Untitled

Transcription

Untitled

此頁空白
This is a blank page.
Case Study (Teacher Guide) – Retail Shop Design
Case Study:
Retail Shop Design
(Teacher’s Guide)
1
Author
Mr Li Pak-kei, Patrick
Lecturer, Department of Multimedia & Internet Technology
HK Institute of Vocational Education (Lee Wai Lee)
Ms Yuen Ka-wah, Cathy
Lecturer, Department of Multimedia & Internet Technology
HK Institute of Vocational Education (Tsing Yi)
Project Coordinators
Mr Li Yat-chuen
Senior Training Consultant
Institute of Professional Education And Knowledge, VTC
Mr Tsang Siu-wah, Ephraim
Training Consultant
Institute of Professional Education And Knowledge, VTC
The copyright of the materials in this Case Study belongs to the Education Bureau of
the Government of the Hong Kong Special Administrative Region.
Duplication of materials in this Case Study may be used freely for non-profit making educational purposes only. In all
cases, proper acknowledgements should be made. Otherwise, all rights are reserved, and no part of these materials may
be reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior permission of the
Education Bureau of
the Government of the Hong Kong Special Administrative Region.
© Copyright 2010
Note by the Institute of Professional Education And Knowledge, VTC:
Every effort has been made to trace the copyright for the photographs and images in this Case Study as needed. We
apologize for any accidental infringement and shall be pleased to come to a suitable arrangement with the rightful owner
if such accidental infringement occurs.
2
Case Study: Retail Shop Design
(Teacher guide)
General Information
Subject:
Design and Applied Technology
Level:
S4-6
Learning elements:
Knowledge Contexts
Compulsory Part: Strand 1
Process
•
Design and Innovation
• Design in practise
Elective Part: Module 5
Visualisation and
Computer-aided Design
Modelling
• Product visualisation and
3D modelling
• Computer-aided design
•
•
•
To understand the
application of sketch and
Computer- aided Design
system through the study
of retail shop design
To understand the impacts
and design considerations
of shop branding and
corporate image through
market research
To understand the situation
on the needs and uses of
retail design through
teamwork tasks and
individual design
assignments
Small group discussions
and presentation
Impact
•
•
•
•
•
Apply creative thinking
techniques to generate
new ideas
Identify the needs of
users and customers
Collect product
information
Develop solutions
modelled in appropriate
materials to convey
design concepts
Understand how ‘virtual’
prototypes for visualising
design can enhance the
product development
process
Case Study:
Students should be made aware of the relevance of the technology they are studying to the
real world. Case studies on technology and design enable students to put their learning into
an authentic context, and so provide an additional resource that can add a new dimension to
learning about technology and design.
Authentic Context:
Students could explore the idea of visualisation and CAD modelling
through the design process of a retail shop in Hong Kong
Topics Covered:
Compulsory Part
Strand 1 : Design and Innovation
Elective Part
Module 5 : Visualisation and Computer-aided Design (CAD)
Modelling
3
1.
Teaching Notes
1.1 The Essentials of Different Sketches
Sketching is extremely important in the professional designer’s world for several reasons. As
someone describes an idea to you, you get a picture in your mind. That picture is subjective, based
on how you interpret words. A sketch visualizes the idea for the viewer, providing a shared visual
experience that can be discussed, debated and refined.
Beyond communication, sketching is a way of thinking. Throwing lines down, doodling through a
problem, we find new solutions. Through documenting that thinking in drawings, we go through the
act of evaluating and building on thoughts until they are complete.
Three-dimensional computer model is a good example to explain how the sketching skill is important.
While creating a computer model of one idea, the designer would flush out 50 concept sketches,
meet with a group, refine the ideas, and do another round of finished concepts. A sketch is fluid. It
implies to viewers that this is still a work in process, and they are freely to have input, brainstorm, and
share ideas. A sketch has that perfect amount of communication and interpretation. When the
concept reaches an optimal state, then it is the best time going to three-dimensional computer model.
1.2 The Essentials of AutoCAD
AutoCAD is a general purpose computer aided design (CAD) program to communicate and receive
design ideas without ambiguity through basic knowledge and skill of preparing drawing and sketching.
It also aims to visualise and standardise a wide range of presentation drawings for different
professions; for instance, the architectural & interior design, engineering design, product design &
manufacturing, multimedia production. However, the advantage of using CAD has hitherto been
increasingly appreciated in decade over traditional manual drafting methods. It produces neater and
more accurate drawing, and it provides faster rate of production. By selecting a variety of command
in CAD program, users could apply different special drafting techniques. CAD also avoids the
time-wasting and errors which possibly occurs in the repetition of drawing works.
1.3 Site Visit
Site visit is part of the quality evaluation process, which helps student to understand what markets do.
Usually, it includes various activities, for instance, taking photo, drawing sketch, observing facilities,
and interacting with staff, students and peer team review.
1.4 Researches and Analysis
Produce a research folder by collecting picture, photos, articles, charts and words from different
media, for example, Internet, newspaper or magazine. Questionnaire is one of the research elements
consisting of a series of questions and other clues for gathering information from the target group.
Prepare about 30 to 50 sets and summarised the result by creating charts and words.
1.5 Branding and Corporate Image (CI)
See
Appendix I
1.6 CAD Tutorial
4
The tutorials of CAD system are suggested to divide into four categories: 2D Basics, 2D Advance,
Plotting Technique, 3D Modelling and Rendering.
(Suggested computer software: Adobe Photoshop, Adobe Illustrator and Autodesk 3Ds Max.)
1) 2D Basics
•
•
•
•
•
•
•
•
•
Drawing Objects
Object Selection
Modifying Objects
Direct Distance Entry
Drawing Aids
Units and Scales
Using Co-ordinates
Object Snap
Object Properties
2) 2D Advance
•
•
•
•
•
•
Advanced Selection
User Co-ordinate Systems
Dimensioning
Using Images
Scaling Images
All About Images
3) Plotting Technique
•
•
•
ISO Paper Sizes
Paper Space
Setting up plotter
4) 3D Modelling and Rendering
•
•
•
•
•
•
Basic 3D and Surface Modelling
Adding Sunlight to your Drawings
Creating Custom Bitmap Materials
Creating Seamless Tiles
Applying materials and creating a setting
Perspectives, Slides and Scripts
5
1.7 More Exercises for CAD Visualisation
Example 1: Measure the Site and Layout Plan exercise
Source: http://shultzsigns.com/
Step One: By giving a set out plan, students are expected to measure the site in real space using
measuring tape. It allows them to practice in the actual space.
Step Two: Students are required to construct a floor plan and practice various drawing and modify
tools in AutoCAD.
Example 2: Coffee Table Design
Step One: The idea sketches show primitive designs of a coffee table.
6
Step Two: Finalizing the Ideas
Concepts were evaluated and the final idea is generated. Designer started concerning about the
choice of materials.
Step Three: Construction Drawing Development
1)
Use scale ruler to draw a coffee table with Top View, Side View and Sections on paper and
mark actual dimension for the details.
2)
To draw a coffee table by using AutoCAD in both Model Space and Paper Space for further
development.
There are two modes of drawing in AutoCAD, both called "SPACE". The normal mode and the
default are called "Model Space." This is the space you will always use and objects are always
drawn in real world units (full size). The other mode is called "Paper Space", which allows only a
2-dimensional world, and can be visualized on a flat sheet of paper. Paper Space is a
2-dimensional drawing mode in which you can create various "views" of a 3-dimensional drawing
in "holes" of the paper, which is called "viewports" for plotting. It is useful for plotting several
views of an object at different scales, or for putting orthogonal drawing titles on a perspective or
axonometric drawing.
7
Model Space – For creating real world size
drawing
3)
Paper Space – For producing 2-dimensional
drawing in different scales.
Plot the construction drawing with full dimensions to scale in paper. Title box is required.
Step 4: Three-dimension CAD Modelling
3D CAD modelling aims to help the designers visualize the form, proportion and material selection of
the coffee table.
1)
Create different views in 3D CAD interface
8
2)
Visualise the coffee table design by 3D model rendering (Digital mock-up environment). The
mocks-up can be used as a demonstration model to help design team to illustrate the ideas
and concepts.
3)
Model Making
According to the 3D CAD modelling, produce the mock-up model (Scale 1:10) with real materials
before manufacturing takes place.
9
1.8 There are some tips recommended for the students when conducting group
discussion:
1)
Read the case materials at least twice and put down some footnotes or questions aside
the paragraphs.
2) Jot down a list of the problems and issues that to be discussed.
3) Try to add meanings to the numerical data presented in the case (if any) or any findings
discovered during their research.
4) Try to apply the concepts and analytical tools that they have learned earlier or in other
subjects.
5) Be thorough in diagnosis of the situation and make at least one page summary of their
group discussion.
6) Try support opinions among the group with well-reasoned argument skills and data until
they can say “here our analysis show that …..".
7) Use tables, charts, and graphs to present their findings or conclusion as far as they can.
Sometimes simple summary tables or a bulleted paragraph will work wonders.
8) Prioritize their recommendations means make sure their practical recommendations are
really practical; make sure they can be carried out in an acceptable time frame with the
available skills and resources.
9) Review the recommended solutions to see if it really addresses all of the identified
problems and issues, advices from other groups can be consulted.
10) Be conscientious to recommend some solutions or conclusions that could not have
disastrous results if it doesn't work out as planned, remind them to be a responsible and
conscientious case analyst and is tackling a real case.
Teacher can take the role of a facilitator and prepare worksheets in accordance to the case context.
The worksheets should include reflective questions so that they can be a formative assessment to
determine how students are learning and to make sure they are engaging in the learning process.
The worksheets with appropriate tables and hints could help students to record their work
systematically so that they can be easily monitored. This makes their learning outcomes become
tangible and assessable.
The follow-up activities recommended in this case study are the substantiation of contexts through
different learning and teaching strategies. We believe that students can acquire the generic skills and
explore the problem in a greater depth through this series of interactive activities. However, the
classroom implementation is up to the teacher professional decision that is based on the teaching
schedule and the learning outcomes depend on the readiness of students, lesson preparation and
planning.
10
2.
Schemes of Work
The teaching scheme is served as a basis for teachers to plan for their own lessons. The design of a
dessert shop is quite comprehensive and emerging. It involves issues at different stages and design
consideration. The primary planning just covers the necessary tasks and experience that students
might need to go through. Like any other case studies, students need to do a lot of background
readings to formulate their own concept and understand the issue; otherwise they cannot play an
active role in presenting their views in a provocative group discussion. This means students may
need to take additional after school hours to complete their tasks.
Transforming knowledge from extensive information into a comprehendible and presentable
conclusion is an acquisition process. Although students may find it challenging in the beginning, they
have to overcome it and complete the required tasks. The role of teacher is like a coach to
encourage his team, set achievable goal for progress and success. We believe in the motto “Practice
makes perfect”, once students get used to this learning approach, and importantly, with the support
of teachers, they will become a good case analyst.
Suggested scheme of work
No. of periods: 12 lessons
Duration of each lesson: 40 min.
Lesson
Teaching /Learning Activities
01
Introduction of the Case
Teacher should explain the case study background. It will cover areas in Branding
& Corporate Image and Retail & Exhibition Design.
Teacher needs to explain the assessment method and the expected learning
outcomes – new design solution with PowerPoint presentation and worksheet.
Studying the case study
Students need to understand the case as the background information.
Self-assessing questions help them to identify the key issues.
02-03
Forming groups
Teacher divides students into small groups (4-6 people) and encourages them to
work in team.
Teacher explains to the group about the preparation of research.
Students should complete the research by Lesson 4.
Group Discussion and brainstorming
Encourage them to discuss the topic area in their group.
Teacher asks the groups to discuss the characteristics and problems found then
summarize on the worksheet.
Presentation may be necessary for the selected groups.
Homework: Research
11
Lesson
Teaching /Learning Activities
04
Idea Generation
Students are asked to choose one type of retail & exhibition design from their
research.
It is suggested to draw idea sketches on A3 / A4 size paper.
Idea generation should be start with brainstorming and mind mapping.
05
06-11
12
Homework: Idea sketches
Development
Create different sketches.
Show the samples of construction drawings and 3D modelling.
Teacher is expected to teach how to use scale ruler.
Homework: Idea sketches
Practice in AutoCAD
Students are required to create 2D and 3D drawing by using CAD system.
3 lessons are required for student to practice 2D drawings.
3 lessons are required for student to practice 3D modelling and rendering.
Homework: 2D construction drawings and 3D model renderings
Final design and presentation preparation
Work on the final drawing, rendering and PowerPoint presentation.
Homework: Production of 2D and 3D drawings and presentation preparation
Final Presentation
Students should final check and rehearse their presentation.
Presentation is necessary for each group.
Teacher explains the presentation.
Teacher gives timely feedback and correct answers if necessary.
12
3.
Model / Suggested Answers
Worksheet 1: Self-assessing questions about the Retail & Exhibition Design
1. What kind(s) of task will be applied in the design process?
• Design Brief
• Brainstorming
• Researching
• Analysis
• Problem identification
• Conceptualization and development
• Realization
• Evaluation
• Client presentation
• Production and Commercialization
• Consumer generating further needs
2. Which is your favourite local / international brand? Please give the reason(s).
• An open answer
3. List out of the item(s) in packaging design in retail design.
• Shopping bag
• Wrapping Paper
• Sticker
• Price tag
• Business card
• Staff name tag
• Gift Box
• Poster
4. In the research stage, what kinds of material do you need to collect when you design a retail
shop?
• Market position & personality
• Theme / mood
• Customer circulation
• Lighting design
• Furniture material, size and proportion
• Space planning
• Budget
5. In the research stage, what kinds of material do you need to collect when you design an
exhibition?
• Location
• Theme / mood
• Customer circulation
• Lighting
• Booths’ material, size and proportion – not permanent , but safe
• Space planning
• Budget
13
Worksheet 2: What is visualisation?
1. Which software(s) support visualisation and computer-aided design (CAD)?
• AutoCAD
• 3D Studio Max
• Adobe Photoshop
• Adobe Illustrator
• etc
2. List some advantages by using CAD application?
• Communicate from abstract idea to concrete ideas
• Time Saving
• etc
3. List some industries which successfully use visualisation and CAD application in their design
processes.
• Architectural Design
• Interior Design
• Product Design
• Engineering
• etc
4.
Guidelines to execute the design project
4.1 Dividing into group
Explain the role of each team members clearly before students group themselves.
Make sure students are willing and have the skill to take up different positions.
4.2 Deciding the topic area
All topic areas have possibilities for problem investigation. It is essential to have the discussion
topic conduced during class; two groups working in the same topic are acceptable.
14
4.3 The must-do list on different design stages
Stage
Research
Must do
Enough visual material including: charts, pictures, photo-taking and
words.
Clear analysis methods including: descriptions, captions and
words.
Idea Generation
Creative method includes brainstorming and mind mapping.
Sketches must be experienced by students.
Development
Non-verbal presentation includes graphic design, corporate image,
construction plan and 3D modelling
Practice in CAD system
Final presentation
Accurate size and dimension.
Appropriate material and lighting.
Must present with a set of construction drawing and 3D model
rendering.
PowerPoint presentation.
4.4 Project Assessment
Marks will be awarded in the following categories:
Planning and
Comprehension of Project Tasks, Definition of Objectives, Project
Progress
Planning & Scheduling, Research and Investigation of Background
Information, Project Records and Logs, Mid-term Report, Team
Work/Leadership
Quality of Content
Creativity/Originality,
Appeal,
Aesthetic,
Impact
&
Suitability,
Techniques, Achievement
Quality of
Written Report, Relevant Documentation, demonstration and oral
Presentation
Presentation
The Project Committee in the department shall have the authority to moderate the project
assessments submitted by the Project Supervisor with a view to ensure uniform assessment
standards across all project students. The project assessment (after moderation by the Project
Committee) may be subjected to further moderation by the Board of Examiners while examining the
student's Project performance against the background of his/her performance.
15
5. Assessment
Checklist assessment rubrics are given to each student for their self-evaluation after each lesson.
Teacher can discuss the checklist with them to perform formative assessment. Teacher should record
the checklist results and monitor the students’ progress.
The score rubrics are given to assess the final presentation by teacher and peers. The rubrics criteria
can be subject to change by the teacher professional judgment. The benefit of using score rubrics is
that students can know which areas they have performed well and which areas need improvement.
Students should know the assessment criteria before working on the case so that they can divert
their focus onto their learning.
For a fair assessment, students can request to be assessed individually instead of as a group. They
can state their percentage of contribution to the case before the assessment. Scores can be
calculated in accordance to the contribution percentage and allocate to individual student.
6. Reference Materials / further reading materials
Textbook:
Alina Wheeler, Designing Brand Identity: A Complete Guides to Creating, Building and
Maintaining Strong Brands, John Wiley & Sons. Inc., Latest edition
References:
Amanda Barrett, Corporate Image for Professional Communicators, Batsford
Websites:
3D Models and Digital FX
http://www.3dmodelart.com.ar/docseng/main_eng.htm
http://www.zoorender.com/
http://www.the3dstudio.com/
http://www.shar3d.com/
http://www.the3dstudio.com/product.aspx
http://www.planit3d.com/source/
16
Polycount
http://polycount.com/renderinginprogress.html
Accustudio 3D Model Library Index
http://www.accustudio.com/
http://planetquake.gamespy.com/
Texture
http://textures.forrest.cz/
http://toucan.web.infoseek.co.jp/
Exhibition
http://www.1-hong-kong.com/venetian/index_6.htm (Macau – The Venetian)
Hong Kong Brand and Product Expo
http://www.hkbpe.com.hk/
http://www.itu.int/WORLD2006/ (ITU Telecom 2006)
www.tdctrade.com (Trade Development Council)
Flash Resources
http://www.flashfridge.com/tutorials.asp?ID=5
http://www.flashrespect.com/
Photoshop tutorials
http://home.educities.edu.tw/greatgod/photoshop/index.htm
http://bonny.idv.tw/www/pshop/index.htm
http://bonny.idv.tw/www/pshop/
Model Company – Photography
http://www.starzpeople.com
Exhibition Display Case Sample
http://www.displayproject.com.hk/
Environmental Protection Bag
http://www.hknwb.com/
Branding
http://stealingshare.com/brand_resources/glossary.htm
17
Appendix I
Branding and Corporate Image (CI)
Throughout the 20th century, retail and exhibition design presents in everyday life and social culture.
In the knowledge of retail and exhibition design, it is important to understand the social, economic,
political, cultural and technology context that give rise to their conception and realisation. Here is an
example:
•
Goods of Desire (G.O.D)
Shop Front - Harbour City, Tsim Sha Tsui
‘Very Hong Kong Exhibition’ at InnoCentre (Sept 2007)
Pictures Source: http://www.god.com.hk
G.O.D (
住好啲) is the phonetic sound of the Cantonese slang "to live better", because to live better is
a basic human desire in Hong Kong. The rise of economic in Asia is a significant force to the market,
the world begin to show interest in Asian lifestyle and culture. G.O.D. intends to capitalize on this
phenomenon by providing an eastern derived lifestyle concept, as an alternative to the established
western way of living. By exploring age-old Oriental traditions and up dating them with modern
consumers in mind, G.O.D. demonstrates that the techniques and wisdom of past generations in the
East still has a place in the future world.
Text Source: http://www.god.com.hk
G.O.D. trademarked pattern – reflects 60s – 80s Hong Kong Culture
18
Pictures Source: http://www.god.com.hk
G.O.D Credit Card – present the printing art in 60s
Pictures Source: http://hk.dbs.com
Brand crossover project of G.O.D
Lucullus x GOD Chinese Characters Chocolate 2008
Microsoft x GOD Mouse 2008
SPCA x GOD Dog Adoption Centre 2008
Kee Wah x GOD Mooncake 2008
Red A x GOD Classic Butcher's Lamp 2008
Dragon Tiger Heroes x GOD 2008
Durex x GOD condom packing 2008
Canon x GOD Camera Case 2007
Greenpeace x GOD T-shirt & notebook 2007
Coca-Cola x GOD - on pack premiums 2007
"Crystallized TM - Swarovski Elements" 2007
Milk x "Delay No More" Design Competition (2006)
Bonaqua x GOD Water Dispenser (2006)
Microsoft X-Box 360 x GOD (2006)
Information Source: http://www.god.com.hk
Market Positioning and Personality
Market positioning strategy is the process by which marketers try to create an image or identity in the
minds of their target market for its product, service or brand. A successful shop is much more than a
name and a logo; a brand is a promise of an experience, projecting a distinctive personality.
Deciding the business to be perceived by the marketplace is the most important decision in launching
a new brand or reintroducing an established one.
Brand Research and Understanding (Terminology)
Brand anatomy
Valuation
Evocative
Revival
Acronyms
Historical illustrative timeline
Culture and custom
Physical and psychology
Photographic direction
Useful, usable and desirable
Recognition and reinforcement
Graphic motifs
Five senses
Merchandise
Environments
19
Focused advertising
Consistency of message
Customer experience
Ambassadors
Hospitality
Assumption
Extensions, associations and co-branding
Authenticity
Ownership
Information Source : http://stealingshare.com/brand_resources/glossary.htm
Brand Analysis Task
1. Understanding brand terminologies
A brand is a perceptual entity rooted in reality, but it is more than that – it reflects the perceptions, the
characteristics, the styles and daily practices of the consumers.
Branding is not only about ubiquity, visibility, and functions; it is about bonding emotionally with
people in their daily life. Only when a product or service kindles an emotional dialogue with the
consumer, it can qualify as a brand.
2. Self-positioning statement (Mission and Vision)
Should be short, capture your unique brand essence
Should be address to a specific target audience
What motivates or drives their behaviour
3. Brand hierarchy analysis
Hierarchy chart
Categories and products
4. Brand encountered
Gather brand image, slogan and logo from different stores and brands.
20
Brand encounter log sheet (SAMPLE)
Team
Brand
Brand
Online/
Local/
Member
Elements offline International
What
Where
How
Brief
Description
5. Product levels
Core benefit
Generic product
Expected product
Augmented product
Potential product
6. Scenarios design (3 x scenarios for each group, 4-6 pictures for each scenario)
You need to consider and collect a set of photographs, design three scenarios and create the
interaction between the brand and audience
Concept from brand encounter
7. Designing memorable experiences
The four realms of an experience:
- Absorption
- Passive participation
- Immersion
- Active participation
8. Brand Strength and Stature Analysis
Brand strength
Differentiation – Esteem (DE)
Relevance – Esteem (RE)
Differentiation – Knowledge (DK)
Relevance – Knowledge (RK)
(Differentiation
and relevance)
Brand stature (Esteem & knowledge)
21
Case Study – (Teacher’s Guide) Environmental Technology: Hydrogen-powered car
118

Untitled

Transcription

Similar documents

Seven for All Mankind

Skate Board Collab Poster

A LOVE LIKE NO OTHER - Vlisco V

La Centerra at Cinco Ranch

Retail Leasing Opportunity

Rooms To Go Distribution Center

to PDF of sample pages.

true value company

folleto window light - Multimedia Content Management

to our marketing flyer