LESSON 10 (Approximately 2 Hours)
ENGAGING IN FORMAL CRITIQUE: STRING INSTRUMENTS
Overview
Printed protocols from Harvard’s Project Zero
Key Words
Engineering design process | Social constructivism | Formal critique | Constructive criticism | Objective feedback | Think-Puzzle-Explore | Elaboration | Creative questions | Headlines | Exponential functions | Exponential growth | Exponential decay | Logarithmic functions | Logarithmic growth | Logarithmic decay | Fret | Bridge | Nut | Tuning mechanism
TEACHING PLAN
Introduction
Today we will help drive our string instrument designs forward by providing constructive feedback to one another. As we showcase our string instruments we will also formally critique the work of others. We have already mentioned how these critique panels are used in a number of academic and professional settings, from art classes to architecture studios, startups to lab groups. Today, like so many students and employees hoping to improve their prototypes, we will turn to each other for rich feedback and criticism. I think you will find this process extremely valuable as your peers help you consider improvements to features of your work, additions, and topics you may want to explore further. Take a moment right now to consider how successful you were during the last formal critique and what you hope to do today to improve as a presenter, as a collaborator, and as an engaged audience member. Remember: You may reserve the right not to respond to anyone’s feedback right away. Let’s focus on actively listening to those who pose questions or comments, pause and think about how their commentary can be valuable to our learning, engineering, and art. Let’s be sure to communicate our responses in a logical, non-violent manner. I would like to remind you once more that our success today goes beyond our projects and their mathematical, scientific, and expressive foundations. If we can really provide objective criticism rather than judgement and if we can respond thoughtfully rather than react defensively, it will help us work effectively with peers and colleagues in the future. Today, you will be asked to operate like a professional. Do any of you have any particular questions?
ASK Questions and discuss as a class (8 minutes)
Task
Wrap Up
Discuss
Distribute
Web Resources
Formative Assessment
Summative Assessment
ENGAGING IN FORMAL CRITIQUE: STRING INSTRUMENTS
Overview
- Applying mathematical principles governing exponential and logarithmic functions to an engineering project constellating around string instrument design
- Utilizing a mathematical model to correctly position frets on team instruments
- Engaging in formal critique while utilizing robust protocols and peer critique to push group design forward
- Doing work conducive towards students moving into their ‘zone of proximal development’ (Vygotsky, 1978)
Printed protocols from Harvard’s Project Zero
- ‘Think-Puzzle-Explore’
- ‘Elaboration Game’
- ‘Creative Questions’
- ‘Headlines’
Key Words
Engineering design process | Social constructivism | Formal critique | Constructive criticism | Objective feedback | Think-Puzzle-Explore | Elaboration | Creative questions | Headlines | Exponential functions | Exponential growth | Exponential decay | Logarithmic functions | Logarithmic growth | Logarithmic decay | Fret | Bridge | Nut | Tuning mechanism
TEACHING PLAN
Introduction
Today we will help drive our string instrument designs forward by providing constructive feedback to one another. As we showcase our string instruments we will also formally critique the work of others. We have already mentioned how these critique panels are used in a number of academic and professional settings, from art classes to architecture studios, startups to lab groups. Today, like so many students and employees hoping to improve their prototypes, we will turn to each other for rich feedback and criticism. I think you will find this process extremely valuable as your peers help you consider improvements to features of your work, additions, and topics you may want to explore further. Take a moment right now to consider how successful you were during the last formal critique and what you hope to do today to improve as a presenter, as a collaborator, and as an engaged audience member. Remember: You may reserve the right not to respond to anyone’s feedback right away. Let’s focus on actively listening to those who pose questions or comments, pause and think about how their commentary can be valuable to our learning, engineering, and art. Let’s be sure to communicate our responses in a logical, non-violent manner. I would like to remind you once more that our success today goes beyond our projects and their mathematical, scientific, and expressive foundations. If we can really provide objective criticism rather than judgement and if we can respond thoughtfully rather than react defensively, it will help us work effectively with peers and colleagues in the future. Today, you will be asked to operate like a professional. Do any of you have any particular questions?
ASK Questions and discuss as a class (8 minutes)
- What features are characteristic of robust string instrument projects?
- As a group, have we followed the rubric and created a tunable string instrument with 12 or more frets and 1-6 strings?
Task
- Please group together with your string instrument design team. (2 minutes)
- Take a few minutes and reflect with your team. (Distribute “Protocols from Artful Thinking”) Use ‘Think-Puzzle-Explore’—the first routine on this handout—to consider your team’s work thus far and how you might approach other groups’ work in just a few minutes. (5 minutes)
- I think each of these routines on this handout might be really helpful guides for providing helpful feedback during the critique. Please take a moment to thoroughly read ‘Elaboration Game’ and ‘Creative Questions’. (5 minutes)
- Now, using a pencil, highlight any ‘Creative Question’ you might use today. (1 minute)
- Let’s prioritize some of these question starters. Which are some of our favorite question starters? What do you like about them? (3 minutes)
- Alright, we are ready to begin our critique. Please ensure you have your notebooks and something with which to write. (3 minutes)
- Next, take two to three minutes to quickly survey each team’s second iteration of a string instrument. Please hold off on providing too much commentary right away. (3 minutes)
- Now, we are going to cycle as a class through each team’s instrument. Each team will first present their project, their process, some strengths, some growth areas, and then any ideas they have about further improving their work. Coordinator Team Members: You will be the spokesperson for your team. Remember to invite team members to speak if you believe they have something valuable to add and can verbalize it well. Also remember to direct questions to particular team members once members of the class begin offering feedback. (2 minutes)
- Let’s follow a protocol where each team gets to present first without interruption, then audience members can pose questions and comments, followed by each team responding. Let’s remember to provide constructive criticism rather than personal judgement. To those presenting: Let’s remember to respond rather than react to feedback. Take your time when thinking of a response. There is no rush here! (2 minutes)
- At this time, we will present in random order. Again, feel free to share anything you would like about the design and build process before presenting strengths, growth areas, and ideas for future iterations. Then, audience members will provide questions and criticism. Finally, the team that is presenting will respond thoughtfully to comments. Do any of you have any questions? Let’s begin! (3 minutes)
- [At this point, students present their string instruments, offer constructive criticism, and respond thoughtfully to peer feedback.] (50 minutes with a stretch break built in after 25 minutes)
- Thank you for conducting yourselves so professionally through that formal critique. Let’s take some time to play our instruments! Feel free to try other teams’ instruments out but only if they grant your permission (5 minutes)
Wrap Up
Discuss
- I am extremely impressed with the work you have completed. Let’s take a moment to celebrate our hard work! Give some love to your classmates. Let’s see some high fives! (2 minutes)
- Now, let’s come up with a headline for the work we have been doing. Take three minutes to brainstorm you favorite headline within your design teams. Once you have it, please write it on the board. (Idea courtesy of Harvard Project Zero, 2006, p. 35) (5 minutes)
- These headlines look great. On your way out today, please make sure to vote for your top two favorite headlines using a check mark. Please spread your two votes across two headlines. (1 minute)
- Let’s take a moment to discuss our reactions to this quote I came across and wrote on the board: “That’s the magic of revisions—every cut is necessary, and every cut hurts, but something new always grows” –Kelly Barnhill (8 minutes)
- What additional methods besides build projects might we explore to overcome the high costs associated with building iterative physical models? (5 minutes)
- How does iterative work (e.g., building prototypes, exploring interactive simulations) help engineers and designers outside of the physical sciences and mathematics realm reimagine and reinvigorate their work? (5 minutes)
- Review homework deliverables due next class: (2 minutes)
- String Instrument Final Project
- Due next class
- Be sure to see the detailed rubric for group and individual responsibilities
- Please make photocopies of your member-specific work for each of your team members. Be prepared to provide physical copies to your classmates at the beginning of next class
- ‘Headlines’:Write your favorite headline from today’s class explaining in 2-3 sentences why you chose it
- String Instrument Final Project
Distribute
Web Resources
- ‘Artful Thinking: Thinking Palette’ (Harvard Project Zero, 2015): http://pzartfulthinking.org/?page_id=2
- NASA’s Beginning Engineering, Science, and Technology (B.E.S.T.) home page (http://www.nasa.gov/audience/foreducators/best/#.V4Q9GJMrJp8)
- NASA’s B.E.S.T. Engineering Design Process (E.D.P.) video series (http://www.nasa.gov/audience/foreducators/best/edp.html)
Formative Assessment
- Student highlights of particular ‘Creative Questions’ as observed by the teacher
- Possible improvements to one’s own and others’ string instrument as communicated through formal critique
Summative Assessment
- ‘Headlines’
- Formal Critique Assessment
- String Instrument Final Project