DENTON, H.G., 1993. The Design and Make Task (DMT): some reflections on designing in schools. IDATER 1993 Conference, Loughborough University
This paper is based on the assertion that the initial phases of the design process in many schools has
become a stylised ritual more to do with the production of endless sheets of over decorated artwork than
efficient or effective design. This is juxtaposed with the requirements of the new Design and Make Tasks
(DMTs). The resulting discussion centres on the opportunities the DMTs offer to look at the way
Technology is taught.
Points discussed include:
• How the asserted ‘ritual‘ of designing has arisen in many schools.
• That childrens‘ design ‘research‘ should be planned, appropriate, and of value.
• That ideas should be generated and developed efficiently and effectively through appropriate
modelling. Inappropriate modelling, such as the use of detailed drawings and colour in initial
idea generation, should not be encouraged.
• That children should be helped to reflect on their design work and share experiences in order to
gain from the learning potential within the design process.
• That informal groupwork should be used more frequently to assist in the generation and
development of ideas