Students then produce visual representations using a variety of styles to represent the various senses. Listening to students' discussions and looking at their displays can provide information about their understanding of the relationship between form and function that can help to guide further instruction. Portfolios, sketchbooks, idea books, and journals can provide insight into students' growing awareness of design strategies. Students interview teachers, students, and support staff to identify design problems or needs in the school environment. The class selects one problem, and small groups create prototypes that solve the problem.
Students design a response sheet to gather market research information about the designs.
Display the prototypes and collect feedback about possible changes to improve the products. Students revise their prototypes based on feedback, then submit reports on the project that include a summary of the feedback received at each stage of the process. Students should respond to the critiques in sketch es or written or taped statements and explain how the critiques might help in approaching similar tasks in the future. Display students' images that were designed to reflect the use of one of the senses. Collect from audience members or viewers a record of their sensory experiences.