Project: Lunch Box Design

Good design brings together an understanding of function, form, and aesthetics. The creation of a product that serves its function well, withstands wear, and is pleasing to look at, hold, and use, is the basic work of many designers. In this project students will be encouraged to take the role of designer and create a lunchbox that will work well, please the user, and show an innovative and exciting aesthetic. Students may approach this project as a problem to be solved on several levels. Creativity and innovation are key to success in the design world.

Objective

Students will experience the creative process inherent in designing a product. Students will practice the skills of team thinking, the relationship between form and function, the ability to think through a product from concept to production, and practice a visual and oral presentation of the concept to a group.

Learning Outcomes

• Team building
• Sketching—translating ideas into a visual plan
• Structural drawing for more advanced classes
• Model building
• Presentation techniques

Problem

How to design a creative and innovative lunchbox that will be attractive to users and function well as a food container and carrier.

Step 1:

Brainstorming sessions and discussion of final product. What does it do? What are its functions? What do these functions dictate in the way of design? As a group the class will begin by discussing what a lunch box should and should not do.

Examples:

• Waterproof—will food stay dry inside, will food or liquids leak out?
• Sections—will different types of food be kept separated?
• Temperature control—will foods be kept hot or cold?
• Handle—how will this be carried?
• Clasp or lock—what will keep the container closed?
• Transparent or opaque—why?

Step 2:

Assign teams for further discussion. The team will refine the list and decide which are the most important items to incorporate into the design of the finished product. The team will come up with a preliminary concept.

Step 3:

Preliminary design concepts: Remember a well-designed project must also be aesthetically pleasing, functional, and durable. This is the time to begin discussing the importance of aesthetics and how to merge form with function. Creative thinking should be encouraged with students literally “thinking outside the box.” A lunchbox can be any shape, color, or made from innovative materials. Ideas should be sketched out and discussed within the team. The team will decide which design to proceed with and prepare to present it to the whole class.

Step 4:

Presentation of preliminary design sketches to the class. Discussion of designs should take place at this time. Good and bad points may be discussed about each design. Anticipating problems and design flaws as well as ideas for improvement.

Step 5:

Return to teams for more discussion and brainstorming and modification of design by taking the best ideas from other groups, discarding ideas that may not work (the class may point out things that may not have been considered by the team).

Refine drawing—decide on final design—keeping in mind aesthetic considerations (shape, color, texture, materials, etc.). This might be a good time to review the elements of art.

Step 6:

Construct model: Learn techniques of scoring and gluing pieces together, constructing and cutting patterns, and building to scale. Complete finished plan with samples of final color, materials, textures, etc.

Step 7:

Presentation to the client: Team should present the project to the class with justifications for design. Demonstrate functionality, durability, as well as aesthetics.

Benefits of the project

• Teaches teamwork, communication skills, leadership skills, and cooperative learning
• Thinking through a project from concept to production
• Consideration of form and function
• Awareness of the process used by designers: everything is designed
• Presentation skills
• Communication skills
• Fine-motor skills through building the model
• Eye-hand coordination through drawing
• Translating an idea into a visual plan in a clearly understood schematic drawing

Extension of project

For more advanced students or those who complete work more quickly, return to the design process and design packaging of product, advertising, typography and marketing. Research costs of production and marketing or create a business plan. Computer-aided design could be used for those departments with computers and programs created for design (CAD).

For younger grades or those with less time, the project could be concluded with the schematic drawing stage.