinking and Innovation Task-­‐book for Grade 10 Overview: ___ 0.2 Modules for Grade 10 Semester 1 Fundamentals of Communication Skills Semester 2 Fundamentals of Story Creation Introduction to Creativity Design Project 3 with focus on Creativity and Ideation Fundamentals of Animation Fundamentals of Sustainability and Design Introduction to Prototyping and Feedback Design Project 4 with focus on Prototyping and Feedback -­‐ Further Learning of of Design Skills -­‐ Discovery through Creative Explorations -­‐ Introduction to Build, Make and Do -­‐ Iterative Design Process with Feedback -­‐ Application of Design Thinking with focus on Sustainability -­‐ Apply Fundamentals of Communications Skills -­‐ Ability to Create Stories -­‐ Learn Fundamentals of Animation -­‐ Understanding of Sustainability and Design -­‐ Application of Creativity and Prototyping Techniques -­‐ Enhance Observation and Analytical Skills -­‐ Develop Concerns for Design Issues -­‐ Improve Communication and Presentation skills -­‐ Be able to Prototype and get Feedback ___ 0.3 Overall Vision for Grade 10 ___ 0.4 Overall Learning Objectives ___ 0.5 Additional Competencies ___ 0.6 Matching SDG Goals ___ 5 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Thinking and Innovation Task-­‐book for Grade 10 Overview: ___ 0.7 Grading ___ 0.8 Assessment ___ 0.9 Validation/Feedback _____ 0.10 References ___ 0.11 Exhibition/Presentation ___ Grade Awarded Grade Points Outstanding Above Excellent Excellent Above Proficient Proficient Above Promising Promising Above Developing Developing Above Beginning Beginning O!
AA AB BB BC CC CD DD DE EE EF 1.0 (or Extra Points) 1.0 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 -­‐ Define the criteria for assessment for this Module (mentioning the factors for grading/assessment preferably on a Matrix) Beginning FF-­‐EF-­‐EE 0.0-­‐0.1-­‐0.2 Criteria 1 .

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Developing DE-­‐DD 0.3-­‐0.4 Criteria 1 Criteria 2 .

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Promising CD-­‐CC 0.5-­‐0.6 Criteria 1 Criteria 2 Criteria 3 .

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Proficient BC-­‐BB 0.7-­‐0.8 Criteria 1 Criteria 2 Criteria 3 .

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Excellent AB-­‐AA 0.9-­‐1.0 Criteria 1 Criteria 2 Criteria 3 .

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Final Credits for this Module = Grade x Credits -­‐ The task done needs to be validated with feedback from both students as well as teachers (so that this can become an input for making changes in the next year) -­‐ References are mentioned at the end of each task -­‐ As much as possible, these should be made accessible to both students and teachers -­‐ As most of the design tasks have a visual output, the class is encouraged to put up the tasks as an exhibition (for a short period) in the classroom / in common areas of the school or as a group presentation for others in the school to see.
6 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 1.0 Module 1 Fundamentals of Communication Skills: 18 hours (12 in school and 6 at home) Exposure 1 Exposure 2 Exposure 3 Exposure 4 -­‐ Introduction Written Communication -­‐ Introduction Visual Communication -­‐ Introduction Verbal Communication -­‐ Presentation Techniques Task 1.1 (at School + Home) -­‐ Introduction to written Communication Task 1.2 (at School + Home) -­‐ Introduction to Visual Communication Task 1.3 (at School + Home) -­‐ Introduction to Verbal Communication Task 1.4 (at School + Home) -­‐ Presentation Techniques Final Output -­‐ Make a presentation of all your communication tasks + Reflections, Self Assessment and References 7 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 ___ 1.0 Module 1 Fundamentals of Communication Skills 18 hours (12 in school and 6 at home) = 18 credits Introduction Communication Skills are part of the 21st century skills aimed at making the students understand the fundamentals of both verbal and non-­‐verbal communication.
This includes written, spoken, visual and gestural communications.

Aim of the Course: To expose school students to the fundamentals of communication skills.

The students should be able to listen, read, take down notes, make points, summarize and organize information for effective communication.

This could be for writing and presenting a story/scenario, making a project report /proposal or an article/paper.
The course will introduce students to organize and structure information for different ways of communication: (a) written, (b) verbal, (c) visual and (d) gestural communication.
Place: Place: Task 1.1, 1.2, 1.3 and 1.4 done at School and at home Grouping: Grouping: Class tasks are done in groups of 3-­‐4 and Home tasks are individually -­‐ -­‐ Equipment: Equipment: Notebook/Sketchbook for sketching, Stationary (Pencils, Pens, Colours, Tracing paper, Black Ink and brush or brush pen, colour pens), students may use digital devices like computers or tablets (if available, but not necessary) 8 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Exposures: Exposure 1 Introduction Written Communication Exposure 2: Introduction Visual Communication Exposure 3: Introduction Verbal Communication Exposure 4: Presentation Techniques Task Sequence: Task 1.1 + 1.2 + 1.3 + 1.4 1.
Exposure 1: Introduction Written Communication (20 minutes) 2.

Task 1.1: Written Communication (4hrs 40 minutes) 3.

Exposure 2: Introduction Visual Communication (20 Minutes) 4.

Task 1.2: Visual Communication (4hrs 40 minutes) 5.

Exposure 3: Introduction Verbal Communication 6.

Task 1.3: Verbal/Gestural Communication (4hrs 40 minutes) 7.

Exposure 4: Presentation Techniques (20 Minutes) 8.
Task 1.4: Final Presentation (160 minutes) Design Thinking & Innovation Process involvement: This Module involves the following phases of the DT&I Process: Phase 1.

Observe/Empathise/Research (Taking Notes/Sketching Observations) Phase 2.

Understand/Analyse/Define (Summarizing, Mappings) Phase 3.

Ideate/Alternate/Create (creative alternatives) Phase 4.

Build/Prototype/Detail (Scenarios) Phase 5.


Evaluate/Reflect/Implement (Presentation) Mapping SDG Goals: The following SDG goals need to be considered while solving this task.

While documenting elements and expressions, do think of gender equality and reduced inequalities and concern for life on our planet.
9 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 1 Task 1 = 1.1 + 1.2 + 1.3 + 1.4 School Hours: 12, Home hours: 6 + Task 1.0: + Task 1.1 + Overall Task (Task 1.1 + Task 1.2 + Task 1.3 + Task 1.4): Task Topic: Communication Skills: Social issue or an issue concerning your neighbourhood environment You can either choose a social issue or pick up an issue concerning your neighborhood environment.
In this module you’ll apply fundamentals of communication skills to look at the above issue in terms of written skills, visual skills and verbal/ gestural skills.

You’ll make use of all these skills to effectively make a presentation at the end of the module.

Task 1.1: School hours: 3, Home hours 2, both done individually Task Title: Written Communication skills Here the students will create an effective written communication by studying an issue and writing about it.
The writing will have a title, abstract, write-­‐up about the issue, references and credits Task 1.1 Abstract, Summary, Organizing, Write-­‐up, References and Acknowledgements This section on written communication skills involves the following steps: > Choose the topic/issue > Study the Issue or Visit the place > Repeat three times – for overview, understanding sub sections and details > Notes in Points/ Keywords/ Mind-­‐maps > Discuss with others for feedback > Summarize in points > Organize and sequence points > Re-­‐look at beginning, middle and ending > Re-­‐write as sentences in 2pages > Give a Title > Write an abstract > Do a summary and future steps > Give full references, acknowledgements/credits 10 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Process in detail: 1.
Choose a topic concerning a social issue or choose an issue concerning your neighbourhood environment 2.

Read the reference articles/write-­‐ups about the social issue three times or visit the place three times -­‐ first to get an overall understanding, -­‐ second time to understand the different sections or sub-­‐areas -­‐ and third time to look at details 3.

Take down notes in points, write down keywords and do a mind-­‐map of its different sections and parts 4.
Discuss this issue with your family members or your friends 5.

Summarize about the issue in points – clear and concise (points are short sentences or phrases) 6.

Go through the points and see if it can be organized with a better sequence 7.

Re-­‐look at the beginning (should be able to introduce the issue) and ending (to make it remember-­‐able) 8.
Expand these points as sentences in about 2 A4 size pages or in around 500 words (Check-­‐list of five qualities of good writing are: focus, development, unity, coherence and correctness) 9.

Add an appropriate and interesting title 10 Add your name, grade, name of the school after the title 11.

Write an abstract of the chosen issue (an abstract is very short and brief essence of the chosen issue in a paragraph in about 50 words) 12.

Do a summary of the issue and future steps to be taken 13.
Give references to the text and images from other write-­‐ups (full references needs to include the names of the authors, title of the write-­‐up, where it was published, year of publication and place of publication) 14.

Give acknowledgements or credits to all who have given help including the source of the articles or the chosen environment (credits needs to include the names of the people, their position, organization or institution and place/location) (don’t forget the support given by your teacher) 15.
The whole write-­‐up should be less than 3 pages or around 600 words Output 1.1: Written communication of the chosen issue with Title, Abstract, Write-­‐up about the issue, Summary/Future Steps, References and Credits Notes on Plagiarism: Please note that you need to give credits to content that you have referred to.

It is illegal to copy a phrase/sentence or use an image/ photograph created by someone else.
If you need to use it, then it has to be mentioned that the particular phrase/sentence or image is from someone else mentioning a number in brackets next to it and giving the full reference at the end of the write-­‐up.
11 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 1.2 + Task 1.2: School hours: 3, Home hours 2, both done individually Task Title: Visual Communication Skills Here the students will use visual communication skills to present the above chosen issue through visuals – images/sketches and visual mappings Task 1.2 Images, Photos, Icons, Info-­‐Graphics, Visual Narrative, References and Credits This section on visual communication skills involves the following steps: > Continue with the above the topic/issue > Study the Issue or Visit the place > Take photographs – of people, process, artifacts, environment, etc.
> Make sketches of interesting things > Study the issue and make information graphics using mappings or diagrams to explain relationships and inter-­‐connections > Create appropriate Icons for each of the sub-­‐sections of the issue > Create a visual narrative/sequence about the issue with the above visuals and mappings > Give a Title (could be the same as task 1.1) > Give full references 1.
Continue with the chosen topic concerning a social issue or choose an issue concerning your neighbourhood environment 2.

Study the issue using other reference materials and visit the location 3.

Take photographs concerning the issue -­‐ of people, process, artifacts, environment, etc.

4.

Draw sketches about the issue 5.

Make a mind-­‐map about the different aspects and components of the issue 6.

If it involves an activity or process, make a journey/time map about the issue 7.
Explore if information graphics using mappings, charts and diagrams about the issue would be helpful in understanding the issue 8.

If it involves activities on a location, making a location map showing the activities could be helpful 9.

Create appropriate visual Icons for each of the sub-­‐sections of the issue 10.

Create a visual narrative/sequence about the issue with the above visuals and mappings 9.
Add an appropriate and interesting title (could be the same as Task 1.1) 10 Add your name, grade, name of the school after the title 11.

Select a key image to be included in the beginning 12.

Give references to the images (if used from other sources) (full references needs to include the names of the authors, title of the write-­‐up, where it was published, year of publication and place of publication) 13.
Give acknowledgements/credits to all who have given help including the source of the articles or the chosen environment (credits needs to include the names of the people, their position, organization or institution and place/location) (don’t forget the support given by your teacher) 14.
The Visual Narrative about the issue should be in 3 to 5 A4 size pages Output 1.1: Visual communication of the chosen issue with Title, Key Image, 12 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 1.3 + Visual Narrative about the issue, Icons for sub-­‐sections, References and Credits Task 1.3: School hours: 3, Home hours 2, both done individually Task Title: Verbal/ Gestural Communication Skills Here the students will use verbal and gestural communication skills to present the above chosen issue with a presentation time of 6 minutes.
The presentation is oral without the use of slides/visuals.
Task 1.3 Key-­‐words, Presentation write-­‐up, Elevator Pitch, Verbal /Gestural Narrative, References and Credits This section on verbal/gestural communication skills involves the following steps: > Continue with the above the topic/issue > Study the Issue or Visit the place > Study the content created in task 1.1 and 1.2 > Create key-­‐words or Notes in Points > Re-­‐write the text to make it suitable for reading > Do an elevator pitch of the issue > Mark gestural interventions > Make a verbal presentation about the issue > Give full references and credits 1.
Continue with the chosen topic concerning a social issue or choose an issue concerning your neighborhood environment 2.

Study the issue using other reference materials and visit the location 3.

Study the content created in task 1.1 and 1.2 and highlight or underline important content 4.

Create key-­‐words or make notes in points (this will serve as cue sheets while presenting) 5.

Re-­‐write the content of the write-­‐up so that it is easy to present.
(sentences could be short, only important aspects can be covered, narrating an incident about the issue or describing a character involved with the issue could make it interesting) 6.

Do a short introduction to the issue in half a minute (also known as elevator pitch) and present this in the beginning 7.

In five minutes explain the issue by verbally presenting the different aspects of the issue along with using hand gestures to emphasize important aspects of the issues.
If you are comfortable moving around while presenting, then practice and make use of this (be confident in presenting; preset with a comfortable pace and tone of voice; even if you are reading from the text, look up at the audience in between the readings; bring emphasis to the important points; you could involve the audience by asking a question or response to what you said; etc.)
(The check-­‐list of seven C's of effective communication: clarity, correctness, conciseness, courtesy, concreteness, consideration and completeness) 8.

Do a short summary of the issue along with future directions at the last half minute of the presentation.

9.
9.

Give acknowledgements/credits to all who have given support for collating information about the issue (credits needs to include the names of the people, 13 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 1.4 + their position, organization or institution and place/location) (don’t forget the support given by your teacher) 14.

The verbal presentation including the use of gestures for emphasis 15.

Practice at least three times (rehearsal).


Rehearsal makes you familiar with the content, makes you ware of where to emphasize and where to pause and will make you more confident.

16.

You could also audio/video record using a mobile your presentation, play it back and watch yourself.
Watching yourself will help you with the verbal mistakes that could be improved, unnecessary gestures that could avoided, the tone and pace of your voice Output 1.3: Verbal and gestural communication of the chosen issue with Title, Elevator Pitch, Verbal/Gestural Presentation, Summary along with References and Credits Task 1.4: School Hours: 3, done individually Task title: Final Presentation The students will verbally present about the chosen issue using both text and visuals in 6 minutes.
This task is a summation of the work done in tasks 1.1, 1.2 and 1.3 The presentation should include the title, credentials of the presenter, abstract, content in text and visuals, summary and future steps, references and acknowledgements Task 1.4a: Final Presentation Task 1: Prepare a presentation (of 6 minutes duration): Slide 1.

Title of the chosen Issue + Your name, grade, and name of the school Slide 2.

Content listing of your presentation Slide 3.


Abstract of the issue along with Key visual Slide 4-­‐13.

About the chosen issue with text in points along with appropriate related visuals Slide 15.

Summary with future directions Slide 16.

References, Acknowledgments/Credits – to all who have helped Output 1.4: A presentation (10 minutes) explaining the chosen issue making use of written, visual, verbal, gestural and presentation communication skills Presentation Essentials: a.
Present in an engaging and crisp manner b.
Design the slides/visuals to reflect the relevance of your topic c. Use your communication design skills to make the presentation visual d. Design proper layout; use appropriate type, colour and background e. Its nicer if all the team members take turns in presenting (here it is an individual person) f. It makes sense to have main titles, sub titles and then running text/images g. Have an abstract/content slide in the beginning 14 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 h. Make good use of appropriate medias in the presentation i.
Use appropriately theater, drama, story, scenarios, video, etc.

to convey your ideas j.

Preparing a script is a good idea – reading text from the slide should be avoided Presentation Tips k. Never underestimate the need to rehearse.

This can be usefully done alone, with team members, and with novice audiences.

Audio/Video recording of your self (to gain confidence).

l. Never underestimate how long it takes to describe things clearly to a novice audience.
m. Never underestimate how little the audience knows about what is so interesting about your topic n. Do not be dull when you speak, audiences want to engage in your enthusiasm o.

Make slides visible from the back of a room (try them out!)

Apply Visual Design Principles p. Remember the rule of thirds from the module on Photography for Documentation.

Apply this rule to the slides of your presentation for better composition of the different elements on the screen.

q.
q.

Make use of grids to compose the elements of layout on the slide/screen.

The use of grids will ensure consistency between different slides r. Chose the number of columns for the text.

Again its is suggested to choose between 1 to 4 columns so that text is not all over the screen but gets organized into groups.

s. Use minimum number of fonts/typefaces.

Using a maximum of two fonts is suggested.

The same holds good for the use of colors.


The use of many fonts and many colors for the fonts creates confusion rather than harmony.

6.

Use as much visuals or graphics on the screen as possible and less of text – this make it more interesting to understand and remember your presentation.
References: 7 C’s of Communication: https://www.revolutionlearning.co.uk/article/the-­‐7-­‐cs-­‐of-­‐communication/ 5 Qualities of Good writing https://www.hunter.cuny.edu/rwc/handouts/the-­‐writing-­‐process-­‐ 1/invention/Five-­‐Qualities-­‐of-­‐Good-­‐Writing 15 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Reflection: Self Assessment: Questions to ponder: -­‐ Which are your favorite Communication techniques – Written?

Visual?

Verbal?

Gestural/ and why?


-­‐ Would you like to make good presentations?

Will you make use of the learning’s from this module to practice for this?

-­‐ Would you like to pass on what you learnt here to others?

Assessment Criteria (Task 1.1 + 1.2 + 1.3 + 1.4) – Assess yourself: -­‐ The Written Communication of the chosen issue with Title, Abstract, Write-­‐up about the issue, References and Credits is done well.
(Individual Assessment, Task 1.1) Beginning Developing Promising Proficient Excellent -­‐ The Visual Communication of the chosen issue with Title, Key Image, Visual Narrative about the issue, Icons for sub-­‐sections, References and Credits is done well.
(Individual Assessment, Task 1.2) Beginning Developing Promising Proficient Excellent -­‐ The Verbal and Gestural Communication of the chosen issue with Title, Elevator Pitch, Verbal/Gestural Presentation, Summary along with References and Credits is done well.
(Individual Assessment, Task 1.3) Beginning Developing Promising Proficient Excellent -­‐ The presentation (of 10 minutes duration) explaining the chosen issue making use of written, visual, verbal, gestural and presentation communication skills is done well.

(Individual Assessment, Task 1.4) Beginning Developing Promising Proficient Excellent Other References: Other suggested References: 1.

Introduction Communication skills https://www.youtube.com/watch?v=u16EPwFmdis 2.
Introduction to presentation skills: https://www.youtube.com/watch?v=ADJAcyTq1us https://www.youtube.com/watch?v=BuB7IhWZnJs 16 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 2.0 Module 2 Fundamentals of Story Creation: 18 hours (12 in school and 6 at home) = 18 credits Exposure 1 Exposure 2 Exposure 3 -­‐ Introduction to Stories – What, Genres, Elements -­‐ Principles of Structuring Stories -­‐ Application of Stories Overall Task Exploring Fundamentals of Stories 2.1 Task (at School + Home) -­‐ Introduction to Stories 2.2 Task (at School + Home) -­‐ Story Structure and Types 2.3 Task (at School + Home) -­‐ Story creation and application of stories 2.4 Task (at School + Home) -­‐ Presenting the story Final Output -­‐ A presentation and exhibition of all the works + Reflections, Self Assessment and References 17 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 ___ 2.0 Module 2 Fundamentals of Story Creation: 18 hours (12 in school and 6 at home) = 18 credits Introduction Aim of the Course Stories are all around us.
We hear and tell stories all the time.

It is a way to communicate.

Telling stories has many uses apart from casual conversation.

Students can use the art of storytelling to present and communicate their ideas to peers and teachers.

Stories are an essential tool for all designers.

Stories are used by all design disciplines and can also be used by people in non-­‐design fields.

Storytelling becomes the 21st century skill children must have.
Introducing this module within the design subject will allow students to explore and express their thoughts in a more engaging manner.

To expose school students (Grade 10) to elements, principles and structure of Story-­‐creation.

The different sessions are: 1.

Introducing story creation 2.

Story structure and types 3.

Story creation and media 4.


Application of stories and presentation This module aims to teach students the story creation process and make them comfortable with creating stories and presenting their stories in front of an audience.

At the end of the module, students would have had a first hand experience at: a.
Observing surroundings b. Ideating and creating stories based on their observations c. Present their ideas in a group, in front of the class and the teacher d. Feel confident about sharing ideas and using stories as a way of communication.
18 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Place: Place: Task 2.1, Task 2.2, Task 2.3 and Task 2.4 – done at both school and at home Grouping: Grouping: Class tasks are done in groups of 3-­‐4 and Home tasks are individually -­‐ -­‐ Equipment: Exposures Notebook/Sketchbook for sketching, Stationary (Pencils, Pens, Colours, Tracing paper, Black Ink and brush or brush pen, colour pens), students may use digital devices like computers or tablets (if available, but not necessary).
Exposure 1 -­‐ Introduction to Stories – What, Genres, Elements Exposure 2 -­‐ Principles of Structuring Stories Exposure 3 -­‐ Application of Stories Task Sequence: Task 2.1 + Task 2.2 + Task 2.3 20 min 15 min 5 Present Principles of 2D Slides 5 Present Structure in Design slides 20 min 20 min 220 min 20 min 40 min 340 min .hrs 3 Present Strory Structure 8 Task 2.3 Presentation 7 Present Story Application 6 Task 2.2c Structure + Beginning, middle, end 1 Present Introduction to Stories 4 Task 2.2 Strory + Moodboard + Character 2 Task 2.1 Observation + Conversation + Ideation 220 min Stu den ts Pho tog rap h the Tas k at Ho me Stu den This task involves the following phases of the DT&I Process: ts Phase 1.
Observe/Empathise/Research (observation of Story Elements) Pho Phase 2.

Understand/Analyse/Define (Fundamentals and Principles) tog rap Phase 3.

Ideate/Alternate/Create (trying creative alternatives) h Phase 4.

Build/Prototype/Detail (making a presentation) the Tas Phase 5.

Evaluate/Reflect/Implement (feedback from others) k at Ho me Design Thinking & Innovation Process involvement: Mapping SDG Goals: The following SDG goals need to be considered while solving this task.
While documenting elements and expressions, do think of gender equality and reduced inequalities and concern for life on our planet.
19 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 2.0 Task 2.0 = 2.1 + 2.2 + 2.3: + 2.4 School Hours: 12, Home hours: 6 + Task 2.1: Done at School + Home Task 2.1 = 2.1a + 2.1b: 2 hours at School + 1 hours at Home, Done individually Topic title: Introduction to Stories: -­‐ begin by observation Students will be able to define what is a story and identify story genres, Given instructions on how to actively observe things around them, students will be able to gather information from their surroundings and record interesting ones for the class/group a.
Stories are a sequence of events or a quest by someone to solve the problem, and find a solution b.

We tell stories to preserve and carry forward culture, and information c. Stories can be used as a means of entertainment and to evoke certain emotions d. Observation is key to writing relatable stories e. Genre controls what you write and how you write it.
It describes the style and focus of the story you write f. There are many genres like romance, action-­‐adventure, science fiction, fantasy, speculative fiction, suspense/thriller, horror, mystery, historical, comedy, etc.

g. Elements of a story are: story goal, characters, world setting, plot, and structure.

The elements of stories can be divided into 5Ws and 1H: W1.

Why: Story Goal W2.

Who: Character and viewpoint -­‐ whose viewpoint are you showing in your story W3.
Where : World Setting -­‐ location W4.

When: World Setting -­‐ Period, duration (story’s length through time) W5.

What: Plot -­‐ overall storyline along with subplots H1.

How: Structure -­‐ linear, circular, etc.

20 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 2.1a (done in School + Home) Task 2.1a Done individually (Not Assessed) Topic title: Notebook for Story Idea Documentation: Developing a habit of maintaining a notebook/sketchbook for your ideas is suggested.
Note: Don’t worry about the quality of the ideas.

Use this notebook for all your modules.

Don’t worry about the quality of ideas, just write the ideas down so you don’t forget them.

Over time this notebook will contain so many ideas you had while walking, playing, or studying.

This notebook will become the place where you create amazing designs and also make mistakes while creating them.

1.

Take any notebook (ruled or plain pages), or a diary which is easy to carry around as well 2.
Use the notebook to write down any ideas that you may have while performing the group or individual tasks Task 2.1b (done at Home) Task 2.1b Home hours: 2, Done individually Topic title: Observation as Inspiration for the Story: Observe at home and its surrounding environment, aspects that can enrich and be an inspiration for your story.To make your story more relatable, you can use such insights to detail your story, story world and the characters in it.
Active, keen observation will help you with the following: -­‐ Ability to notice interesting things around you -­‐ Ability to articulate the same -­‐ Actively gathering information 1.

List down 3 people from different professions who you see in the neighbourhood/family (only 1 family member can be taken as example).

What features helped you identify them?

2.

List down 3 unique things that are a part of your family’s daily morning routine -­‐ mention what makes these things unique?

3.
3.

List down 3 places you visit the most in your locality/city.

Mention 3 unique things about each place: 21 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 4.

Write down 2 moments, which you found very interesting/funny/innovative/new in the recent past: Output 2.1b: write the above mentioned observations on an A4 size paper Task 2.1c: Done at School + Home Task 2.2c 2 hours at Home, Done individually Topic title: Converse with others: 1.
Depending on the story that you would like to create, converse with people who can provide you with insights.

These could be grandparents, parents, professionals, etc.

2.

Before you converse with the relevant people, plan 4-­‐5 questions in addition to the ones mentioned below.

The questions should help you find answers to questions related to their lives, difference between now and then, and any unique stories which are intriguing and inform you about their experiences.

3.
3.

These are some of the questions that you can ask, make them suitable to the context of your story: a.

What was a typical daily routine?

b.

What were their modes of entertainment?

c. Main differences between carrying out day-­‐to-­‐day tasks.

d. What were the modes of transport present back in the day?

e. What kind of clothes did they wear?


Output 2.2c: Summary of the conversation + listing of takeaways for your story Task 2.1d (done in School) Task 2.1d School hours: 2, Done individually Topic title: Ideation and Story Creation: 1.

From the given list of topics, choose a topic that you would to create a story on.
-­‐ A long journey -­‐ A school trip and the missing watch -­‐ A student wins the first prize but is still unhappy -­‐ A broccoli, a pizza and ketchup go on a trip -­‐ You explore a cave and make an amazing discovery -­‐ A puppy tries to go to school like human kids do -­‐ One morning when the character woke up, I was only six inches tall -­‐ A group of students get stuck in school with magical powers -­‐ A story inspired from Panchatantra animals/characters 22 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 -­‐ A cell phone -­‐ less world -­‐ our favourite character comes to life -­‐ Life without electricity 2.
Come up with preliminary, initial 2-­‐3 story ideas using sketches and keywords 3.

You can use a notebook/sketchbook to sketch your ideas 4.

Make use of mind maps and brainstorming to generate these ideas.

Keep in mind to sketch/write keywords for every idea you get, even the discarded ones.
Output 2.1a: Initial/Preliminary and original ideas or sketches for the story as text and images Task 2.2: Done at School + Home Task 2.2 = 2.2a + 2.2b + 2.2c + 2.2d 2 hours at School + 1 hours at Home, Done individually Topic title: Story Structure and Types: a.

Narrative structure is how the plot is revealed to the reader b.
Each story has mainly 3 parts -­‐ beginning, middle and end or objective, obstacles, and outcome c. Beginning or objective reveals the story goal, characters, time period, world setting and sets general expectations from the story d. Middle or obstacles is the phase where the protagonist fails the attempts to achieve the goal, it ends in a high crisis e. End or outcomes has 3 parts: crisis, climax and conclusion and ties up loose ends f. There are mainly 4 types of narrative structures: chronological, fractured, circular or parallel g. To create your characters and story world take inspiration from around you Using a combination of imagination and real life inspiration can help create very interesting characters and story worlds Task 2.2a: Done at School + Home Task 2.2a 2 hours at School, Done in groups of 3-­‐4 Topic title: Finalise your story and create a mood board: 1.
From the initial Story ideas, finalise the one you would like to take forward.

2.

Create a mood board for your characters and story world -­‐ relevant words, clothes, personality, favourite things, hobbies, and artifacts which make your world real (key words about the characters can help) 3.

You can take references, get newspapers, magazines, glue 4.
For the character world, provide your characters with a name, age, purpose and a little bit of history Use images from the material you brought to convey the character’s personality.

The character belongs to the world you design and must follow the rules of the world.

5.

For the story world, you must decide a location, time period and duration of their story (an hour, a day, a week, many years).

You will collect artefacts which convey the idea of the time period they are working in.
If you are working in the current time period, they should collect items necessary to convey the current 23 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 circumstances and their setting.

6.
6.

Use your sketchbook for further ideation and iterations Output 2.2a: Finalise the story + Create and present the Moodboard Task 2.2b: Done at School + Home Task 2.2b 2 hours at Home, Done individually Topic title: Define your character and the environment There are mainly 4 types of characters a story might need.

They are: a.

The Protagonist – is the leading character in your story b.
The Antagonist – is the character who opposes c. The Confidant -­‐ a person who always supports the protagonist d. The Affection -­‐ a person/thing/animal which brings out the vulnerability of the protagonist (by being attached) 1.

Detail out from the support of the moodboard the different characters in your story 2.

You’ll need to describe the characteristics of each one of them, -­‐ their age, sex, looks, likes, moods, opinions, personality, etc.

2.
2.

You could make a sketch of them to visualize their features .

3.

You’ll need to figure out the setting.

Setting is defined as the physical location and time of a story – the environment in which the story happens – space, climate, location, rural/urban, etc.

4.
4.

Figure out the time period and the duration in which the story occurs Output 2.2a: Design of the character, location and the time period for your story Task 2.2c: Done at School + Home Task 2.2c 2 hours at Home, Done individually Topic title: The Structure of your story There are mainly 4 types of narrative structure: A. Chronological (linear): In such stories the author tells the story in the chronological order.

That means what happened first, later and finally.


This structure can include flashbacks, but most of the narrative is told in the order that it occurs.

Most books tend to fall under this narrative structure.

Example: the Tortoise and the Hare B.

Fractured (non-­‐linear): In this case the author tells the story out of chronological order, jumping abruptly through the timeline.

Here the author can link and orchestrate different ideas.
The narrative can switch between multiple characters at different points in time.

Example: Alice in Wonderland C. Circular: In a circular story, the story ends where it began.

Although the 24 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 starting and ending points are the same, the character(s) go through a change, affected by the story's events.
Example: Slum-­‐dog Millionaire D. Parallel: In parallel structure, the story follows multiple storylines, which are tied together through an event, character, or theme.

Example: Mahabharata, Finding Nemo Task 2.2c: 1.

Detail out the structure of your story – taking clues from the above mentioned types.

2.
2.

Make an outline and then fill in the details Output 2.2c: Selecting of the structure and integrating with the story Task 2.2d: Done at School Task 2.2d 2 hours at School, Done individually Topic title: The beginning, middle and ending of your story Each story has mainly 3 parts -­‐ beginning, middle and end or objective, obstacles, and outcome.

A.

Beginning (Objective): This is the part of the story where the action starts to brew.
The main character may end up in a difficult position and he or she develops the story goal here.

This is the best time to hook the reader into your plot.

a.

The problem the main character faces -­‐ the conflict b.

Reveals the story goal c. Decision to do something about the problem to achieve the goal d. Using this structure will help define the characters, the plot, and the time zone.

They give a general idea of what the reader has to expect from the narrative.
These parts can be described under the following headings: Who, what, why, when, where, how -­‐ 5Ws and 1 H. B.

Middle (Obstacle): The middle of a story begins with the character taking the first action toward achieving the objective and promptly runs into obstacles.

a.

This phase usually consists of the failed attempts of the protagonist.

b.

The middle part of a story ends on this high crisis.

C. End (Outcome): Completes your story arc.

Shows a change in your main character.

Satisfies your reader.


Lee Roddy mentions 3 parts which help with the end of the story: a.

Crisis: In facing disaster, the main character has very limited choices to get out of his predicament.

One is hard, but morally right.

b.

Climax: The character makes that right moral choice and attempts one final valiant effort to resolve his problem.

c. Conclusion: the main character snatches victory from defeat and solves his problem.
Someone changes (usually the main person) showing character 25 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 development or that he has learned something (a moral, virtue, or theme).

Loose ends are tied up, rewards and punishments are given, the outcome answers the story question either yes or no, and preferably in a way that surprises the reader.
Example -­‐ The thirsty crow: Beginning: The crow is thirsty and finds a pot of water; Middle: Tries to drink directly but fails in this effort as his beak doesn’t reach the depth, so he starts dropping pebbles in it.

End: He notices the water rising and is able to drink the water and quench his thirst.

Task 2.2c: 1.

Detail out the beginning, middle and end of your story.

2.
2.

You’ll need to figure out the medium to tell your story – play, book, movie, a dance drama, etc, Output 2.2c: Detailing the beginning, middle and end of the story and selecting the medium for your story Task 2.3a: Done at School + Home Task 2.3a 2 hours at School, Done individually Topic title: Document and Present your story The learning objectives of this module of Story Creation are the following: a.
Picking up one idea, learner must write a simple, short story which can be sufficiently detailed in 2 weeks time and is interesting to the audience b.

Picking up one idea, learner must detail out the story (character, time period, world, artefacts, etc.)
by writing it down in a way that its essence is communicated to the readers c. Learner must decide upon the plot line — conflict, rising action, motivation, turning points, protagonist, antagonist of a story to engage the audience d. Learner must take the written story and convert it into a medium which best communicates the emotions and feelings of the story to the audience 1.

Document the finalised story as text.

You could add images.

2.


The story is presented in the class in an effective and engaging manner.

3.

The students should have fun while they tell their stories and give their best.

3.

The teacher and the other students give feedback on the story Output 2.3a: Documentation + presentation of the story to the class 26 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Reflection: Questions to ponder: -­‐ Would you like to be a Story Creator?
-­‐ Would you like to look for inspiration around your surroundings and environment to create interesting stories?

-­‐ Based on the principles of stories, would you like to write your own stories and publish them so that many others can read it?

Self-­‐Assessment: Assessment Criteria (Task 2.1a + 2.1b + 2.1c) – Assess yourself: Introduction to Stories: -­‐ The task of noting down ‘Observations as Inspiration for Stories’ was done well.
(Individual Assessment, Task 2.1b) Beginning Developing Promising Proficient Excellent -­‐ The task of making conversations with others for insights for story creation was done well.

(Individual Assessment, Task 2.1c) Beginning Promising Excellent -­‐ ‘The task of Initial/Preliminary and original ideas or sketches for the story as text and images was done well.
(Individual Assessment, Task 2.1d) Beginning Promising Excellent Story Structure and Types: -­‐ The finalisation of the story + Creating the Moodboard was done well.

(Individual Assessment, Task 2.2a) Beginning Developing Promising Proficient Excellent -­‐ Design of the character, location and the time period for the story was done well.

(Individual Assessment, Task 2.2b) Beginning Developing Promising Proficient Excellent -­‐ Selecting of the structure and integrating with the story was done well.
(Individual Assessment, Task 2.2c) Beginning Developing Promising Proficient Excellent -­‐ Detailing the beginning, middle and end of the story and selecting the medium for your story was done well.

(Individual Assessment, Task 2.2d) Beginning Developing Promising Proficient Excellent 27 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Documentation and Presentation of the Story: -­‐ The documentation of the story as text/visuals and its presentation to the class was done well.
(Individual Assessment, Task 2.3a) Beginning Developing Promising Proficient Excellent Other References: Other suggested References: 1.

Story Sketches https://www.dsource.in/course/story-­‐sketches-­‐animation 2.
Story-­‐Weaver -­‐ creating stories in multiple languages https://storyweaver.org.in 28 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 3.0 Module 3 Introduction to Creativity: 18 hours (12 in school and 6 at home) Exposure 1 Exposure 2 Exposure 1: Introduction to Creativity and Innovation Exposure 2: Creativity methods – Lateral thinking and Analogies Overall Task Observation and Problem Identification Task 3.1 (at School + Home) -­‐ Observation of Creativity in Nature -­‐ Creative Doodling Task 3.2 ( at School + Home ) -­‐ Creative Art Exchange -­‐ String Stories Creatively Task 3.3 ( at School + Home ) -­‐ Creative Uses for an Object: -­‐ Create a Room with Emotions Task 3.4 (at School) -­‐ Create Music using every Objects Task 3.5 (at School) -­‐ Creative redesign of a Cart Final Output -­‐ Make a presentation of your documentation + Reflections, Self Assessment and References 29 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 ___ 3.0 Module 3 Introduction to Creativity: 18 hours (12 in school and 6 at home) = 18 credits Introduction: \ Creativity and innovation module is intended to encourage students to explore, experiment and learn design skills, discovery through creative explorations and problem solving.
The tasks and activities would help the students to break away from the usual rigid thinking by learning how to approach a problem in a creative manner.

The module covers the following methods of creativity: A. Lateral thinking is a manner of solving problems using an indirect and creative approach via reasoning that is not immediately obvious.

B. Divergent thinking is a thought process or method used to generate creative ideas by exploring many possible solutions.
C. Analogical thinking is a process of finding a solution to a problem by finding a similar problem with a known solution and applying that solution to the current situation.

Types of creativity: This is one of the ways in which creativity can be classified.

The activities are designed to accommodate all four types of creativity.

A.

Deliberate cognitive creativity is when we are focused and are consciously aware of the process based on our prior knowledge like the inventions of Edison.

B.
B.

Deliberate emotional creativity is consciously influenced by our emotions.

C. Spontaneous cognitive creativity is an unconscious and unpredictable process, but still requires prior knowledge like Archemedes and Newton’s discovery.

D. Spontaneous emotional creativity is what usually occurs in artists and musicians.
30 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Aim of the Course: This module will expose students to different kinds/areas of creativity: -­‐ Fostering creative thinking among students and helping them express their creativity in various ways -­‐ To encourage innovation, exploration and novelty -­‐ To familiarise students with the design thinking process -­‐ To inculcate problem identification and solving skills among students Desired outcome from this module: -­‐ Students learn different manners of creative thinking such as lateral thinking, divergent thinking, analogical thinking, etc.
-­‐ Students gain exposure to iterating, critiquing each other and avoiding fixation of ideas -­‐ Students get familiarised with spatial awareness, abstraction and detailing -­‐ Students get an understanding of contextual learning through certain activities.

-­‐ Students learn to interact with others and collaborate with their peers.

This also encourages peer learning.
Place: Place: Task 3.1, Task 3.2, Task 3.3 done at School and Home and Task 3.4 and 3.5 done at school Grouping: Grouping: Class tasks are done in groups of 3-­‐4 and Home tasks are individually -­‐ -­‐ Equipment: Equipment: Smart Mobile phone with Camera for documenting and recording + Notebook/Sketchbook for sketching, Stationary (Pencils, Pens, Colours, Tracing paper, Black Ink and brush or brush pen, colour pens), students may use digital devices like computers or tablets (if available, but not necessary).
Exposures Exposure 1: Introduction to Creativity and Innovation Exposure 2: Creativity methods – Lateral thinking and Analogies Design Thinking & Innovation Process involvement: This task involves the following phases of the DT&I Process: Phase 1.

Observe/Empathise/Research (observation of creativity in nature) Phase 2.

Understand/Analyse/Define (analysing creativity methods) Phase 3.

Ideate/Alternate/Create (trying creative alternatives) Phase 4.

Build/Prototype/Detail (making a presentation) Phase 5.
Evaluate/Reflect/Implement (feedback from others) Mapping SDG Goals: The following SDG goals need to be considered while solving this task.

While documenting elements and expressions, do think of gender equality and reduced inequalities and concern for life on our planet.
31 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 3: Task 3 = 3.1 + 3.2 + 3.3 +3.4 + 3.5 School Hours: 12, Home hours: 6 + Task 3.1a Task 3.1a: School Hours: 2, Done in groups of 3-­‐4 at School Task Title: Observation of creativity and innovation in Nature: The students need to observe examples and find answers to how does nature solve it problems?

Then they gather examples from nature and try to make something useful.
This task involving observation, analysis and creativity is an example of both spontaneous and well as deliberate cognitive creativity.

1.

The students go on a field visit to the nearby park or garden 2.

The students ask questions -­‐ why is a seed shaped this way?

Why are the flowers like this?

Why does the fruit fall to the ground?

etc.

3.

How would you go about finding answers to the above questions?

4.
4.

The students also collect examples of fallen fruits, seeds, flowers, leaves, twigs, stones, etc.

5.

Use these collected examples to create something useful.

The students are encouraged to even come out with multiple uses.

Tips: could be a gift, game, painting, ornament, whistle, etc.

(For example – paint the leaves with different figures and use it as bookmarks, coasters or as greeting cards) Output 3.1a: Presentation of the creative examples of something useful.
Task 3.1b Task 3.1b: Home Hours: 2, Done individually Task Title: Creative Doodling: This task is an example of spontaneous emotional creativity.

The student does free instinctive explorations trying out creative alternatives.

1.

Students select a few everyday objects found around them 2.

They place one or two of the objects on an A4 size sheet and draw/doodle around it to create an interesting image.

Use of colors is permitted (For example, bottle caps could be used in place of eyes to make a face.)
3.

The students try at least 3 different variations using the same object or different ones 4.

Give titles to each of the explorations 5.

Document through photography the different variations Output 3.1b: Present your creative doodle solutions in the class 32 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 3.2a Task 3.2a: School hours: 2, Done in groups of 3-­‐4 students Task Title: Creative Art Interchange: This task is an example of spontaneous emotional creativity.
The student does free instinctive explorations trying out creative alternatives based on inputs from a colleague.

1.

The 3-­‐4 students start the task by drawing anything of their choice separately on a part of A3 size sheets of drawing paper.

The drawing can be as detailed as possible and can be coloured.

2.

After 10-­‐15 minutes, they exchange their sheets in a clockwise direction and continue and add on to what the previous teammate has drawn 3.
They repeat this process for an hour and half so that each student gets to work on an artwork for 10-­‐15 minutes, twice 4.

In the end, they’ll have 3-­‐4 paintings with equal involvement from each member of the team 5.

Give a title to each of the drawings Output 3.2a: Present the final 3-­‐4 drawings to the class.
Discuss about the qualities of the output Task 3.2b Task 3.2b: School hours: 2, Done in groups of 3-­‐4 students Task Title: String Stories Creatively: This task is similar to the previous task and is an example of spontaneous emotional creativity.

The student does free instinctive explorations trying out creative alternatives for a story based on inputs from a colleague.

1.
1.

The 3-­‐4 students start the task by creating the beginning of an interesting story of their choice separately on A4 size sheets of writing paper 2.

After 10-­‐15 minutes, they exchange their sheets in a clockwise direction and continue and add on to what the previous teammate has written 3.

They repeat this process for an hour and a half so that each student gets to work on adding to the story for 10-­‐15 minutes, twice 4.
In the end, they’ll have 3-­‐4 stories with equal involvement from each member of the team 5.

Give a title to each of the stories Output 3.2b: Present the final 3-­‐4 stories to the class.

Discuss about the qualities of the output Task 3.3a Task 3.3a: Home hours: 2, Done individually Task Title: Creative Uses for an Object: This task is an example of Deliberate Cognitive creativity.

The student has to creatively think out of the box to conceive multiple uses for the same product.
The students are encouraged to make use of SCAMPER – a simple, quick 33 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 creativity technique.

SCAMPER stands for: Substitute, Combine, Adapt, Modify, Put to another use, Eliminate and Reverse.

1.

The student can choose an everyday object – could be your pencil, ice-­‐cream sticks, straws, spoons, etc.

2.

Discover alternate uses for the product.

You could make use of several of the same object 3.
Make use of the SCAMPER technique – try to find a solution for each of the words 4.

Draw your solutions on separate A4 size sheets 5.

In the end, you need to have at-­‐least 3 alternative uses for the same product Output 3.3a: Present the final alternative uses of the product to the class.

Task 3.3b Task 3.3b: School hours: 2, Done in groups of 3-­‐4 students Task Title: Create a Room with Emotions This task is an example of Deliberate Emotional creativity.
The student has to creatively design a room based on expressing an emotion.

The students are encouraged to think of Analogies of Emotions from Nature.

1.

Each group selects one of these words: -­‐ Joy, sorrow, chaos, fear, calm 2.

Each group makes a 3D room of given dimensions out of craft board or similar materials.

Floor -­‐ 20x20 cm, Ceiling -­‐ 20x20 cm, 4 walls -­‐ height of the walls can be decided by the students based on the word that has been assigned to them 3.
The students have the choice to draw, paint or stick (can be 3 dimensional) on the inner surfaces of the room so that the final outcome makes the occupant of the room get a feel of the word assigned to them 4.

The students are encouraged to play with lines, shapes, colors, textures and scale.

They can also use additional materials.


Some analogies from Nature: -­‐ Bright and warm colours make most people feel happy and optimistic, whereas dull, dark colours might make you feel gloomy -­‐ Congested spaces like a forest can be perceived as suffocating and a wide, open space might make someone feel lost or lonely -­‐ Crisscrossing lines and shapes can be chaotic to look at while horizontal lines and flat shapes can give the feeling of calmness 5.
Ask the students to look at spaces created by the other teams and analyze what colors and elements create or enhance the feelings intended, and think about what would they change in others outcome Output 3.3a: Present the final design of the room with the chosen emotion to the class Task 3.4 Task 3.4: Home hours: 3, Done with family and friends at home Task Title: Create Music using everyday Objects: This task is an example of Deliberate Emotional creativity.
The student has to creatively think out of the box to figure out how to make sounds out of everyday objects and create music.

34 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 .

Then the student needs to explore rhythms and with the support of family members to create rhythms and 1.

Students have to create their own sounds using the materials of their choice.
The students are encouraged to experiment with different materials and try various tunes, rhythms, volumes and tempos (try clapping normally, try clapping with a rhythm, try an alternative rhythm – this is the way to go) 2.

The students need to make their own sources of sound (using elastics, cups with different amounts of water, steel railings, spoons, pans, sticks, etc.)

(No musical instruments or apps should be used for this task).

3.

Practice the tune until you feel it’s fine 4.


Take support/help from family members/friends to play multiple materials at the same time as a group 5.

On a mobile, record short video of the group playing the music Output 3.4: Present the final music video to the class Task 3.5 Task 3.5: School hours: 3, Done in groups of 3-­‐4 students Task Title: Creative re-­‐design of a Vendor Cart This task is an example of Deliberate Cognitive creativity.
The students in groups have to creatively redesign a vendor cart and come out with several alternative solutions.

1.

The students select a vendor cart – could be for selling fruits, vegetables, street food, juices, etc.

2.

Study the cart – its functions, portability, construction, usefulness, convenience, etc.

3.

Creatively think or brainstorm of ways to extend the usefulness of the cart, make it easier to use and market, perform activities on the cart, etc.

4.
4.

The students are encouraged to look at the cart from several alternate points of view – lighting, shading for rain/sun, storage, display, announcing, sometimes cooking, protection, etc 5.

Make use of creativity techniques of group Brain storming, Lateral thinking, SCAMPER and Idea sketching 6.

Come out with several ideas and finalize at-­‐least 3 redesign alternatives as sketches or drawings 7.
Do a brief write-­‐up about each of your solutions Output 3.5: Present the final design sketches of the redesigned vendor carts to the class 35 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Reflection: Questions to ponder: -­‐ Do you enjoy doing these tasks?

-­‐ Will you use some of the methods of creativity to ideate solutions for problems at home and in your neighbourhood?

-­‐ Will you share the methods of creativity techniques with others?
Assessment: Assessment Criteria (Task 3.1 + 3.2 + 3.3 + 3.4 + 3.5) -­‐ Assess yourself: -­‐ The Observation of Creativity in Nature as well as the presentation of the creative examples of something useful was done well (Group task 3.1a) Beginning Developing Promising Proficient Excellent -­‐ The presentation of the creative doodle solutions in the class was done well (Individual task 3.1b) Beginning Developing Promising Proficient Excellent -­‐ The presentation of the creative Art Interchange examples were done well (Group task 3.2a) Beginning Developing Promising Proficient Excellent -­‐ The presentation of 3-­‐4 creative string stories solutions in the class was done well (Group task 3.2b) Beginning Developing Promising Proficient Excellent -­‐ The presentation of the final alternative uses of the product to the class was done well (Individual task 3.3a) Beginning Developing Promising Proficient Excellent -­‐ The presentation of the final design of the room with the chosen emotion to the class was done well (Group task 3.3b) Beginning Developing Promising Proficient Excellent -­‐ The presentation of the video creating music using everyday objects was done well (Group task 3.4) Beginning Developing Promising Proficient Excellent -­‐ The presentation of the sketches of the redesign of the vendor cart to the class was done well (Group task 3.5) Beginning Developing Promising Proficient Excellent 36 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Other References: Other suggested References: 1.
Lateral thinking: https://www.youtube.com/watch?v=gB5ve_Bqf0M 2.

Lateral thinking.

(2022, May 12).

In Wikipedia.

https://en.wikipedia.org/wiki/Lateral_thinking 3.

Creativity in Wikipedia https://en.wikipedia.org/wiki/Creativity_techniques 4.

Book: Lateral thinking: Creativity Step by Step -­‐ Book by Edward de Bono: Bono, D. E. (2015).

Lateral Thinking: Creativity Step by Step (Reissue ed.).

Harper Colophon.
37 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 4.0 Module 4 Design Project: with focus on exploring Creativity and Ideation 27 hours (18 in school and 9 at home) Exposure 1 -­‐ Introduction to Creativity Task 4.1 (at School + Home) -­‐ Analysis of the Problem to be solved Task 4.2 (at School + Home) -­‐ Creative Explorations -­‐ Idea Sketching alternatives Task 4.3 (at School + Home) -­‐ Detailing and finalizing alternatives Task 4.4 (at School + Home) -­‐ Make a presentation of your alternate Ideas Final Output -­‐ Design Solution Final Presentation and Documentation + Reflections, Self Assessment and References 38 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 ___ 4.0 Module 4 Design Project: with focus on Creative Explorations (18 hours at school + 9 hours at home) Introduction In this module the students will focus on creative explorations and ideation and make use of the creativity methods and techniques learnt in the last module.
Aim of this Module The aim of this module is to let students discover through exploration creative alternatives to a problem.

The students should be able to come out with many alternatives – in this task at least a dozen ideas.

The students are encouraged to brainstorm, think out of the box, lateral thinking, divergent thinking and analogical thinking.

The students make use of creativity techniques like the use of SCAMPER and use of idea sketching.
Sketching ideas makes one’s thoughts visible and allows for discussion, analysis and comparisons.

Place: Place: Task 4.1, 4.2, 4.3, 4.4, and 4.5 done at School and at home Grouping: Grouping: Class tasks are done in groups of 3-­‐4 and Home tasks are individually -­‐ -­‐ 39 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Equipment: Equipment: Notebook/Sketchbook for sketching and taking notes.
Students may use digital devices like computers or tablets to collate information and make presentations (if available, but not necessary) Exposures Task Sequence Exposure1: Introduction to Creativity and Innovation Task 4.1 + 4.2 + 4.3 + 4.4 Exposure1: Introduction to Creativity and Innovation (20 Minutes) Task 4.1: Understand the selected area/topic for exploration (2hrs + 40 min) Task 4.2: Explore Creative techniques (9 hours) Task 4.3: Detailing and finalizing alternatives (9 hours) Task 4.4: Design Solution Final Presentation and Documentation (6 hours) Design Thinking & Innovation Process involvement: This task involves the following phases of the DT&I Process: Phase 1.
Observe/Empathise/Research (Observation of Problem Space) Phase 2.

Understand/Analyse/Define (Understanding the Problem/Issue) Phase 3.

Ideate/Alternate/Create (trying several Creative Alternatives) Phase 4.

Build/Prototype/Detail (making Mock-­‐ups and seeking Feedback) Phase 5.

Evaluate/Reflect/Implement (Summary and Presentation) Mapping SDG Goals: The following SDG goals need to be considered while solving this task.
While documenting elements and expressions, do think of gender equality and reduced inequalities and concern for life on our planet.
40 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 4: Task 4 = 4.1 + 4.2 + 4.3 +4.4 School Hours: 18, Home hours: 9 Task 4.0 + Task 4.1 + + Overall Task (Task 4.1 + Task 4.2 + Task 4.3): Task Topic: Design Project: Exploration of Creative Alternatives In this module the students can work individually at home and form groups of 3-­‐ 4 students and support each other at school.
The main aim of this course is for the students to be able to come out with several creative alternate solutions to the given problem, concern or issue.

It's an enjoyable, fun exercise in being able to challenge oneself to come out with several alternate ideas, be able to look at them from different point of view and perspectives, even think of ideas that get better one after another.

The students need to come out with at least a dozen alternate solutions.
The students can choose to work on different areas to work.

The list of suggested topics is mentioned below: A. a set of 12 posters on the theme of conserving water – on A3 size sheets, with graphics, typography and images B. a set of 12 different objects using bamboo as material – prototypes of the objects are made.
C. a family of 12 characters as part of a story – drawn with details of expressions, gestures, dresses, pets, etc D. a set of 12 different products using paper corrugated sheets (make use of old cardboard boxes) E. a set of 12 different illustrated stories based on the adventures of a few characters (like the stories in Panchatantra) F. a set of 12 different games that can be played with a set of seeds, stones and sticks Task 4.1 School Hours: 2 and Home hours 1 Task Title: Understand the selected area/topic for exploration: 1.
Brainstorm, analyze and understand the selected area or topic 2.

Make a list of key words connected with your area / topic 3.

Look for analogies as inspiration for your area / topic 4.

Figure out the media, materials and image techniques 5.
Making a mind-­‐map could be useful Output 4.1: Make a list of the interconnected factors according to priority 41 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 4.2 + Task 4.2 School hours: 6 and Home hours: 3 Done in groups of 3-­‐4 at School and individually at Home Topic title: Explore Creative techniques 1.

Look at your key-­‐words or the mind map to see the area or problem from different points of view 2.
The students are encouraged to brainstorm, think out of the box, lateral thinking, divergent thinking and analogical thinking in order to come out with several alternate ideas 3.

The students make use of creativity techniques like the use of SCAMPER 4.

Each of the ideas is made visible through sketches 5.

Spend considerable time in trying to challenge yourself to come out with better and better ideas.
You can do this by analyzing how the previous idea can be improved or by looking at another solution from a different perspective.

6.

Ideate at least 12 alternative solutions and sketch these Output 4.3: Make a presentation of the creativity techniques used in 3-­‐6 slides (alternate sketches + short-­‐listed idea) Task 4.3 + Task 4.3 School hours: 6 and Home hours: 3 Done in groups of 3-­‐4 at School and individually at Home Topic title: Detailing and finalizing alternatives 1.
Select the best one out of your ideation and finalise it with details.

2.

The final concept could involve any of the following: -­‐ 2D/3D design Sketches + Physical Prototyping + Visualisation + 3D Models 3.

Make a mock-­‐up of your final idea – a scaled version 4.

Show the mock-­‐up to potential users and get feedback 5.

Incorporate suggestions from the feedback in your design 6.
Make the final prototype Output 4.4: Make a presentation of these in 3-­‐6 slides (mock-­‐up + feedback + details) Task 4.4 + Task 4.4 School hours: 4 and Home hours: 2 Done in groups of 3-­‐4 at School and individually at Home Topic title: Design Solution Final Presentation and Documentation -­‐ Select the best one out of your ideation and Presentation Details of points mentioned above: Task 1: Prepare a presentation (of 6-­‐8 minutes duration) to include all the stages of your project: a.
Title of the Creative Explorations Design Project or Problem Statement b.

Team members c. Summary/content listing of your presentation 42 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 d. Insights from understanding the area/topic g. Creative explorations of 12 Alternate Concepts (through sketches and visuals) h. 12 alternatives with details and prototypes i.

User feedback on your final solution j.


Next steps and suggestions k. Full References l. Acknowledgments – to all who have helped Output 4.5: A presentation (6-­‐8 minutes, roughly 15 – 25 slides) explaining the Project outcome along with the creativity Process Reflection: Questions to ponder: -­‐ Do you feel that the challenge of coming out with a dozen alternate ideas was worth it?

-­‐ Can you apply what you learnt by solving design problems creatively starting at your home or neighbourhood?
-­‐ Will you share this information on the use of creativity techniques with others – like your friends and cousins?

Self Assessment: Assessment Criteria (Task 4.1 + 4.2 + 4.3 + 4.4) -­‐ Assess yourself: -­‐ The students understood the problem area well and did a proper list of the interconnected factors according to priority.

(Group + individual task 4.1) Beginning Developing Promising Proficient Excellent -­‐ The use of various creativity techniques for exploring alternate ideas was done well.
(Group + individual task 4.2) Beginning Developing Promising Proficient Excellent -­‐ Came out with 12 creative innovative alternate ideas along with sketches (Group + individual task 4.2) Beginning Developing Promising Proficient Excellent -­‐ The detailing and the mock-­‐up of the prototypes were done well (Group + individual task 4.3) Beginning Developing Promising Proficient Excellent -­‐ The final presentation showing the creative design process and the 12 alternate solutions were done well (Group + individual task 4.4) Beginning Developing Promising Proficient Excellent 43 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 5.0 Module 1 Fundamentals of Animation: 18 hours (12 in school and 6 at home) = 18 credits Exposure 1 Exposure 2 Exposure 3 Exposure 4 Exposure1: Introduction to Animation Exposure 2: Animation Mediums Exposure 3: Character Design and Story Board Exposure 4: An animation case study project Overall Task Fundamentals of Animation Task 1.1 (at School + Home) -­‐ Types of Animation Task 1.2 (at School + Home) -­‐ Animation Principles Task 1.3 (at School) -­‐ Animation Mediums Task 1.4 (at Home) -­‐ Character Design Final Output -­‐ Make a presentation of all the work to the class + Reflections, Self Assessment and References 44 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 ___ ___________________________________________________________________ 5.0 Module 1 Fundamentals of Animation 18 hours (12 in school and 6 at home) Introduction When images created by drawing, puppets, models or 3D renderings are displayed successively one after another, it creates an illusion of movement and this technique is called animation.
There are several types of animation – hand drawn tradition animation, cut-­‐out animation, puppet animation, digital animation, etc.

Aim of the Module To expose school students in Grade 10 to basic fundamentals of animation techniques.

The module will cover the basics of the (a) Types of Animation, (b) Pulse of Animation, (c) Animation Principles , (d) Animation Mediums, (e) Character Design.
(f) Creating Story Board and (g) a small animation film project This should create an interest in this field, nurture their sense of curiosity, motivate them to explore and discover this creative field.

At the end of this module, the students should have an understanding of this creative field.
Place: Place: Task 1.1a, Task 1.2a, Task 1.3a – done at both school and at home Grouping: Grouping: Class tasks are done in groups of 3-­‐4 and Home tasks are individually -­‐ -­‐ 45 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Equipment: Exposures: Equipment: Smart Mobile phone with Camera, Notebook/Sketchbook for sketching, Stationary (Pencils, Pens, Colours, Tracing paper, Black Ink and brush or brush pen, colour pens), students may use digital devices like computers or tablets (if available, but not necessary).
Exposure1: Introduction to Animation Exposure 2: Animation Mediums Exposure 3: Character Design and Story Board Exposure 4: An animation case study project Task Sequence: Task 1.1 + Task 1.2 + Task 1.3 + Task 1.4 + Task 1.5 15 min 1 Present Intro to Aniimation 225 min .hrs 2 Task Task on Types of Animatiion 240 min 3 Task Animation Principles 4 Present Animation mediums 180 min 15 min s 5 Task Animation mediums 6 Present Chaacter Design and Story board 7 Task Character Design and Animation Project 360 min Stu den ts Pho tog rap h the Tas k at Ho me Stu den ts Pho tog rap h The following SDG goals need to be considered while solving this task.
While the documenting people and events, do think of gender equality and reduced Tas inequalities and concern for life on our planet.

k at Ho me This task involves the following phases of the DT&I Process: Phase 1.

Observe/Empathise/Research (observation of animation medium Phase 2.

Understand/Analyse/Define (what to animate) Phase 3.

Ideate/Alternate/Create (explore creative animation alternatives) Phase 4.

Build/Prototype/Detail (doing an animation project) Phase 5.
Evaluate/Reflect/Implement (feedback from others) Design Thinking & Innovation Process involvement: Mapping SDG Goals: 15 min Stu den ts Pho tog rap h the Tas k at Ho me Stu den ts Pho tog rap h the Tas k at Ho me 46 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 5: Task 1 = 5.1 + 5.2 + Task 5.3 + Task 5.4 + Task 5.5 School Hours: 12, Home hours: 6 + Task 5.1 + Task 5.1 + Task 5.1a + 5.1b: School Hours: 2, Home hours: 2 Done individually at School and Home Task 5.1a + Task 5.1b + Topic title: Ways of Animating -­‐ The students will explore the following ways of animation: A. Flipbook Animation B.
Pose to Pose Animation Task 5.1a: Home Hours: 2, Done individually at School Topic title: Flipbook Animation -­‐ The students will explore the successive display of images one after another with a bit of change so that it creates an illusion of movement.

-­‐ This method of drawing images one after another is also known as straight ahead animation.

(Ref: https://www.dsource.in/course/flipbook-­‐animation) 1.
Make flipbook of around 20 pages of size 10 cms x 10 cms (you can get 6 sheets of this from one A4 size paper and staple it to one side) 2, Start with a dot on the last page 3.

Make incremental changes on every page 4.

After you have completed, flip the book from back to front to see the images animate 5.
Now turn the book the other way around and do another set – maybe a bit more complex than the first one Output 5.1a: A Flipbook with an exploration of straight ahead animation Task 5.1b: Home Hours: 2, Done individually at Home Topic title: Pose to Pose Animation In pose to pose we draw the first key pose and then the extreme key pose and then we come back and do the in between frames.

If key poses (key drawings) are strong, then the animation will look rich and believable.
(ref: https://www.dsource.in/course/pose-­‐pose-­‐animation) 1.

Make flipbook of around 20 pages of size 10 cms x 10 cms (you can get 6 47 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 5.2 + Task 5.2a + sheets of this from one A4 size paper and staple it on one side) 2, The key frames are straight face, angry face, smiley face, puzzled face and sad face 3.

Draw these key frames on these pages 1, 5, 9, 13, 17 with 3 pages in-­‐between 4.
Now complete the in between pages (for example, the straight face incrementally becomes an angry face in 4 steps) 5.
After you have completed, flip the book from back to front to see the images animate Output 5.1b: A Flipbook with an exploration of pose to pose animation Task 5.2 + Task 5.2a + 5.2b: School Hours: 2, Home hours: 2, Done individually at School and Home Topic title: Animation Principles The students will explore the following two principles of animation: Squash and Stretch: The objects or characters are exaggerated Timing and Spacing: The number of frames between two poses, and how those individual frames are placed decides the pace or the pulse of the animation.
Understanding the two principles of animation are done through these two tasks: A. Bouncing Ball B. Pendulum Task 5.2a: Home Hours: 2, Done individually at School Topic title: Bouncing Ball A rubber ball tends to flatten if it bounces and hits the ground – A Squash Principle.

The ball will ‘Stretch’ in the direction it’s going once it starts bouncing upwards again.

Squash and stretch help in bringing flexibility, sense of weight and volume in the animation adding more life and energy in the motion.
(ref: https://www.dsource.in/course/principles-­‐animation/squash-­‐and-­‐ stretch/ball-­‐bouncing-­‐example) 1.

Take one A4 size paper 2, Start with a rubber ball being dropped from a height slightly at an angle 3.

First draw the trajectory of the ball as it bounces two or three times 4.

Now draw the shape of the ball at key positions (It would stretch on the top and squash at the bottom) 5.
It will also move slowly at the top and bounce faster at the bottom (so one needs to draw more number of frames at the top and less number of frames at the bottom) 6.
Now redraw this on a flipbook with 20 pages (as in Task 1.1a) Output 5.2a: Bouncing ball animation frames shown on a A4 size paper + on Flipbook 48 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 5.2b + Task 5.2b: Home Hours: 2, Done individually at Home Topic title: Pendulum ”Timing” refers to the number of frames or drawings in a particular action.

So it also determines the speed of the action.


When you increase the number of drawings between two extreme drawings, the action will be slow and run for a longer time; and when the number of drawings in between the extremes is fewer, the action will be faster and would take less time.

This way, timing plays a very crucial role in establishing a character’s nature, personality, mood and emotion.
(ref: https://www.dsource.in/course/principles-­‐animation/timing) This principle of timing is understood through the following task of drawing the animation of a pendulum: 1.

Take one A4 size paper 2, Draw a pendulum (a ball hung on a string) in the middle 3.

Draw its extreme positions -­‐ both on the left as well as on the right 4.

Now draw the in between positions of the pendulum such that it moves slowly at the ends but would move faster in the middle 5.
To achieve this, you’ll need to draw more frames at the ends and less frames in the middle 6.

6.

Now redraw this on a flipbook with 20 pages (as in Task 1.1a) Output 5.2b: Pendulum animation frames shown on a A4 size paper + redrawn on flipbook Task 5.3 + Task 5.3 + Task 5.3a + 5.3b: School Hours: 4 + 4 Done in groups of 3-­‐4 at School Topic title: Animation Mediums These are some of the types of animation: A.

2D drawn animation (you have been exploring this in the previous tasks) B.
3D Animation (object animation – usually done digitally using computers) B.

Stop motion (live action shot frame by frame) C. Claymation or Puppet Animation (clay models are used for animation) D. Cut outs (paper or cardboard cut-­‐outs are used for animation) E. Digital drawn (computers are used for animation) F. Motion Graphics (Graphic Design involving Text and Graphics is animated) G. Musical Animated Videos (Animated video, text, graphics along with music) We’ll explore three of the above methods: A.
Stop Motion Animation and B.

Motion Graphics C. Music Animated Video 49 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 5.3a + Task 5.3b + Task5.3a: School Hours: 4, Done in groups of 3-­‐4 at School Topic title: Stop-­‐Motion Animation In Stop Motion Animation objects are manipulated in small increments with a bit of change successively one after another.

Each of these successive images are photographed and when played back, the objects will be seen in motion.
Its possible to do Stop Motion Animation with all kinds of objects: A.

Use of Puppet – called Puppet Animation B.

Use of Clay/Plasticine -­‐ Claymation or Clay Animation C. With Paper, Cloth and other 2D Materials – called Cutout Animation D. With live actors – known as Pixilation 1.

Think of a funny or surprising event involving objects and living beings 2.

Convert the event into a story board with visuals and text much like the frames in a comic book 3.

You need a model of these objects and beings 4.


Find a flat surface on a table or on a wall (could be white/black board) 5.

Play the event from beginning to end by moving the objects on the surface with small changes.

(Remember that if the object has to move fast then its position has to change a lot compared to the object moving slowly + on wall surfaces, the objects need to be stuck with sticking tape) 6.
Fix your mobile on a stand or keep it in a fixed position and shoot frame by frame with each successive movement 8.

You might want to do a few trials until you get it right 9.

Play the images one after another – the objects will animate 10.

Adding sound effects is optional Output 5.3a: Stop Motion animation played back on the mobile or computer Task 5.3b: School Hours: 4, Done in groups of 3-­‐4 at School Topic title: Motion Graphics Motion Graphics involve animating text, drawings, graphics and photos.
These could be done manually frame by frame or by using a digital software application.

These are usually seen as A. as title graphics for tv shows, films, documentaries B. in advertisements on TV or social media, C. In educational films D. In art films/videos 1.

Think of a title graphics for your school/classroom/your project/an event that needs to be posted on social media 2.

The title graphics are made of text + graphics 3.


Figure out how the text is going to be displayed along with its entrance and exit 50 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 options as well as its movement.

Figure out how the graphics and how its going to be displayed with movement 4.

Convert the event into a story board with the frames made of graphics and text 5.
You could do this either manually or digitally If its manual, you’ll need to have printout of text, cut it and move it as you need on a surface.

The same with the graphics.

The background will need to be planned.

If it is digital, then both text and graphics are moved using a software application.

6.

You might want to do a few trials until you get it right 7.
You could add music to the animation Output 5.3b: Motion Graphics animation played back on the mobile or computer Task 5.4a + Task 5.4a: Home Hours: 3, Done individually at Home Topic title: Character Design Characters are the most important part of a story.

They are the key elements in a animated film and the audience identifies themselves with them.

So the character will have the following: 1.

Attributes -­‐ their characteristics 2.

Proportion – exaggerating some of the features 3.


Expressions-­‐ their personality 4.

Poses and Gestures – the poses and gestures of the characters behaviour 5.
Colours and shades – these add life to the character (Reference: https://www.dsource.in/course/character-­‐design-­‐animation) You could draw characters from your family, from your textbook or from your imagination – it needs to be your own original creation The character could be based on observation-­‐ People at a bus stop/ street markets/ school sports 1.

Write a 5-­‐7 sentences about your character to elaborate on the character’s unique qualities 2.
Draw your character in as many poses (with body), gestures (with hands, head and feet) and with as many expressions (with face) 3.

Draw at least 5 variations for each of them 4.


Use 3 numbers of A4 size sheets to draw your character Output 5.4a: Drawing of the character with different poses and expressions on 3 A4 size sheets 51 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Reflection: Questions to ponder: -­‐ Have you like the techniques of animation and share them with others?

-­‐ Would you like to tell stories about your experiences through animation?
-­‐ Can you make a music video with interesting animations?

Assessment: Assessment Criteria (Task 1a + 1b + 1c) – Assess yourself: -­‐ The Flipbook with exploration of straight ahead animation was done very well.

(Individual Assessment, Task 5.1a) Beginning Developing Promising Proficient Excellent -­‐ The Flipbook with exploration of pose to pose animation was done very well.
(Individual Assessment, Task 5.1b) Beginning Developing Promising Proficient Excellent -­‐ The Bouncing ball animation frames shown on paper + Flipbook was done very well.

(Individual Assessment, Task 5.2a) Beginning Developing Promising Proficient Excellent -­‐ -­‐ The Pendulum animation frames shown on paper + Flipbook was done very well.
(Individual Assessment, Task 5.2a) Beginning Developing Promising Proficient Excellent -­‐ The Stop Motion animation played back on the mobile/computer was done very well.

(group Assessment, Task 5.3a) Beginning Developing Promising Proficient Excellent -­‐ The Motion Graphics animation played back on the mobile/computer was done very well.

(group Assessment, Task 5.3b) Beginning Developing Promising Proficient Excellent -­‐ The Stop Character design was done very well.
(Individual Assessment, Task 5.4a) Beginning Developing Promising Proficient Excellent Other References: Other suggested References: 1.

Introduction to Animation and its fundamentals https://www.dsource.in/animation-­‐design 2.
Case Study – The spider and the Fly https://www.dsource.in/case-­‐study/spider-­‐and-­‐fly 52 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 6.0 Module 6 Fundamentals of Sustainability and Design : 18 hours (12 in school and 6 at home) Exposure 1 Exposure 2 Exposure 3 -­‐ What’s and Why’s of Sustainability -­‐ Sustainability -­‐ linear and cyclic life cycles -­‐ Strategies and Technologies for Sustainability Task 6.1 (at School + Home) -­‐ Understanding Sustainability through Food Task 6.2 (at School + Home) -­‐ Understanding Sustainability as a System with linear and Cyclic life cycles Task 6.3 (at School + Home) -­‐ Sustainability Strategies and technologies: Re-­‐design a sustainable product Final Output -­‐ Make a presentation of the re-­‐design of an object with sustainability features + Reflections, Self Assessment and References 53 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 6.0 Module 6 Fundamentals to Sustainability and Design (12 hours at school + 6 hours at home) Introduction Aim of Course This module on fundamentals of Sustainability and Design raises some important questions that need to be understood: -­‐ Can we continue the current relationship we have with our environment?
-­‐ What does “sustainability” mean to us?

-­‐ Can we view the things we use as a part of a bigger system?

-­‐ How are things made?

How can we ensure what we take from Earth is utilized fully and returned?

-­‐ Are there strategies for sustainability that we can see in our daily lives?

Aim of the course: To expose school students (Grade 10) to fundamentals Sustainability.
The students at the end of the module should be able to: -­‐ Summarize why we need to change the way we use resources and design the things we use.

-­‐ Explain the various aspects of sustainability and how a balance is required to achieve sustainability, with an example.

-­‐ Visually depict the ecosystem in which a product exists, and map out all the entities and stakeholders involved.

-­‐ Think holistically, suggest changes to existing ecosystems and judge the potential consequences of each decision.
-­‐ Map out the lifecycle of a product, identify issues in the different phases and suggest alternative methods to resolve them.

-­‐ Apply sustainable design strategies during different phases of the design process of their product or service.

-­‐ Redesign a product using the learning’s from this module and present their redesign concisely and creatively.
54 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Place: Place: Task 6.1, 6.2, 6.3 and 6.4 done at School and at home Grouping: Grouping: Class tasks are done in groups of 3-­‐4 and Home tasks are individually -­‐ -­‐ Equipment: Equipment: Smart Mobile phone with Camera, Notebook/Sketchbook for sketching, Stationary (Pencils, Pens, Colours, Tracing paper, Black Ink and brush or brush pen, colour pens), students may use digital devices like computers or tablets (if available, but not necessary).
Exposures: Exposure1: Fundamentals of Sustainability Exposure 2: Sustainability as part of a system Exposure 3: Sustainability Strategies and Technology Task Sequence Task 6.1 + 6.2 + 6.3 + 6.4 Exposure1: Fundamentals of Sustainability (20 minutes) Task 6.1: Observation + Food across ages (5 hrs 40 min) Exposure 2: Sustainability as part of a system (20 minutes) Task 6.2: Classify and its part of a System (5 hrs 40 min) Exposure 3: Sustainability Strategies and Technology (20 minutes) Task 6.3: Analysis and Re-­‐design of a product (5 hrs 40 min) Design Thinking & Innovation Process involvement: This Module involves the following phases of the DT&I Process: Phase 1.
Observe/Empathise/Research (Sketching Observation of Sustainability) Phase 2.

Understand/Analyse/Define (Understanding Sustainability) Phase 3.

Ideate/Alternate/Create (Alternatives) Phase 4.

Build/Prototype/Detail (Thinking of Solutions) Phase 5.

Evaluate/Reflect/Implement (Presentation of Models) Mapping SDG Goals: The following SDG goals need to be considered while solving this task.
While documenting elements and expressions, do think of gender equality and reduced inequalities and concern for life on our planet.
55 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 6 Task 6 = 6.1 + 6.2 + 6.3 + 6.4 School Hours: 12, Home hours: 6 + Task 6.0: + Overall Task (Task 6.1 + Task 6.2 + Task 6.3 + Task 6.4): Task Topic: Sustainability and Design: Food – procurement, cooking, eating, preserving, storing, disposing We shall look at different aspects of sustainability from the point of view of a very common activity that we do – that of eating food.
We’ll look at it from a historic perspective, it being part of a larger system, it being part of a cyclic process, strategies considered important and then apply these leanings in designing a simple product.

Task 6.1a (done at Home) Task 6.1a: Home hours: 2, done individually Topic Title: Understanding sustainability through observation and analysis of breakfast at home: 1.

Note down all the items that are part of the breakfast (solids, liquids, utensils, vessels, etc.)

2.
2.

Study the prepared breakfast items to see what ingredients are required to make them, how they are prepared, how the ingredients are procured, stored, cooked, wasted, served and leftovers either preserved or disposed off 3.

Make a mind-­‐map of the breakfast showing the above aspects on an A3 size sheet 4.

Mark the ones that are completely used those that have parts that are not used (for example, bread maybe fully used but its wrapper is left unused) 5.
Can you note down what needs to be done with the left over items 6.

Ask the question if the process of eating food at home is a sustainable activity 6.
Identify components in this activity that are not sustainable Output 6.1: Submission of the Mind-­‐map with analysis of the use of different items during breakfast 56 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 6.1b Done at School Task 6.1b: School hours: 4, done in groups of 3-­‐4 Topic Title: Food across ages: The students will need to study how people ate breakfast (or the first meal of the day) during the following periods: Time period 1 -­‐ Hunter-­‐gatherers -­‐ Hunter-­‐gatherer culture was the way of life for early humans until around 11 to 12,000 years ago Time Period 2 -­‐ Indus Valley Civilisation -­‐ Cultivation of crops as well as rearing of animals was done during this period from 5000 to 3000 years ago Time period 3 -­‐ Gupta period -­‐ Cereals were cultivated and the south of India was known for its spice cultivation around 1600 to 1400 years back Time period 4 – Industrial period -­‐ Industrialization in India started in 1850’s and has continued during the 21st century which brought changes to ways in which food was produced, marketed and consumed You’ll need to find answers to the following questions: a.
What kind of Food did they eat during these periods?

b.

How did they get the food?

c. How did they cook the food?

d. How did they eat the food – individually or together?

e. What did they do with the leftover food?

f. How did they preserve the food for the next days?

The above tasks would involve the following: 1.

Finding out through secondary sources about food during these periods 2.
Make a chart with the periods on one axis and the answers to the above-­‐ mentioned questions a, b, c d, e and f on the other axis 3.

Choose one period and create a scenario of the process of procurement, kinds of food, cooking, eating, preserving and recirculating.

The scenario could be a set of visuals illustrating these 6 stages.
or The group can choose one of the periods and perform a skit showcasing how the food was eaten presenting the process of procurement, kinds of food, cooking, eating, preserving and recirculating 4.
Identify activities in this period that are sustainable and those that are not sustainable Output 6.2: Comparative Chart + Scenario sketches or preforming a skit on the subject of Food 57 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 6.2a (done at Home) Task 6.2a: Home Hours: 2, done individually Topic Title: Classify Objects around your house into Linear and circular lifecycles: How do we humans make things?

Can we use the resources that we borrow from nature carefully?
Students will understand the lifecycle of a product, how resources move from one state to another, the activities that happen in each phase, and linear and circular lifecycles.

In linear lifecycle model, we take materials from the earth, convert these into products, use the products for a while and then discard them as waste.
Example is an old toothbrush, plastic food packaging In circular lifecycle model, the materials that we take from the earth are made into products that are recycled back either as products or goes back to earth as materials.

An example is a magazine that is recycled, eating on banana leaves 1. look at the different objects at home – as part of the kitchen, living room, bathroom and bedroom 2.

Discuss with your family members if it is part of the linear lifecycle or part of the circular lifecycle 3.
Make this classification for a dozen objects around the house 4.
The ones that are part of the linear economy, think of ideas on how to make it part of the circular economy Output 6.2a: Classification of objects at home, according to linear vs circular economy and suggestions on how to make objects in linear economy be part of circular economy Task 6.2b: School Hours: 4, done in groups of 3-­‐4 Topic Title: It is part of a System: In this task, we’ll study and analyze a pickle business from sustainability point of view.
(A) Parvati Pickles Parvati makes great pickles, which she learnt, from her mother.

Everyone loves her pickles – the favourites being mango pickle, lemon pickle and red chilli pickle.

The most frequent request was that she should make it a business.

So she makes up her mind, rents a place to make it, gets all the clearances and starts producing it.

Parvati Pickles becomes quite popular and she is able to grow her business.
You are free to assume to size of her business, amount and kinds of pickle she Task 6.2b Done at School 58 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 produces, the location of her production facility and the region for her market.

Lets try to understand this activity from a sustainability point of view.
That means we should understand how and from where she gets her raw materials, what are the ingredients for making pickle, do some part of the raw material go waste, how does she package it, how does she market it and what are the components that can be reused or recycled.

The task would involve the following steps: 1.

Make a map of the journey of the pickle business from its source to its production, to packaging, to marketing and its consumption.

Do the map on A3 size sheet.

2.


Add to this map the following to make it an ecosystem map for the product: a. transportation requirement at different stages of the process b.
Energy requirements at different stages of the process c. Human involvement at different stages of the process d. Technology requirements at different stages of the process e. Map the source of the raw materials f. Map if some components are left over during production, transportation or after consumption g. Identify components that can be reused or recycled Doing this task will demonstrate the interconnected nature of things.
Students learn to look at a product’s context as a big system of interconnected things, people, living organisms and much more.

In doing so, they get a bigger picture of how things are interconnected; helping them design more carefully and assess the impact of whatever decision we take.

This task helps students understand that sustainability is not just about the impact on ecology, but also socio-­‐cultural and economic factors.
Students can understand how the introduction of one product can bring about so much of dependence on other factors.
Output 6.2b: System mind-­‐map of the Pickle Business with many interconnections on A3 size sheets Reference: You are encouraged to look at this video on the topic ‘the whole world is one single family’: https://vandanashivamovie.com/vasudhaiva-­‐kutumbakamwhats-­‐that/ 59 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 6.3a (done at Home) Task 6.3a: Home Hours: 2, done individually Topic Title: Analysis of a sustainable product: In this task, we look a sustainable and affordable product and analyse it for features and properties that are important for sustainability.
The product is MittiCool, a grassroots innovation enterprise founded by Mansukhbhai Prajapati producing usable objects made of earthen clay.

1.

Students can watch this video about MittiCool: Making earth look cool -­‐ https://www.youtube.com/watch?v=kxHGb8YlqzM and look at the website of MittiCool: https://mitticool.com/about-­‐us/ 2.

Make a list of all the products made by MittiCool and discuss their advantages and disadvantages 3.

Find answers to these questions: a.


How are these products different from those available in the market?

b.

Is this an innovative product?

c. Why was this product designed?

d. What was the motivation behind this product?

e. What can you comment on the level of resource use?

f. What are the sustainability issues addressed by these products?

Output 6.3a: Submit the summary of your findings of MittiCool on an A4 size sheet.
Reference: Students are then encouraged to visit Grassroot Innovations at India Science, Technology & Innovation website: https://www.indiascienceandtechnology.gov.in/innovations/grassroot-­‐ innovations Grassroots innovation at National Innovation Foundation: https://nif.org.in/GTIAF Task 6.3b Done at School Task 6.3b: School Hours: 4, Done in groups of 3-­‐4 Task Title: Sustainability Strategies and Technologies: Re-­‐design a sustainable product In this task you will look at strategies and technologies for sustainable design and apply this in redesigning an existing object of your choice.
60 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 These are some of the sustainable strategies and technologies: a.

Form: How the form of the object can be made suitable for easy production, packaging, transportation, etc.

Function: Can the product be used using less energy, in less time and with ease b.
Materials: How can the material of the object be chosen so that it is not a rare material, that it can be recycled or reused, that it can be grown in shorter duration, etc, c. Durability/Life: Can the object be used for along period of time?

Can it become better with age?

d. Affordability: Can the product be affordable to a large number of people?

e. Sharability: Can the product be shared among many users?

Sharing is an efficient way of utilizing resources?
f. Reuse or recycle: Can the object be put to another use or the materials of the product be recycled?

g. Waste: Can the product be made with less waste in different stages of the product?

h. Energy: Can the energy that is used to produce, transport, use the object be part of the green energy sources?

i.

Resources: Can the object be made with less use of resources?

j.

Technology: Can the technology used to produce the product be made more efficient, use less energy, use less resources, etc.?
k. Respect for Life: Can the solution that you conceive have respect for other forms for life on earth?

Can you make sure that your solution does not harm or make it difficult for other forms of life on earth such that they also enjoy the befits of sustainability as much as we do?

1.

Identify objects from task 6.3a involving linear lifecycle that you would like to take up for re-­‐design from all your group members (you could choose products connected with food) 2.
Discuss and chose one object that you would like to work on (it could be simple object like the packaging of biscuits, your water bottle or your pen) 3.

De-­‐construct the object in terms of its components and identify its material and the process used 4.

Discuss how each of the above-­‐mentioned strategies and technologies can be used to make this product much more sustainable or be made to be part of the circular lifecycle 5.
Make a lifecycle journey map for each of the components to see if they can be made part of the circular lifestyle 6.

Make a system level map for your product connecting it its procurement, production, transporting, marketing, consumption and recycling or reusing.

7.
7.

Make concept sketches of your redesigned product and present on A3 size sheets Output 6.3b: presentation of the redesigned product with application of strategies and technologies for sustainable design 61 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Reflection: Questions to ponder: -­‐ Do you feel you have understood the implications of sustainability on our living world?

-­‐ Can you apply what you learnt by looking at instances that are f=good practices of sustainability?
-­‐ Will you share this information on the use of the sustainability strategies and technologies with others – like your friends and cousins?

-­‐ Will you think of ways to make your house, apartment, building adopt sustainable practices?

Self Assessment: Assessment Criteria (Task 6.1 + 6.2 + 6.3 + 6.4 + 6.5) -­‐ Assess yourself: -­‐ Submission of the Mind-­‐map with analysis of the use of different items during breakfast were done well.
(individual task 6.1a) Beginning Developing Promising Proficient Excellent -­‐ Comparative Chart + Scenario sketches or preforming a skit on the subject of Food was done well.
(group task 6.1b) Beginning Developing Promising Proficient Excellent -­‐ Classification of objects at home, according to linear vs circular economy and suggestions on how to make objects in linear economy be part of circular economy were done well (individual task 6.2a) Beginning Developing Promising Proficient Excellent -­‐ The System mind-­‐map of the Pickle Business with many interconnections were done well (Group task 6.2b) Beginning Developing Promising Proficient Excellent -­‐ The summary of the findings and analysis of MittiCool was done well (individual task 6.3a) Beginning Developing Promising Proficient Excellent -­‐ The presentation of the redesigned product with application of strategies and technologies for sustainable design was done well (individual task 6.3b) Beginning Developing Promising Proficient Excellent Other References: Other suggested References: 1.
The UN Sustainable Development Goals (SDGs) are the blueprint for achieving a better and more sustainable future for all: https://www.un.org/sustainabledevelopment/sustainable-­‐development-­‐goals/ ____ _________________________________________________________________ 62 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 7.0 Module 7 Introduction to Prototyping 18 hours (12 in school and 6 at home) Exposure 1 Exposure 2 -­‐ Introduction to Low-­‐fidelity Prototyping -­‐ Types of Low-­‐fidelity Prototyping Overall Task Introduction to Low-­‐fidelity Prototyping Task 7.1 (at School) -­‐ Paper Prototypes Task 7.2 (at School) -­‐ Scenarios as Prototypes Task 7.3 (at Home) -­‐ Animatic for Prototyping Task 7.4 (at School + Home) -­‐ 3D prototyping through Card board and Clay/Plaster of Paris Final Output -­‐ Make a presentation on understanding the problem space + Reflections, Self Assessment and References 63 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 ___ 7.0 Module 7 Introduction to Prototyping (12 hours at school + 6 hours at home) Introduction: The word Prototype originates from the Greek word prototipos, which means first original model.
A prototype is the first materialization of any idea which can be used to either explain your idea to others or test it if your idea will work.

It can also help you make changes to make your idea work better.

Prototyping in design helps designers get feedback from users to improve ideas and incorporate them in the design.

It is part of the iterative design process.


Prototyping is done across different fields like Architecture, Automobile industry, Industrial Product industry, in making software and apps, etc.

Prototyping helps companies to reduce investment risks and also helps them secure funding/sponsors for their ideas.
Aim of the Module: To expose school students (in Grade 10) to basic fundamentals of various prototyping techniques so that they can use it as part of the design process to visualize their concept and in turn using it for getting feedback and in turn making it better.

In this module we shall cover low-­‐fidelity prototypes.

Low-­‐fidelity prototypes are quick prototypes done using sketches and paper for 2D concepts and cardboard and clay/foam for 3D concepts.
These are done to visualize your concepts quickly so that one gets a visual feel of the concept and this could be helpful to get feedback and suggestions on how to improve it.
Place: Place: Task 7.1 & Task 7.2 done at School and Task 7.3 done at home 64 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Grouping: Grouping: Class tasks are done in groups of 3-­‐4 and Home tasks are individually -­‐ -­‐ Equipment: Equipment: Smart Mobile phone with Camera, Notebook/Sketchbook for sketching, Stationary (Pencils, Pens, Colours, Paper, Tracing paper, Card board, Clay, Black Ink and brush or brush pen, colour pens), students may use digital devices like computers or tablets (if available, but not necessary).
Exposures: Exposure 1: Introduction to low fidelity prototyping Exposure 2: Types of Low-­‐fidelity protypes Task Sequence: Task 7.1 + 7.2 + 7.3 + 7.4 Exposure 1: Introduction to low fidelity prototyping (20 min) Task 7.1: Paper Prototype (3hrs 40 min) Task 7.2: Scenario Prototype (4 hrs) Exposure 2: Types of Low-­‐fidelity prototypes (20 min) Task 7.3: Animatic Prototype (3hrs 40 min) Task 7.4: 3D Prototype (6 hrs) Design Thinking & Innovation Process involvement: This task involves the following phases of the DT&I Process: Phase 1.
Observe/Empathise/Research (Explorations) Phase 2.

Understand/Analyse/Define (Trying out options) Phase 3.

Ideate/Alternate/Create (Visualising creative alternatives) Phase 4.

Build/Prototype/Detail (making the prototype – low fidelity) Phase 5.

Evaluate/Reflect/Implement (feedback from others) Mapping SDG Goals: The following SDG goals need to be considered while solving this task.
While documenting elements and expressions, do think of gender equality and reduced inequalities and concern for life on our planet.

65 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 7: Task 7 = 7.1 + 7.2 + 7.3 + 7.4 School Hours: 12, Home hours: 6 Task 7.0: + + Overall Task (Task 7.1 + Task 7.2 + Task 7.3 + Task 7.4): Task Topic: Introduction to Low-­‐fidelity Prototyping Techniques In this module we shall explore the following low fidelity prototyping techniques: a.
Paper Prototype – low fidelity b.

Scenario as prototype – low fidelity c. Animatics as prototype – low fidelity d. 3D form prototype – low fidelity Low-­‐fidelity Prototyping is a process where you can visualize your concepts quickly using simple and rapid methods.

These prototypes can demonstrate the concept in tangible form so that one can make use of this to get an immediate feedback and consider suggestions for improvements.
The low-­‐fidelity prototypes after modifications and finalization can be made into high-­‐fidelity prototypes.

One of the recent techniques is the use of digital technology for 3D printing of prototypes.

3D printing gives accurate parts, which can be used for building a working prototype.

Do find out if the Atal tinkering lab near to your school has this facility.
Task 7.1: Task 7.1: School Hours: 4, done in groups of 3-­‐4 Paper Prototype: Paper is a useful material for making quick concept prototypes.

You can sketch your design on the paper and depending on what you are designing, paper can be folded, made into a bunch, kept one after another like a bunch of cards, etc.

Paper Prototypes are useful for making concepts for any of the following: a.

Posters b.
Posters b.

Books, magazines and newsletters c. Information Brochures and Forms d. Comic strips e. Pop-­‐up cards and books f. Packaging g. Signages h. Card or board games i.

Application for a computer or mobile j.

Product Display Interfaces 66 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 7.2: 1.
Consider the tasks 4.4 (based on creative alternatives) or 6.3b (redesign of a sustainable product) from your previous modules on Creativity or Sustainability and create a paper prototype to visualize the concept 2.

You could create any of the following for the concepts: (a) Information Brochure, (b) Website, (c) Packaging for the product 3.

Make paper prototype to show and visualize your concept 4.

First cut the paper proportionately or keep it to the actual size 5.

Sketch on the paper the visuals 6.


Demonstrate the paper prototype and get feedback 7.
Take suggestions and make modifications and if required make another version or You could create a paper prototype of a pop-­‐up card so that your initial of your name become 3 dimensional when you open the card (ref: https://www.dsource.in/course/pop-­‐design) Ouput 7.1: Present/demonstrate your concept through paper prototype to the class and get feedback Task 7.2: School Hours: 4, done in groups of 3-­‐4 Scenario as Prototype: In this task you will create a scenario of the different steps of the concept being used.
A series of sketches need to be drawn (like in a comic book) explaining the concept.

Additionally, a scenario could be created using a story or narrative with the users as characters demonstrating the use of the concept.

If your concept involves several steps as a process, then scenario is useful in explaining the concept.
This is helpful for explaining the following: a. computer/Mobile applications b. card / board games, digital games c. design of services like shopping, banking or purchasing a ticket d. a story book 1.

Consider the tasks 1.4 (on Social Issues or on issues in your neighbourhood) from your previous modules on Communication Skills to visualize the concept 1.

First, note down the different steps involved in using the concept by the user.

They should be in sequential order of use.

2.


Decide the size of the paper in which you would like to demonstrate each step of the concept.

The size could be chosen based on the media that is used.

For example if the concept is an application on the mobile, then the screen size of the mobile will be the size of each paper.

If the concept is being explained using a presentation on paper, then you could choose A4 or A5 size paper.

Cut the paper to the required size.

3.


Sketch the different steps in each of the papers, so as to form a scenario showing the use of the concept 4.

Bunch and clip the set of papers 5.
You can now use this bunch of papers to show and explain how your concept works to a potential user and get his feedback and suggestions Ouput 7.2: Make a presentation of using a scenario to demonstrate a concept and get feedback 67 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 7.3: Task 7.3: Home hours: 4, Done individually at Home Task Title: Animatics as Prototype: Animatics is very much like the scenario prototyping with each of the sequential images as sketches played or shown one after another.
You could add to this rough audio using voices, music and sound effects.

The timings could be adjusted to create a sense of pace.

Its best done with the support of a computer or a mobile device.

Animatics are very useful to get a feel for the following: a. a concept for an animation film b. a concept for a video or film 1.

Consider the tasks 2.3b (on Story Creation) from your previous module on Story Creation and create animatics to visualize the concept 1.
First, note down the different steps involved in your storyboard 2.

Draw sequential set of images (mainly the key frames) 3.

Scan or photograph these one after another 4.

Play it sequentially on a computer screen or on a mobile screen 5.

Add voiceover, music and sound effects 6.

You can now use this to get a feel of the animation film or video 7.
This is also quite useful for getting feedback, review and suggestions Ouput 7.3: Make a presentation of the animatics Task 7.4: 7.4a + 7.4b School Hours 4, done in groups of 3-­‐4 and Home Hours: 2, done individually Task Title: 3D prototyping through Card board and Clay Cardboard, clay, plaster of paris and foam board are useful materials to make quick prototypes of 3D objects.

In this task, we shall make use of cardboard and clay/plasticine.
Cardboard is useful for making models of objects that are rectilinear or almost rectilinear and clay is useful for making objects that have a curved surface.

Students form groups of 3-­‐4 and make prototypes in both cardboard and clay.

Task 7.4a: Using Cardboard 1.

Cardboard: Consider the task 3.5 (redesign of a vendor cart) from your previous module on Creativity that involve a solution using 3D objects and create a 3D prototype to visualize the concept 2.
Make the plan (top view), front view and side view of the object an A4 size paper.

If the object is big, draw it to scale on a smaller size to fit it into A4 size sheet.

3.

If the object is rectilinear (for example the vendor cart), then use cardboard Task 7.4: + 68 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 4.

Cardboard: Taking the plan, front and side views as reference, mark on the cardboard.
Then cut it according to the markings and then stick the cardboard sheets together.

Some of the surfaces will need to be repeated.

There might be cutouts on the surfaces.

The wheels have to be cut circular.

And, there might be some adjustments that need to be done in order to fit the different pieces together.

5.

You could colour and sketch details on the surfaces of the cardboard model or Clay/Plasticine to make it look more like the concept 3D object 6.
Demonstrate the 3D prototype and get feedback 7.

Take suggestions and make modifications and if required make another version Output 7.4a: Presentation of the 3D prototypes in cardboard and get feedback Task 7.4b: Using Clay/Plasticine 1.

Clay/Plasticine: Consider the task 6.3b (redesign of a sustainable product) from your previous module on Sustainability and Design that involve a solution using 3D objects and create a 3D prototype to visualize the concept 2.
Make the plan (top view), front view and side view of the object an A4 size paper.

If the object is big, draw it to scale on a smaller size to fit it into A4 size sheet.

3.

If the object has curved surfaces (for example the object being redesigned for sustainability), then clay or plasticine 4.

Clay/Plasticine: Taking the plan, front and side views as reference, the clay needs to be shaped accordingly.

It is best to first make a rough form of the concept and the details afterwards.

5.
5.

You could colour and sketch details on the surfaces of the cardboard model or Clay/Plasticine to make it look more like the concept 3D object 6.

Demonstrate the 3D prototype and get feedback 7.
Take suggestions and make modifications and if required make another version Output 7.4: Presentation of the 3D prototypes in Clay/Plasticine and get feedback 69 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Reflection: Questions to ponder: -­‐ Which of these methods are you confident about using for making low-­‐fidelity prototypes – Paper Prototype, Scenario Prototype, Animatic Prototype or 3D prototyping using cardboard or clay?
-­‐ Will you use some of these methods to visualize your solutions in tangible form and get feedback?

-­‐ Will you share the methods of quick prototyping concepts with others?
Assessment: Assessment Criteria (Task 7.1 + 7.2 + 7.3 + 7.4) -­‐ Assess yourself: -­‐ The presentation/demonstration of the concept through paper prototype to the class to get feedback is done well (Group task 7.1) Beginning Developing Promising Proficient Excellent -­‐ The presentation of using a scenario prototype to demonstrate a concept and get feedback is done well (Group task 7.2) Beginning Developing Promising Proficient Excellent -­‐ The presentation of using animatic prototype to demonstrate a moving-­‐image concept and get feedback is done well (Individual task 7.3) Beginning Developing Promising Proficient Excellent -­‐ The presentation of the 3D prototypes in both cardboard and Clay/Plasticine were done well (Group + Individual task 7.4) Beginning Developing Promising Proficient Excellent Other References: Other suggested References: 1.
Paper Prototyping: https://www.interaction-­‐design.org/literature/topics/paper-­‐prototyping 2.
Cardboard Prototype -­‐ short video: https://www.youtube.com/watch?v=qxXj2RhKjZY https://www.youtube.com/watch?v=k_9Q-­‐KDSb9o ___ 70 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 8.0 Module 8 Design Project with focus on Prototyping and Feedback 27 hours (18 in school and 9 at home) Exposure 1 Exposure 2 Exposure 3 Exposure1: Introduction to Design Thinking process and how to apply it Exposure 2: Details of Problem Analysis – Observations, Inferences/Insights and Design Recommendations/Opportunities Expsoure 3: Mappings and Visualisation of Problem Space Overall Task Problem Analysis and Mappings Task 8.1 (at School + Home) -­‐ Redefining the problem to be solved: Task 8.2 (at School + Home) -­‐ List of materials and processes Task 8.3 (at School + Home) -­‐ Design Solution Possibilities and Ideation Task 8.4 (at School + Home) -­‐ Design Solution Prototyping and Feedback Task 8.5 (at School) and Final Output -­‐ Design Solution Final Presentation and Documentation + Reflections, Self Assessment and References 71 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Project with focus on Prototyping and Feedback: (18 hours at school + 9 hours at home) ___ 8.0 Module 8 ___ Introduction In this module, redesign of an object in the primary classroom is taken as a task to understand its importance in the design process.
The students are encouraged to make use of their learning from the previous modules on Sketching for Ideation and Fundamentals of 3D to solve this problem.

Aim of this Module The aim of this module is to make students understand the importance of understanding and analysis of a problem as part of the design process in solving and finding an appropriate innovative solution.
The students will make use of classifying observations, seeking inferences and insights, methods of mapping this information, making recommendations and locating opportunities for design in order to ideate and come out with solutions.
Place: Place: Task 8.1, 8.2, 8.3, 8.4, and 8.5 done at School and at home Grouping: Grouping: Class tasks are done in groups of 3-­‐4 and Home tasks are individually -­‐ -­‐ 72 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Equipment: Exposures Equipment: Sketchbooks for sketching and taking notes.
students may use digital devices like computers or tablets to collate information and make presentations (if available, but not necessary) Exposure1: Introduction to Design Thinking process and how to apply it Exposure 2: Details of Problem Analysis – Observations, Inferences/Insights and Design Recommendations/Opportunities Expsoure 3: Mappings and Visualisation of Problem Space Design Thinking & Innovation Process involvement: This task involves the following phases of the DT&I Process: Phase 1.
Observe/Empathise/Research (Primary and Secondary Research) Phase 2.

Understand/Analyse/Define (Analysis of Findings) Phase 3.

Ideate/Alternate/Create (trying creative alternatives) Phase 4.

Build/Prototype/Detail (making the prototype and the presentation) Phase 5.

Evaluate/Reflect/Implement (feedback from others) Mapping SDG Goals: The following SDG goals need to be considered while solving this task.
While documenting elements and expressions, do think of gender equality and reduced inequalities and concern for life on our planet.
73 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 8: Task 8 = 8.1 + 8.2 + 8.3 + 8.4 School Hours: 12, Home hours: 6 + Task 8.0 + Task 8.1 + Overall Task (Task 8.1 + Task 8.2 + Task 8.3+ 8.4): Task Topic: Design Project with focus on Prototyping and Feedback: Designing Sustainable Solutions In this module the students can work individually at home and form groups of 3-­‐4 students and support each other at school.
The main aim of this course is for the students to be able to make a prototype and get feedback from the users.

The topic or area is to design sustainable solutions.

You can use your learning from the module 6.0 on Sustainability and Design to find solutions.

The students can choose to work on a design project on sustainability issues related to the use of any of these five elements of nature: 1.

Earth, 2.

Water, 3.

Energy, 4.

Air and 5.


Space The suggested final design outputs could be any of these: A.

Animated visuals for social media campaigns on issues concerning the 5 elements of design B.
An animated awareness film with focus on any one of the elements of nature C. A graphic short novel with focus on any one of the elements of nature D. A pop-­‐up book for children on the above subject E. A set of 5 short illustrated story books on bringing focus to the 5 elements of nature F. Design of an useful product based on material that can be recycled G. Redesign of a Product based on the efficient use of the 5 elements of nature Task 8.1 School Hours: 4 and Home hours 2 Task Title: Understand and Analyse the selected area/topic for exploration: 1.
Choose an element of nature to do your design project 2.

Identify issues or concerns with regard to the chosen element of nature 3.

Brainstorm, make a list of keywords and making a mindmap could be helpful 4.

Look for analogies as inspiration for your area / topic 5.

Conduct secondary research to further understand the subject 6.

If essential, conduct primary studies with potential users 7.

Analyse the issues and identify opportunities for design 8.
Figure out from the suggested outputs for your project from the alternatives 74 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 given above Output 8.1: make a presentation of the chosen problem area and its analysis with the identified design opportunities Task 8.2 + Task 8.2 School hours: 4 and Home hours: 2 Done in groups of 3-­‐4 at School and individually at Home Topic title: Ideation and Alternate Concepts 1.
Ideate on possible solutions by sketching these to make each of the ideas visible 2.

The students are encouraged to make use of the creative techniques mentioned in module 3.0 to brainstorm, think out of the box, lateral thinking, divergent thinking and analogical thinking in order to come out with several alternate ideas.

3.

Spend considerable time in trying to challenge yourself to come out with better and better ideas.
You can do this by analyzing how the previous idea can be improved or by looking at another solution from a different perspective.

4.

Refer to the sustainable strategies and technologies mentioned in module o Sustainability and Design in task number 6.3b: a.

Form: How the form of the object can be made suitable for easy production, packaging, transportation, etc.

b.
b.

Function: Can the product be used using less energy, in less time and with ease c. Materials: How can the material of the object be chosen so that it is not a rare material, that it can be recycled or reused, that it can be grown in shorter duration, etc.?

d. Durability/Life: Can the object be used for along period of time?

Can it become better with age?

e. Affordability: Can the product be affordable to a large number of people?

f. Sharability: Can the product be shared among many users?
Sharing is an efficient way of utilizing resources?

g. Reuse or recycle: Can the object be put to another use or the materials of the product be recycled?

h. Waste: Can the product be made with less waste in different stages of the product?

i.

Energy: Can the energy that is used to produce, transport, use the object be part of the green energy sources?

j.

Resources: Can the object be made with less use of resources?
k. Technology: Can the technology used to produce the product be made more efficient, use less energy, use less resources, etc.?

l. Respect for Life: Can the solution that you conceive have respect for other forms for life on earth?

Can you make sure that your solution does not harm or make it difficult for other forms of life on earth?

5.

Number or name these ideas 6.


Select the best one out of your ideation (you could use user feedback to do the selection based on sustainability factors, effectiveness, originality, ease of implementation, etc.)

7.
7.

Finalise the selected idea with details Output 8.2: Make a presentation of the alternate sketches as well as the short-­‐ listed idea 75 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 8.3 + Task 8.3 School hours: 6 and Home hours: 3 Done in groups of 3-­‐4 at School and individually at Home Topic title: Detailing, Prototyping and User Feedback 8.3a: Concept Detailing 1.
The final concept could involve any of the following in terms of visualization and detailing depending on what output you have chosen for this project: A.

Animated visuals: Two dimensional sketches and visuals with moving text and images B.
Animation film: 2d/3D images with moving images and sound (voice + music + sound effects) C. Short graphic novel: Two dimensional sketches and visuals with text and images D. 2 dimensional pop-­‐up book: Paper cut-­‐outs, paper folding, images and text E. Short story books: Book design, images and text F. Product out of recycled materials: Sketches and 3D product out of recycled materials G. redesigned product: Sketches and mock-­‐up of 3D product 2.
Detail out the final selected solution: the details could be about its layout, form, images, text, colours, audio, function, ease of use, material selection, listing of advantages/disadvantages and how to produce Output 8.3a: Detail out the final concept 8.3b: Concept Prototyping 1.

Refer to the previous module on Prototyping 7.0 and choose an appropriate method to do a low-­‐fidelity prototype of your chosen/selected concept 2.

These are the prototyping techniques: a.

Paper Prototypes b.
Paper Prototypes b.

Scenarios as Prototypes c. Animatic for Prototyping d. 3D prototyping through Card board and Clay/Plasticine 3.
Depending on the choice of your output, you’ll need to chose an appropriate prototyping technique -­‐ for animation Visuals and Animated film – Animatics Prototyping -­‐ for short graphic novel, pop-­‐up books and short story books -­‐ Paper Prototype -­‐ for Products with recycled materials and redesign product -­‐ 3D prototyping using Clay or Plasticine -­‐ Scenarios as prototyping could be used for explaining any of the solutions Output 8.3b: Make a prototype of your final idea – a low-­‐fidelity version.
8.3c: Feedback from users 1.

Choose your potential users – 4 to 5 users 2.

You could demonstrate the prototype to these potential users one by one and step by step or let them use the product on their own 3.

You could make questionnaire base on having a rating scale lets say 1, 3, 5, 7 and 9 (1 being low, 5 being average and 9 being highest) 4.
You could ask them to rate different aspects of your solution 76 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 -­‐ ease of use -­‐ appropriateness of content or function -­‐ about the experience while using -­‐ about the aesthetics of the solution -­‐ material considerations -­‐ sustainability factors -­‐ cost factor -­‐ ease of production -­‐ etc.

5.

Collate and analyze the feedback from the users 6.

Incorporate suggestions from the feedback in your design.

7.
7.

Make the final prototype Output 8.3c: Make a presentation of these in 6 -­‐ 10 slides (detailing, Prototype and Feedback) Task 8.4 + Task 8.4 School hours: 4 and Home hours: 2 Done in groups of 3-­‐4 at School and individually at Home Topic title: Design Solution Final Presentation and Documentation -­‐ Select the best one out of your ideation and Presentation Details of points mentioned above: Task 1: Prepare a presentation (of 6-­‐8 minutes duration) to include all the stages of your project: a.
Title of the Creative Explorations Design Project or Problem Statement b.

Team members c. Summary/content listing of your presentation d. Insights from understanding the area/topic g. Creative explorations of Alternate Concepts (through sketches and visuals) h. Final concept, detailing and prototyping i.

User feedback on your final solution j.
Next steps and suggestions k. Full References l. Acknowledgments – to all who have helped Output 8.4: A presentation (6-­‐8 minutes, roughly 15 to 25 slides) explaining the Project outcome along with the design Process with focus on prototyping and feedback 77 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Reflection: Questions to ponder: -­‐ What are the most interesting methods of the prototyping techniques that you found useful in demonstrating your concept?
-­‐ Can you apply what you learnt for redesigning products and artifacts around your home and neighbourhood to make them better?

-­‐ Will you collaborate and make use of the prototyping Process with others – like your friends and cousins to solve problems?
Assessment: Assessment Criteria (Task 8.1 + 8.2 + 8.3 + 8.4) -­‐ Assess yourself: -­‐ The presentation of the chosen problem area and its analysis with the identified design opportunities was done well (Group + individual task 8.1) Beginning Developing Promising Proficient Excellent -­‐ Makes an appropriate presentation of the alternate sketches as well as the short-­‐listed idea (Group + individual task 8.2) i Beginning Developing Promising Proficient Excellent -­‐ Makes an appropriate presentation of detailing, Prototype and Feedback in 6 -­‐ 10 slides ((Group + individual task 8.3) Beginning Developing Promising Proficient Excellent -­‐ A presentation (6-­‐8 minutes) explaining the Project outcome along with the design Process with focus on prototyping and feedback was done well (Group + individual task 8.4) Beginning Developing Promising Proficient Excellent Other References: Other suggested References: 1.
What is Prototyping?

https://www.interaction-­‐design.org/literature/topics/prototyping 2.

Why Prototyping is important: https://www.essentracomponents.com/en-­‐gb/news/industries/telecoms-­‐ data/10-­‐reasons-­‐why-­‐prototyping-­‐is-­‐essential 3.
How to Prototype: https://vilmate.com/blog/how-­‐to-­‐develop-­‐an-­‐idea-­‐into-­‐a-­‐prototype/ ___ 78 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Thinking for Grades 10 Assessment Matrix: Module 1.0: Communication Skills Achievement Levels 1-­‐2 BEGINNING 3-­‐4 DEVELOPING 5-­‐6 PROMISING 7-­‐8 PROFICIENT 9-­‐10 EXCELLENT Task 1.1 Written Communication Skills Individual task Task 1.2 Visual Communication Skills Individual task Task 1.3 Verbal/Gestural Communication Skills Individual task Task 1.4 Final Presentation Individual task The Written Communication of the chosen issue with Title, Abstract, Write-­‐up about the issue, References and Credits is yet to be done The Written Communication of the chosen issue with Title, Abstract, Write-­‐ up about the issue, References and Credits is just about done The Visual Communication of the chosen issue with Title, Key Image, Visual Narrative about the issue, Icons for sub-­‐sections, References and Credits is yet to be done The Visual Communication of the chosen issue with Title, Key Image, Visual Narrative about the issue, Icons for sub-­‐sections, References and Credits is just about done The Verbal and Gestural Communication of the chosen issue with Title, Elevator Pitch, Verbal/Gestural Presentation, Summary along with References and Credits is yet to be done The presentation explaining the chosen issue making use of written, visual, verbal, gestural communication skills is yet to be done The Verbal and Gestural Communication of the chosen issue with Title, Elevator Pitch, Verbal/Gestural Presentation, Summary along with References and Credits is just about done The presentation explaining the chosen issue making use of written, visual, verbal, gestural communication skills is just about done The Written Communication of the chosen issue with Title, Abstract, Write-­‐ up about the issue, References and Credits is is somewhat done The Visual Communication of the chosen issue with Title, Key Image, Visual Narrative about the
 issue, Icons for sub-­‐ sections, References and Credits is is somewhat done The Verbal and Gestural Communication of the chosen issue with Title, Elevator Pitch, Verbal/Gestural Presentation, Summary along with References and Credits is somewhat done The presentation explaining the chosen issue making use of written, visual, verbal, gestural communication skills is somewhat done The Written Communication of the chosen issue with Title, Abstract, Write-­‐ up about the issue, References and Credits is fairly done The Visual Communication of the chosen issue with Title, Key Image, Visual Narrative about the issue, Icons for sub-­‐ sections, References and Credits is fairly done well The Verbal and Gestural Communication of the chosen issue with Title, Elevator Pitch, Verbal/Gestural Presentation, Summary along with References and Credits is fairly done well The presentation explaining the chosen issue making use of written, visual, verbal, gestural communication skills is fairly done well The Written Communication of the chosen issue with Title, Abstract, Write-­‐ up about the issue, References and Credits is done very well The Visual Communication of the chosen issue with Title, Key Image, Visual Narrative about the issue, Icons for sub-­‐sections, References and Credits is done very well The Verbal and Gestural Communication of the chosen issue with Title, Elevator Pitch, Verbal/Gestural Presentation, Summary along with References and Credits is done very well The presentation explaining the chosen issue making use of written, visual, verbal, gestural communication skills is done very well 79 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Thinking for Grades 10 Assessment Matrix: Module 2.0: Story Creation Achievement Levels 1-­‐2 BEGINNING 3-­‐4 DEVELOPING 5-­‐6 PROMISING 7-­‐8 PROFICIENT 9-­‐10 EXCELLENT Task 2.1b Introduction to Stories: Observation Individual Task Task 2.1c Introduction to Stories: Conversations Individual
 Task Task 2.1d Introduction to Stories: Ideation Individual Task The task of noting down ‘Observations as Inspiration for Stories’ is yet to be done The task of noting down ‘Observations as Inspiration for Stories’ was just about done The task of noting down ‘Observations as Inspiration for Stories’ was somewhat done The task of noting down ‘Observations as Inspiration for Stories’ was fairly done well The task of noting down ‘Observations as Inspiration for Stories’ was done very well The task of making conversations with others for insights for story creation is yet to be done The task of making conversations with others for insights for story creation was just about done The task of making conversations with others for insights for story creation was somewhat done The task of making conversations with others for insights for story creation was fairly done well The task of making conversations with others for insights for story creation was done very well The task of Initial/Preliminary and original ideas or sketches for the story as text and images is yet to be done The task of Initial/Preliminary and original ideas or sketches for the story as text and images was just about done The task of Initial/Preliminar y and original ideas or sketches for the story as text and images was somewhat done The task of Initial/Preliminar y and original ideas or sketches for the story as text and images was fairly done well The task of Initial/Preliminar y and original ideas or sketches for the story as text and images was done very well Task 2.2a Story Structure: Story Finalisation Individual Task The finalisation of the story + Creating the Moodboard is yet to be done The finalisation of the story + Creating the Moodboard just about done The finalisation of the story + Creating the Moodboard was somewhat done The finalisation of the story + Creating the Moodboard was fairly done well The finalisation of the story + Creating the Moodboard was done very well Task 2.2b Story
 Structure: Character and Environment Individual Task Task 2.2c Story Structure: Structure and Integration Individual Task Design of the character, location and the time period for the story is yet to be done Design of the character, location and the time period for the story was just about done Design of the character, location and the time period for the story was somewhat done Design of the character, location and the time period for the story was fairly done well Design of the character, location and the time period for the story was done very well Selecting of the structure and integrating with the story is yet to be done Selecting of the structure and integrating with the story was just about done Selecting of the structure and integrating with the story was somewhat done Selecting of the structure and integrating with the story was fairly done well Selecting of the structure and integrating with the story was done very well 80 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 2.2d Story Structure: Detailing Individual Task Task 2.3a Story Structure: Detailing Individual Task Detailing the beginning, middle and end of the story and selecting the medium for your story is yet to be done Detailing the beginning, middle and end of the story and selecting the medium for your story was just about done Detailing the beginning, middle and end of the story and selecting the medium for your story was somewhat done Detailing the beginning, middle and end of the story and selecting the medium for your story was fairly done well Detailing the beginning, middle and end of the story and selecting the medium for your story was done very well The documentation of the story as text/visuals and its presentation to the class is yet to be done The documentation of the story as text/visuals and its presentation to the class was just about done The documentation of the story as text/visuals and its presentation to the class was somewhat done The
 documentation of the story as text/visuals and its presentation to the class was fairly done well The documentation of the story as text/visuals and its presentation to the class was done very well 81 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Thinking for Grades 10 Assessment Matrix: Module 3.0: Introduction to Creativity: Achievement Levels 1-­‐2 BEGINNING 3-­‐4 DEVELOPING 5-­‐6 PROMISING 7-­‐8 PROFICIENT 9-­‐10 EXCELLENT Task 3.1a Observation of Creativity in Nature Group task Task 3.1b Creative Doodling Individual task The Observation of Creativity in Nature as well as the presentation of the creative examples of something useful is yet to be done Displays poor sensitivity towards the presentation of the creative doodle solutions The Observation of Creativity in Nature as well as the presentation of the creative examples of something useful was just about done Displays very limited sensitivity towards the presentation of the creative doodle solutions The Observation of Creativity in Nature as well as the presentation of the creative examples of something useful was somewhat done The Observation of Creativity in Nature as well as the presentation of the creative examples of something useful was fairly done Displays average sensitivity towards the presentation of the creative doodle solutions Displays sensitivity towards the presentation of the creative doodle solutions The Observation of Creativity in Nature as well as the presentation of the creative examples of something useful was done very well Displays heightened sensitivity towards the presentation of the creative doodle solutions Task 3.2a Creative Art Interchange Group task The presentation of the creative Art Interchange examples is yet to be done The presentation of the creative Art Interchange examples were just about done The presentation of the creative Art Interchange examples were somewhat done The presentation of the creative Art Interchange examples were
 fairly done well The presentation of the creative Art Interchange examples were done very well Task 3.2b String Stories Creatively Group task The presentation of 3-­‐4 creative string stories solutions in the class is yet to be done The presentation of 3-­‐4 creative string stories solutions in the class was just about done The presentation of 3-­‐4 creative string stories solutions in the class was somewhat done The presentation of 3-­‐4 creative string stories solutions in the class was fairly done well The presentation of 3-­‐4 creative string stories solutions in the class was done very well Task 3.3a Creative Alternatives Individual task The presentation of the creative alternative uses of the product to the class is yet to be presented The presentation of the creative alternative uses of the product to the class was just about well The presentation of the creative alternative uses of the product to the class was somewhat well The presentation of the creative alternative uses of the product to the class was fairly done well The presentation of the creative alternative uses of the product to the class was done very well Task 3.3b Room with Emotions Group task The presentation of the final design of the room with the chosen emotion to the class is yet to be presented The presentation of the final design of the room with the chosen emotion to the class was just about well The presentation of the final design of the room with the chosen emotion to the class was somewhat well The presentation of the final design of the room with the chosen emotion to the class was fairly done well The presentation of the final design of the room with the chosen emotion to the class was done very well 82 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Task 3.4 Creating Music Group task The presentation of the video creating music using everyday objects is yet to be presented The presentation of the video creating music using everyday objects was just about
 well The presentation of the video creating music using everyday objects was somewhat well The presentation of the video creating music using everyday objects was fairly done well The presentation of the video creating music using everyday objects was done very well Task 3.5 Redesign Vendor Cart Group task The presentation of the sketches of the redesign of the vendor cart to the class is yet to be presented The presentation of the sketches of the redesign of the vendor cart to the class was just about well The presentation of the sketches of the redesign of the vendor cart to the class was somewhat well The presentation of the sketches of the redesign of the vendor cart to the class was fairly done well The presentation of the sketches of the redesign of the vendor cart to the class was done very well 83 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Thinking for Grades 10 Assessment Matrix: Module 4.0: Design Project with focus on Creative Explorations Achievement Levels 1-­‐2 BEGINNING 3-­‐4 DEVELOPING 5-­‐6 PROMISING 7-­‐8 PROFICIENT 9-­‐10 EXCELLENT Task 4.1 Understand the Problem to be solved Group + individual task Task 4.2 Explore Creativity Techniques Group + individual task Task 4.3 Creative Ideas Group + individual task Task 4.4 Detail and Prototype Group + individual task Task 4.4 Presentation Group + individual task The students understood the problem area well and did a list of the interconnected factors according to priority – this is yet to be done The use of various creativity techniques for exploring alternate ideas is yet to be done Is yet to come out with creative alternate ideas along with sketches The detailing and the mock-­‐ up of the prototypes is yet to be done The students understood the problem area well and did a list of the interconnected factors according to priority – was done just about The students understood the problem area well and did a list of the interconnected factors according to priority -­‐
 done somewhat well The use of various creativity techniques for exploring alternate ideas was just about done The use of various creativity techniques for exploring alternate ideas was somewhat done Came out with 3 creative innovative alternate ideas along with sketches Came out with 6 creative innovative alternate ideas along with sketches The detailing and the mock-­‐up of the prototypes were just about done The detailing and the mock-­‐up of the prototypes were somewhat done The students understood the problem area well and did a list of the interconnected factors according to priority -­‐ done fairly well The use of various creativity techniques for exploring alternate ideas was done fairly well Came out with 9 creative innovative alternate ideas along with sketches The detailing and the mock-­‐ up of the prototypes were fairly done well The students understood the problem area well and did a proper list of the interconnected factors according to priority -­‐ done very well The use of various creativity techniques for exploring alternate ideas was done very well Came out with 12 creative innovative alternate ideas along with sketches The detailing and the mock-­‐ up of the prototypes were done very well The final presentation showing the creative design process and 12 alternate solutions is yet to be done The final presentation showing the creative design process and 12 alternate solutions were just about done The final presentation showing the creative design process and 12 alternate solutions were somewhat done The final presentation showing the creative design process and 12 alternate solutions were fairly done The final presentation showing the creative design process and 12 alternate solutions were done very well 84 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Thinking for Grades 10 Assessment Matrix: Module 5.0: Fundamentals of Animation Design Achievement Levels 1-­‐2 BEGINNING 3-­‐4 DEVELOPING 5-­‐6 PROMISING 7-­‐8
 PROFICIENT 9-­‐10 EXCELLENT Task 5.1a Straight ahead animation Individual task The Flipbook with exploration of straight ahead animation is yet to be done The Flipbook with exploration of straight ahead animation was just about done Task 5.1b Pose to pose animation Individual task The Flipbook with exploration of pose to pose animation is yet to be done The Flipbook with exploration of pose to pose animation was just about done The Flipbook with exploration of straight ahead animation was done somewhat well.
The Flipbook with exploration of pose to pose animation was done somewhat well The Flipbook with exploration of straight ahead animation was done fairly well.

The Flipbook with exploration of straight ahead animation was done very well.
The Flipbook with exploration of pose to pose animation was done fairly well The Flipbook with exploration of pose to pose animation was done very well Task 5.2a Animation Principle: Bouncing Ball Individual task Tasks 5.2b Animation Principle: Pendulum Individual task Tasks 5.3a Stop Motion Animation Group task Tasks 5.3b Motion Graphics Group task Tasks 5.4a Character Design Individual task The Bouncing ball animation frames shown on paper + Flipbook were done very well The Bouncing ball animation frames shown on paper + Flipbook were done very well The Bouncing ball animation frames shown on paper + Flipbook were done very well The Bouncing ball animation frames shown on paper + Flipbook were done very well The Bouncing ball animation frames shown on paper + Flipbook were done very well The Pendulum animation frames shown on paper + Flipbook are yet to be done.
The Pendulum animation frames shown on paper + Flipbook were just about done.

The Pendulum animation frames shown on paper + Flipbook were somewhat done.

The Pendulum animation frames shown on paper + Flipbook were fairly done.

The Pendulum animation frames shown on paper + Flipbook were done very well.

The Stop Motion animation played back on the mobile/computer is yet to be done.

The Stop Motion animation played back on the mobile/computer was just about done.
The Stop Motion animation played back on the mobile/computer was somewhat done.

The Stop Motion animation played back on the mobile/computer was fairly done.

The Stop Motion animation played back on the mobile/computer was done very well The Motion Graphics animation is yet to be done.

The Motion Graphics animation was just about done.

The Motion Graphics animation was somewhat done.

The Motion Graphics animation was fairly done.

The Motion Graphics animation was done very well.


The Character design with different poses and expressions is yet to be done.

The Character design with different poses and expressions was just about done.

The Character design with different poses and expressions was somewhat done.

The Character design with different poses and expressions was fairly done.
The Character design with different poses and expressions was done very well 85 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Thinking for Grades 10 Assessment Matrix: Module 6.0: Fundamentals of Sustainability and Design Achievement Levels 1-­‐2 BEGINNING 3-­‐4 DEVELOPING 5-­‐6 PROMISING 7-­‐8 PROFICIENT 9-­‐10 EXCELLENT Task 6.1a Observation and Analysis Individual task Observation and Analysis of the breakfast items at home need to be done Observation and Analysis of the breakfast items at home were just about done Task 6.1b Food across Ages Group task Task 6.2a Design for Circular Economy Individual task Task 6.2b Min-­‐map of Pickle Business Group task Task 6.3a Analysis of Mitti-­‐Cool: Individual task Task 6.3b Redesigned Product Presentation: Group task Comparative Chart + Scenario sketches or performing a skit on the subject of Food across ages is not yet done Classification of objects at home, and making an object in linear economy be part of circular economy is not yet done The System mind-­‐map of the Pickle Business with many interconnections is not yet done The summary of the findings and analysis of MittiCool is not yet done The redesigned product with strategies and technologies for sustainable design is not yet done Comparative Chart + Scenario sketches or performing a skit on the subject of Food across ages was just about done Classification of objects at home, and making an object in linear economy be part of circular economy was just about done The System mind-­‐map of the Pickle Business with many interconnections was just about done The summary of the findings and analysis of MittiCool was just about done The redesigned product with strategies and technologies for sustainable design was just about done Observation and Analysis of the breakfast items at home were somewhat done well Comparative Chart + Scenario sketches or performing a skit on the subject of Food across ages was somewhat done Classification of objects at home, and making an object in linear
 economy be part of circular economy was somewhat done The System mind-­‐map of the Pickle Business with many interconnections was somewhat done The summary of the findings and analysis of MittiCool was somewhat done The redesigned product with strategies and technologies for sustainable design was somewhat done Observation and Analysis of the breakfast items at home were fairly done well.
Observation and Analysis of the breakfast items at home were done very well Comparative Chart + Scenario sketches or performing a skit on the subject of Food across ages was fairly done well Classification of objects at home, and making an object in linear economy be part of circular economy was fairly done well The System mind-­‐map of the Pickle Business with many interconnections was fairly done well Comparative Chart + Scenario sketches or performing a skit on the subject of Food across ages was done very well Classification of objects at home, and making an object in linear economy be part of circular economy was done very well The System mind-­‐ map of the Pickle Business with many interconnections was done very well The summary of the findings and analysis of MittiCool was fairly done well The summary of the findings and analysis of MittiCool was done very well The redesigned product with strategies and technologies for sustainable design was fairly done well The redesigned product presented with strategies and technologies for sustainable design was done very well 86 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Thinking for Grades 10 Assessment Matrix: Module 7.0: Introduction to Prototyping Achievement Levels 1-­‐2 BEGINNING 3-­‐4 DEVELOPING 5-­‐6 PROMISING 7-­‐8 PROFICIENT 9-­‐10 EXCELLENT Task 7.1 Paper Prototype: Group task Task 7.2 Scenario as Prototype: Group task Task 7.3 Animatics as Prototype: Indivdual Task The presentation/de monstration of the concept through paper prototype to the class to get feedback is not yet done The presentation of using a scenario prototype to demonstrate a concept and get feedback is not yet done The presentation of using animatic prototype to demonstrate a moving-­‐image concept and get feedback is not yet done The presentation/dem onstration of the concept through paper prototype to the class to get feedback was just about done The presentation/dem onstration of the concept through paper prototype to the class to get feedback was
 somewhat done The presentation of using a scenario prototype to demonstrate a concept and get feedback was just about done The presentation of using a scenario prototype to demonstrate a concept and get feedback was somewhat done The presentation of using animatic prototype to demonstrate a moving-­‐image concept and get feedback was just about done The presentation of using animatic prototype to demonstrate a moving-­‐image concept and get feedback was somewhat done The presentation/de monstration of the concept through paper prototype to the class to get feedback was fairly done well The presentation of using a scenario prototype to demonstrate a concept and get feedback was fairly done well The presentation of using animatic prototype to demonstrate a moving-­‐image concept and get feedback was fairly done well The presentation/de monstration of the concept through paper prototype to the class to get feedback was done very well The presentation of using a scenario prototype to demonstrate a concept and get feedback was done very well The presentation of using animatic prototype to demonstrate a moving-­‐image concept and get feedback was done very well Task 7.4 3D Prototyping: Group + Individual task The presentation of the 3D prototypes in both cardboard and Clay/Plasticine are yet to be done The presentation of the 3D prototypes in both cardboard and Clay/Plasticine were just about done The presentation of the 3D prototypes in both cardboard and Clay/Plasticine were somewhat done The presentation of the 3D prototypes in both cardboard and Clay/Plasticine were fairly done well The presentation of the 3D prototypes in both cardboard and Clay/Plasticine were done well 87 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Thinking for Grades 9 Assessment Matrix: Module 8.0: Design Project with focus on Prototyping and Feedback Achievement Levels 1-­‐2 BEGINNING 3-­‐4 DEVELOPING 5-­‐6 PROMISING 7-­‐8 PROFICIENT 9-­‐10 EXCELLENT Task
 8.1 Understand & Analyse the problem to be solved: Group + Individual task The presentation of the chosen problem area and its analysis with the identified design opportunities is not yet done Needs to complete the presentation of the alternate sketches as well as the short-­‐ listed idea Needs to complete the presentation of detailing, Prototype and Feedback of solution to the problem Needs to complete the presentation beyond title and team members Task 8.2 Ideation and Alternate Concepts: Group + Individual task Task 8.3 Detailing, Prototyping & Feedback: Group + Individual task Task 8.4 Final Presentation + Documentatio n: Group + Individual task The presentation of the chosen problem area and its analysis with the identified design opportunities was just about done Completes a basic sketchy presentation of the alternate sketches as well as the short-­‐ listed idea Makes a basic presentation of detailing, Prototype and Feedback of solution to the problem A limited presentation covering only a brief summary The presentation of the chosen problem area and its analysis with the identified design opportunities was somewhat done Completes an average presentation of the alternate sketches as well as the short-­‐ listed idea Makes an average presentation of detailing, Prototype and Feedback of solution to the problem An average presentation with some clarity in the flow of ideas and stages undertaken in the project The presentation of the chosen problem area and its analysis with the identified design opportunities was fairly done well Completes a good presentation of the alternate sketches as well as the short-­‐ listed idea Makes a good presentation of detailing, Prototype and Feedback of solution to the problem A good presentation with a logical structure of ideas and stages undertaken in the project.
No mention of future suggestions.

The presentation of the chosen problem area and its analysis with the identified design opportunities was done very well Completes an elaborate and detailed presentation of the alternate sketches as well as the short-­‐listed idea Makes a very appropriate presentation of detailing, Prototype and Feedback of solution to the problem A detailed and effective presentation covering all stages of the project including user feedback and future suggestions.
88 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Thinking for Grades 10 Student Feedback Form: NAME CLASS MODULE TASK ACTIVITY DATE Give a rating for each of the statements below: -­‐ by placing a tick mark in the corresponding box.
INADEQUATE FAIR GOOD VERY GOOD EXCEPTIONAL STRONGLY DISAGREE DISAGREE NEUTRAL AGREE STRONGLY AGREE Level of effort you put into activity Your level of knowledge at the start of the activity Your level of knowledge at the end of the activity Understanding of exposure slides/video I enjoyed doing the activity I understood the design principles while doing the task I liked trying out different creative variations I can apply design thinking process to problem solving I enjoyed working in collaboration with my group Additional Comments: What I liked the most: What can be done better: What can be Added/Changed: 89 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Thinking for Grades 10 Teacher Feedback Form: NAME CLASS MODULE TASK ACTIVITY DATE Comments: -­‐ place a tick mark in the corresponding box.
It was easy to deliver the exposure modules: STRONGLY DISAGREE DISAGREE NEUTRAL AGREE STRONGLY AGREE COMMENTS Your comments: It was easy/satisfying/enjoyable to conduct the task activities: STRONGLY DISAGREE DISAGREE NEUTRAL AGREE STRONGLY AGREE Your comments: No issues were faced with regard to assessment of the task: STRONGLY DISAGREE DISAGREE NEUTRAL AGREE STRONGLY AGREE Your comments Common questions posed by the students: Suggestions for improving the task or suggestion of another task: Other suggestions, if any: 90 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Grid Layout for Sketching and taking notes: 91 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Credits Acknowledgement and Credits: Ministry of Education: Smt.
Anita Karwal, Secretary, School Education, N Delhi CBSE Curriculum Development Committee: Dr. Abhay Jere, Chief Innovation Officer, MoE innovation Cell, N Delhi Prof. Amit Ray, Dean, School of Design, Shoolini University, Himachal Pradesh Sri Harish Sanduja, Academic Director & Principal, Birla Public School, Doha Qatar Ms. Prajakta Kulkarni, Founder and Director, Nodes, Pune Prof. Ravi Poovaiah, Faculty, IIT Bombay, Mumbai (Chairman of DT&I Curriculum Development Committee) Ms. Rupa Chakraborthy, Director, Suncity World School, Gurgaon, Harayana Prof. Rupa Narayan Agarwal, Head Cluster NIFT Archives, NIFT, Mumbai CBSE: Smt.
Nidhi Chibber, Chairperson, CBSE Dr. Biswajit Saha, Director, CBSE Sri R. P. Singh, Joint Secretary, CBSE MOE Innovation Cell: Dr. Abhay Jere, Chief Innovation Officer Dr. Elangovan Kariappan, Assistant Innovation Director Dr. Pooja Rawat, Innovation Offcer Dr. Sonal Yadav, Regional Consultant Sri.
Pankaj Pandey Grade 10 Curriculum Development Team: Prof. Amit Ray, Dean, School of Design, Shoolini University, HP (Feedback on Tasks) Ms. Neha Subramanyan, IDC School of Design, IIT Bombay (Tasks, Task Details, Exposure Content for the module on Sustainability and Design) Ms. Shraddha Vaikunth Prabhu, IDC School of Design, IIT Bombay (Tasks, Task Details, Teachers Manual for the module on Introduction to Creativity) Ms. Radhika, IDC School of Design, IIT Bombay (Tasks, Task Details, Teachers Manual for the module on Introduction to Creativity) Prof. Shilpa Ranade, IDC School of Design, IIT Bombay (Tasks, Task Details for the module on Introduction to Animation) Sri Shuvam Bharti, IDC School of Design, IIT Bombay (Tasks, Task Details for the module on Introduction to Prototyping) Sri Harish Sanduja, Academic Director & Principal, Birla Public School, Doha (Assessment and Validation) Ms. Prajakta Kulkarni, Nodes, Pune (Teachers Manual) Prof. Ravi Poovaiah, IDC School of Design, IIT Bombay (Introduction, Tasks, Task details, Exposure Content, Assessment Matrix for all the modules and Teachers Manual) Prof. Rupa Narayan Agarwal, NIFT, Mumbai (Feedback on Tasks) Ms. Rupa Chakraborthy, Director, Suncity World School, Gurgaon (Teachers Manual) Ms. Warsha Sawant, Jaipuria Schools, Ghaziabad (Exposure Content, Assessment, Validation and Teachers Manual) Additional Credits: Dr. Ajanta Sen, Founder and Director, Jellow Labs (content for the module on ‘Sustainability and Design’) Shweta Pathare, Radhika Gohil and Niraja Joglekar, Design Associates, IDC, IIT Bombay (the Cover page, Module breaker pages, Module header illustrations and all the Icons) Sanmati Hosure, Project Staff, IDC School of Design, IIT Bombay (for checking grammar, spelling and formats) 92 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022 Design Thinking and Innovation for Grade 10, Semester 1 and 2 Taskbook 2022 Hope you enjoyed the Tasks !
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CBSE, New Delhi 93 -­‐ Page Design Thinking and Innovation Task-­‐book -­‐ Grade 10 CBSE 2022