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Design and Innovation learning

Design by its own nature is creative, collaborative,

multidisciplinary and is inclusive of many other fields.
The methodology of how design is learnt by hands on experience
can make a difference to the process of learning different subjects
in schools.
Design process involves knowledge gathering, analysis,
discovery, and conceptualisation resulting in a problem solving
activity and this in turn leads to experiential learning.
Design can bring sensitivity and awareness to Arts, Crafts,
Culture and Environment.
Design can help students develop values, attitudes, sensorial
skills and critical thinking.
Design can make the students realize their creative and
innovative potentials.
Design and Innovation can make a big difference to the expected
growth of creative needs in our society.

Group 1 Content
Philosophy Design thinking should be integrated into the school
curriculum at different stages which enables students developing
values, attitudes, sensorial skills and critical thinking. The
intention is to offer avenues that are creative and innovative and
integrate conventional fragmentation. At the earlier stages

(class 1 to 5) design thinking could be integrated in all the

curricular areas. This grows in intensity as the understanding of
the students increases and the ability to solve complex problems
increases (class 6 to 10).
Goals and Objectives (class 6 to 10) Introduce basic design
thinking and skills. To enable development of abilities needed
to deal with unconventional situations that require creative,
unique and multiple concepts. Develop sensitivity to the
natural and manmade product and communication environments
and relate the learning to real life situations. To emphasize a
certain playfulness within the learning framework. To foster
intuition, empathy and emotional faculty in the students.
Recommendations for introducing Design and Innovation in
schools 6
Contents Class 1 to 5: Observation of the immediate
environment: body, clothing, food, class, school, home, family and
society etc. Interpretation of the above points in visual, verbal
and performing forms. Exposure through workshops,
demonstrations, and visits to traditional art forms and vocations.
Contents Class 6 to 8: Observation and understanding
elements of Nature and their interdependences. Visual and
verbal narration and presentations using collages, story boards
and other methods. Problem identification from immediate
environment, experiencing and understanding the product and
user relationships. How things are made: exposure to
elementary concepts like parts of a products, components of a
system etc. The complexity of this exposure will increase
gradually as the students progress from class 6 to class 8.
Introducing the concept of object and form affordances.
Creation based on environmental principles.
Contents Class 9 to 10: Design Insight: Case studies, stories of
innovators (Indian and foreign). History of design and

industrialization. Landmark products and innovations.

Design project.
Recommendations for introducing Design and Innovation in