Lesson Plan
Course Title:
Principles of AAVTC
Session Title:
Ideation and the Design Process
Lesson Duration: One class period
Introduction and Instruction: Cover the concept of Ideation and the Design Process.
Guided and Independent Practice: Students use a source of inspiration to complete the first
three steps in the Design Process.
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will be able to use a source of inspiration to
create new ideas through the use of the design process.
Specific Objectives:
1. Define the term ideation.
2. Introduce the design process.
3. Identify the steps in the design process and describe how they are used to generate ideas.
4. Apply the design process to a source of inspiration.
5. Evaluate ideas created.
Preparation
TEKS Correlations:
130.82(C)
(1) The student applies English language arts in Arts, Audio/Video Technology, and
communications cluster projects. The student is expected to:
(A) demonstrate use of content, technical concepts and vocabulary;
(B) use correct grammar, punctuation, and terminology to write and edit documents;
(D) compose and edit copy for a variety of written documents;
(E) evaluate oral and written information; and
(F) research topics for the preparation of oral and written communication.
(2) The student applies professional communications strategies. The student is expected to:
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations; and
(F) develop and interpret tables, charts, and figures to support written and oral
communications.
(3) The student understands and examines problem-solving methods. The student is expected
to employ critical-thinking and interpersonal skills independently and in teams to solve
problems.
(4) The student applies information technology applications when completing Arts, Audio/Video
Technology, and Communications cluster projects. The student is expected use personal
information management, email, Internet, writing and publishing, presentation, and spreadsheet
or database applications.
(10) The student applies technical skills for efficiency. The student is expected to employ
planning and time-management skills to complete work tasks.
AAVTC: Principles of AAVTC: Ideation and the Design Process
Copyright © Texas Education Agency, 2012. All rights reserved.
1
Instructor/Trainer
Instructional Aids:
1. Slide Presentation – Ideation and the Design Process
2. Ideation and the Design Process Visual Map Handout
3. Ideation and the Design Process Inspirational Phrase List
4. Ideation and the Design Process Evaluation Rubric
Equipment Needed:
1. Projection system to display presentation.
Learner
Equipment Needed:
1. Computer access.
Introduction
MI
Introduction (LSI Quadrant I):
PLAY “Guess the Gadget”: Display a picture of a concept gadget using the
projector. Gadget images are available in slides 2 and 3 of the slide presentation.
Hint: both items are household items.
Have students break into small groups and spend a few minutes coming up with
ideas about the function of the gadget. Each group should discuss where the creator
of the gadget may have found their inspiration for creating the gadget. Have each
group share their findings with the class.
DISCUSS: After students share their ideas with the class tell them the function of the
gadgets (slide 2: vacuum; slide 3: toaster). Discuss possibilities for where the
idea/inspiration came from that lead to creation (or redesign) of the gadget. Discuss
how the design process may have occurred.
Instruction
MI
Outline (LSI Quadrant II):
Instructor Notes:
1. Define the term ideation.
A. The process of forming ideas or images.
B. What is creativity?
C. Where does creativity come from?
Have students think about and
discuss whether creativity is innate
or if it can be a learned behavior.
Hint: It can be learned!
AAVTC: Principles of AAVTC: Ideation and the Design Process
Copyright © Texas Education Agency, 2012. All rights reserved.
2
2. Introduce the design process:
A. How are ideas generated?
B. How does one idea lead to another?
C. How do you push ideas further?
D. Why should you push ideas further?
E. What do you do when you’re stumped?
Have students help you answer
these questions in a class
discussion that introduces the
design process.
Note: This discussion will help
students understand that the first
idea is not always the best idea
and that other ideas should be
explored.
3. Identify the steps in the design process and
how they are used to generate ideas.
A. Inspiration
B. Background information
C. Brainstorm
D. Design, prototype, evaluate, redesign
E. Create
Look at the design process
graphic located on slide 5 of the
presentation. Discuss each phase
of the design process with
emphasis on how the design,
prototype, evaluate, and
redesign phases are cyclical until
the idea/project has been
perfected (this part of the process
varies in length from hours to days
to years depending on project
type). Once the idea/project is
perfected through prototyping then
the final product is made in the
create phase.
4. Apply the design process to a source of
inspiration.
A. Create a visual map
B. Inspiration
C. Background information
D. Origin
E. Word association
F. Summary paragraph
Use the Visual Map Handout
template provided to work through
the first three steps (Inspiration,
Background information,
Brainstorm phases) of the design
process.
5. Evaluate ideas created.
A. Completeness:
1. Inspirational phrase
2. Background information
3. Five to eight words expanded from
original phrase
4. Summary paragraph
Distribute rubric to students.
Review and discuss evaluation
criteria so students know how their
work will be evaluated.
Note: There are other
methods/templates that can be
utilized to work through the first
three steps of the design process.
Depending on your class you may
want to encourage students to
create a visual map that fits their
learning and organization style.
AAVTC: Principles of AAVTC: Ideation and the Design Process
Copyright © Texas Education Agency, 2012. All rights reserved.
3
B. Background information:
Provides the origin of the phrase, the
interpretation and meaning of the
phrase, and how the phrase has
evolved since its origination.
C. Words expanded from original phrase:
Includes variety in the expanded
phrases while still maintaining a
relationship to the original source of
inspiration.
D. Summary paragraph:
Summarizes the information collected
and provides insight into how it can be
visually communicated into a new idea
or product.
E. Neatness:
Visual map and required information are
well organized and easy to understand.
F. Mechanics:
Visual map is free from grammar,
spelling, and punctuation errors.
Application
MI
Guided Practice (LSI Quadrant III):
Teacher will go over the slide presentation with the class. Use the template provided
in the Visual Map Handout and the presentation to work through the first three steps
(Inspiration, Background Information, Brainstorm phases) of the design process with
students.
Note: This IS NOT the only way to work through these phases of the process. The
first three phases are the most difficult for students. Once they get through these
steps they can use the gathered information to complete the remaining phases of
the design process (Design, Prototype, Evaluate, Redesign, Create phases) to
create a project in any of the AAVTC courses.
MI
Independent Practice (LSI Quadrant III):
Students will draw a source of inspiration from the list of phrases provided in the
Inspirational Phrase List Handout. The students will go through the first three steps
of the design process independently using the instructions provided during guided
practice.
Note: If time is limited or if this is an introductory activity, students may only
complete the first three steps of the design process. Make sure students understand
that for future AATVC projects they will use the first three steps of the design
process to get started and then use the remaining steps of the design process to
carry out their assigned projects and create a final product. On future projects,
students will choose their own source of inspiration. Providing students with
inspiration for the independent practice will help them focus on completing the
AAVTC: Principles of AAVTC: Ideation and the Design Process
Copyright © Texas Education Agency, 2012. All rights reserved.
4
design process rather than getting caught up in picking a source of inspiration from
our limitless world.
Summary
MI
Review (LSI Quadrants I and IV):
Review the steps in the design process as completed in guided and independent
practice through class discussion.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
While students are working on their visual maps, the teacher should walk around
and answer individual questions. Students may have a difficult time getting started,
but once they have been pushed to start they will be capable of completing the
visual map independently.
MI
Formal Assessment (LSI Quadrant III, IV):

Have students use rubrics to reflect on their own visual map.

The teacher will assess each student’s visual map and use of the design process
using the attached rubric.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):

Students may research the design process on the Internet or in print resources.

Students will use the design process on future AATVC projects.
AAVTC: Principles of AAVTC: Ideation and the Design Process
Copyright © Texas Education Agency, 2012. All rights reserved.
5
Ideation and the Design Process
Inspirational Phrase List
Fancy Free
Wild Goose Chase
All’s Well That Ends Well
Blue Moon
Time Flies
Don’t Put All Your Eggs In One Basket
Vice Versa
All That Glitters Is Not Gold
All’s Fair in Love and War
Dropping Like Flies
The Calm Before the Storm
Out of Sight, Out of Mind
Pearls of Wisdom
See No Evil, Hear No Evil, Speak No Evil
Strike When the Iron is Hot
The Darkest Hour is Just before the Dawn
Drop in the Bucket
Upper Crust
Upper Hand
Dark Horse
Eleventh Hour
Eat Your Heart Out
Apple of Your Eye
Bet Your Bottom Dollar
Bend Over Backwards
Charmed Life
Chip on Your Shoulder
Clean as a Whistle
Cool as a Cucumber
Crocodile Tears
Cut and Run
Take by Storm
The Buck Stops Here
The Cold Shoulder
The Pen is Mightier than the Sword
The Whole Nine Yards
Thumbs Up
Every Cloud Has A Silver Lining
Keeping Up With the Jones’s
Kiss of Death
AAVTC: Principles of AAVTC: Ideation and the Design Process
Copyright © Texas Education Agency, 2012. All rights reserved.
6
Principles of AATVC: Ideation and the Design Process: Visual Map Rubric
Student Name:
Assessment
Criteria
1. Completeness of Visual
Map
A. Inspiration Phrase
B. Background
information
C. 5-8 words expanded
from original phrase
D. Summary paragraph
2. Background Information
– Provides the origin of
the phrase, the
interpretation and
meaning of the phrase,
and how the phrase has
evolved since its
origination.
3. Words Expanded from
Original Phrase –
Includes variety in the
expanded phrases while
still maintaining a
relationship to the original
source of inspiration.
4. Summary Paragraph –
Summarizes the
information collected and
provides insight into how
it can be visually
communicated into a new
idea or product.
Max.
Points
20
15
15
15
Points Earned
Exceptional
Above Average
Average
Below
Average
Poor
(18-20 points_____)
(14-17 points_____)
(9-13 points_____)
(4-8 points____)
(1-3 points____)
(0 points____)
All elements
included.
Most elements
included.
More than half of
the elements
included.
Fewer than half
of the elements
included.
Fewer than a
quarter of the
elements
included
No elements
included; no
submission.
(13-15 points_____)
Includes all possible
information about
the phrase including
origin, interpretation,
meaning, and
evolution.
(10-12 points_____)
Includes most of the
background
information about
the phrase including
origin, interpretation,
meaning, and
evolution.
(7-9 points______)
Provides adequate
background
information the
phrase.
(4-6 points____)
Provides some
background
information
about the
phrase, but
meaning and
interpretation are
incomplete.
(1-3 points____)
Provides minimal
background
information
about the
interpretation
and meaning of
the phrase.
(0 points____)
Provides no
background
information.
(13-15 points_____)
All words included
with variety and
connection to
inspiration.
(10-12 points_____)
All words included
with some variety
and connection to
inspiration.
(7-9 points______)
Most words
included with some
variety and
connection to
inspiration.
(4-6 points____)
Fewer than half
of the words
included with
lack of variety
and few
connections to
inspiration.
(1-3 points____)
Few words
included with
minimal variety
and lack of
connection to
inspiration.
(0 points____)
Few words with
no variety or
connection to
inspiration.
(13-15 points_____)
Demonstrates deep
understanding of
phrase with
thorough description
of how inspiration
will be visually
communicated.
(10-12 points_____)
Demonstrates
understanding of
phrase and provides
insight into visual
communication of
phrase.
(7-9 points______)
Demonstrates an
adequate
understanding of
phrase and
provides some
information about
visual
communication of
phrase.
(4-6 points____)
Information
presented
demonstrates
less than
adequate
understanding of
phrase and how
it will be verbally
communicated.
(1-3 points____)
Information
presented
demonstrates
minimal
understanding of
phrase and how
it will be verbally
communicated.
(0 points____)
Information
presented fails to
demonstrate
understanding of
phrase and how it
will be visually
communicated.
AAVTC: Principles of AAVTC: Ideation and the Design Process
Copyright © Texas Education Agency, 2012. All rights reserved.
7
No Submission
Comments
5. Neatness – Visual map
and required information
are well organized and
easy to understand.
20
(18-20 points_____)
Visual map includes
all necessary
information in a very
well organized
format.
(14-17 points_____)
Visual map includes
most of the
necessary
information in an
organized format.
(9-13 points_____)
Visual map
provides
information in a
somewhat neat and
organized format.
(4-8 points____)
Organization and
neatness need
attention.
(1-3 points____)
Lack of
organization and
neatness inhibit
understanding.
(0 points____)
Lack of
organization and
neatness make
visual map
indecipherable
6. Mechanics – Visual map
is free from grammar,
spelling, and punctuation
errors.
15
(15 points_______)
Visual map free from
grammar, spelling,
and punctuation
errors.
(10-12 points_____)
1-3 grammar,
spelling, and/or
punctuation errors.
(7-9 points______)
4-6 grammar,
spelling, and/or
punctuation errors
(4-6 points____)
6-12 grammar,
spelling, and/or
punctuation
errors
(1-3 points____)
Grammar,
spelling, and
punctuation
errors make
visual map
difficult to read.
(0 points____)
Grammar,
spelling, and
punctuation errors
make visual map
unreadable.
Total: 100
Point Conversion to Letter Grade:
90.0 - 100.0
A
80.0 - 89.9
B
70.0 - 79.9
C
60.0 - 69.9
D
Below 60.0
F
AAVTC: Principles of AAVTC: Ideation and the Design Process
Copyright © Texas Education Agency, 2012. All rights reserved.
8
AAVTC: Principles of AAVTC: Ideation and the Design Process
Copyright © Texas Education Agency, 2012. All rights reserved.
9