Description

Presentations are the story of your project - from early sketches and inspiration, through prototypes and more developed ideas, presentations highlight the pieces of the process that led each student to their latest project.

In this activity, you will compile and create your final presentation, which will become part of your online portfolio of work, able to be shared with the public.

Instructions

The story of your design process has two components : the visual presentation and the written project description. Each component is outlined below and should be included in the same post.

Deliverable 

1: Visual Presentation

You will create a slide deck that captures the story of your design process. Follow the template outlined about and use the slide editor to best represent the artifacts that you have created throughout this studio. If new pictures need to be take, photograph them in a professional manner.

Deliverable 2: Project Statement

The Project Statement is a 1-2 paragraph project description that explains the overall idea of your project to someone who is unfamiliar with the topic. Below is a series of key points to consider as you write this final project description. Keep in mind that you should not simply put all of the answers together -- you must weave it together into a clear story. Add this to your final presentation (in the text section below your slides).

Things to consider:

The what is a clear statement of the overall idea/thesis.

The why explains how your project changes the world. It is the reason your project exists – what social issue is it engaging, who is your project helping, how does the project change the world, and what important social, intellectual, or technical questions does it raise? The scope of the why can vary widely.

The how briefly explains what technical prowess, innovative methods, or cool materials you used in your solution.

The who explains who will use your design, why they will use it, and in what context.

Think of the reader - it is good to imagine that a university admissions officer AND a potential employer in the field of your design should both be able to understand and be excited by the project based on your writing.

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Prompt

Feedback is a crucial step in the design process, as it exposes you to new ideas, methods, and techniques for developing your ideas further. Continuous feedback throughout the design process also creates a collaborative studio culture, where ideas are shared across projects, which leads to more exciting, developed, and innovative ideas!

Estimated Time: 60min

Instructions

1. As a class review the Guide for Giving Feedback: (10min)

   • Feedback should never have mean intentions! You can be positive and critical at the same time.

   • Be as specific as you can.

   • What kind of feedback would you find helpful if it were your project? Try to give the type of feedback that you would like to receive.

   • Always elaborate with WHY. Instead of just saying, "your idea is great," explain what part of their project you like and why you think it is interesting.

   • Ask questions! If something doesn't make sense to you, ask a question about that part of the project or idea. This is a great method for getting someone to think about new ideas, different perspectives, and new approaches.

2. We will have a class discussion about each project, you will also participate by giving feedback to their peers. Make sure you have a presentation that includes photos of your site, inspiration photos, your sketches and prototypes. (30min)

3. Begin by reflecting on the feedback you received and engage in a discussion with your partner, considering the following questions: Which suggestions from the feedback will you keep and incorporate into your design? What suggestions will you think about and transform to align with your concept? Are there any suggestions that you've decided to discard? Explain why. (10min)

4. Next, with your partner and the support of your instructor, decide on a single final project you'd like to create together. Let your teacher know when you decide on your idea to discuss it with them. They will provide feedback and help you move forward. (10min)

Deliverables

• Post any refinement ideas/sketches in the response tab

Activity

In this activity, students will focus on creating the environment where their transportation project will exist. By considering factors such as geography, resources, climate, and societal structure, students will develop a detailed framework that contextualizes their transportation system within a future world.

Instructions

Part 1: With your group, look through the inspirational images from the slides above. Discuss how different environments (deserts, oceans, megacities, outer space) influence the design of transportation systems.

Part 2: Use AI tools to visualize your world.

Prompts for AI:

• Describe the environment where your transportation system operates.
• Highlight key elements (e.g., floating cities, underwater ecosystems, desert landscapes).
• Specify how renewable energy or futuristic infrastructure fits into this environment.
• Adjust and refine the prompts to get results that align with your vision.

Students should generate several AI outputs and select the ones that resonate most with their vision.

Deliverables

All work should be added to the Responses tab in the form of a slide deck. It should include the following: Your AI generated worlds and project designs

Description 

Now that we've explored the possible futures and developed strong project ideas, it's time to create your first prototypes (remember: prototypes are rapidly-made models created with easily-manipulative materials that demonstrate the simplest version of your idea in physical form). 

 This is an opportunity to test out design shapes, sizes, and techniques of making before we create our final prototypes!  

Instructions 

Begin by sketching the pieces needed to construct your project. Then assemble the materials needed and create quick mock-ups in paper and cardboard.

Deliverables

Photograph your sketches and cardboard prototypes and assemble them in your Design Journal to record your first creations. Add your thesis statement to the description in your Journal. 

*Animated GIFs courtesy of https://dribbble.com/mrlanning

Prompt 

What does it means for something to be "in transit"? Can it be more than simply getting from point A to point B in our day-to-day life?

We will take a look at some of the most interesting existing and speculative transit systems around the world. 

Instructions

Part 1:
Individually look at the transit examples in the Resources tab above. As you go through these precedents, note how the system works, how it's powered, how many people could be moved by it, and what infrastructure it requires.
Individually or in Paris, choose one of the transit systems to focus on.

Part 2:

Individually or in your pair, create a slideshow (int he Responses tab above) that contains the following information about your transit system:

• Where is it located? Is this method used elsewhere in the world?
• How does the transit system relate to the area and its unique setting/environment? (write 2-3 sentences)
• What is awesome vs. awful about this transit system? 
• What are potential ways that this transit system can be improved? (Through sketching, Be imaginative!)

Also include at least 1 photograph of the systems and 1 sketch or diagram of the system in your slideshow.

Part 3:
Present your precedent research to the class group using your slideshow. 

Deliverables

Submit your presentation in the Responses tab.
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Websites for Research:

Before the Activity Starts:

• Prepare materials for sketching, including paper, pencils, markers, or digital drawing tools.
• Remind students of the importance of collaborative brainstorming and concept development in partner projects.
• Emphasize the goal of generating initial ideas and arriving at a cohesive project concept.

Throughout the Activity:

1. Brainstorming & Discussion

   • Encourage active participation from all group members as they discuss possible concepts and settle on an overall idea that meets the project criteria.
   • Ensure each group member’s ideas are heard and considered.

2. Initial Sketching

   • Instruct students to individually develop sketches that communicate their vision for the concept.
   • Provide support and feedback to help refine ideas and gain group consensus.
   • Collect and review sketches shared by students.

3. Concept Development

   • Guide students as they collaborate with their partners or groups to decide on the main idea and form of their project.
   • Provide time for students to develop a draft project name and concept thesis statement.

4. Storyboarding 

   • Instruct students to create a visual storyboard illustrating their transportation concept.
   • Their storyboard should include at least 4–6 frames, covering:
     • The problem their project addresses.
     • How users interact with the transportation system.
     • Key features and innovations in their design.
     • The impact on future mobility.
   • Encourage students to use simple drawings, arrows, and labels to communicate ideas clearly.

After the Activity Ends:

• Instruct students to upload their sketches, titles, concept statements, and storyboards to the Responses tab.
• Review the submissions to ensure they meet the deliverables.
• Encourage students to continue refining their project concept and preparing for the next stages of development in their partner projects.