REALIZING NEW SOLUTIONS TO COMMUNITY PROBLEMS THROUGH CREATIVE THOUGHT AND COLLABORATION
By: Amalia Theodoredis, Kira Collins, Syd Collins, and Matthew Petizian
Problem: We didn't have a way to show our work clearly to the outside world.
Solution: We developed an online portfolio platform to share our brand identity and the student projects.
Description of process: First we examined the website of a similar program and identified the needs for our project. We needed a way to catalogue student work. We wanted to be able to show our progress in text, photos, and video. We needed each student to be able to access the platform to upload his/her files individually so that one person wouldn't need to be responsible for all of that work each term.
We wanted our site to be clean and modern. It needed to visually support the creative work we were doing.
We used Squarespace to build a website for our program and built out a gallery page to serve as a portfolio template. We added a homepage to showcase the promotional video project.
We periodically stopped our work and asked for feedback from our classmates. Revisions were made based on their suggestions.
We began to train the students in the class to use the platform for their work.
By Matthew Petizian, Amalia Theodoredis, Ethan Bartlett
Problem: Our problem consisted of having our hands tied together. The hands were also tied to our ankles. Therefore, we were constantly bent over and had limited movement. We decided that the the biggest problem would be trying to eat in this position.
Solution: We invented a device that would allow us to eat, despite being incapacitated. We focused on a certain food that we could eat and that was pizza. We created a claw that could pick up a slice of pizza. The claw could move up and down and could rotate which would solve the problem of us not having mobility with our wrists.
Description of Process: We took two pieces of wood and connected them with a hinge. The hinge allowed the claw to move up and down. On the end of the claw, we made a clamp that pinched the crust of the pizza and hold it.
We began with sketches and by looking at prototypes. We paid special attention to figuring out how those assistive trash pick-up tools work. They served as a precedent for our work.
Our first prototype, made mostly from cardboard, used a pulley to open and close the clamping device. We found that we needed to increase the strength of the clamp, so we ended up using rubber bands to create a better "snapping" feature.
By: Syd Collins, Matthew Petizian, Kira Collins, Amalia Theodoredis
Problem: Many people outside of our school community do not know how our program works.
Solution: We created a video that promotes our class by featuring the everyday activities that we do.
Process: The first step was to make a story board, almost like a blueprint but for a video. We visited AdWorkshop to learn how to plan the story. We came back to school and made some mood boards and scripts for our film.
The next step was to film the class doing their projects, such as painting the wall, creating a logo, or organizing the room. We made a first draft of our video and then took feedback from our class about the music and clips and overall quality of the film.
We did some editing to make the film shorter and of higher quality. We changed the music. We put all the clips together using iMovie. We had to do this a couple of times. We used an Osmo camera for better quality and to make our videos more stable.
Our final video is embedded on the homepage of our site.
We visited with a design and production firm to learn about story boarding.
Osmo video camera for stabilized images.
We used an Osmo camera for improved image quality and stabilized filming.
After our meeting with AdWorkshop, we made a preliminary mood board to identify themes we would want to include in our video. Then, we wrote (and re-wrote a script).
By Verneri Virtanen, Anders Johnson, Richard Liu, Hanna Rose
Problem: There was poor organization in our studio and it was difficult to move through the space.
Solution: Design a plan for our furniture and tools to allow for easier movement through the studio.
Description of process:
Our group made a plan to better organize the studio and change places of the furniture and tools. We tried to add some space in the middle of the studio for storage. Our first idea was to move two big shelves to the middle, but that plan impeded the sight lines through the room. After that, our group put all the furniture and tools at the edges of the room. That move made a lot of space in the studio. Next, our group made some new furniture for the room. We built a wooden rack and made a center island table to hide our table saw and plywood when they are not in use. We installed shelving on the wall above the 3D printers to hold inventions.
Studio Furniture Design
By: Anders Johnson, Verneri Virtanen, Hanna Rose, Richard Liu
Problem: Our problem is that there was not enough viable work space for our teams and that the table saw took up floor space and was awkward to work around.
Solution: We made a center island for our studio that serves as a work surface and hides the table saw and other tools and materials when they aren't being used.
Description of process: we begin by making sketches and drawings of models in Fusion360. We looked at some other carpenters' workshop storage solutions online for inspiration. Then, we 3D printed models of them so that we would have an idea of what our finished product would look like. After that we began construction. We sourced the counter top boards from a local mill and sought help from Northwood's maintenance team to learn how to plane the boards and join them with pegs. They lent us tools and carpentry expertise. We went back to the maintenance team for advice several times. We built a frame out of two by fours and used plywood to close in the walls of the island.
An early 3D design for an island.
At this stage we were just getting used to the software for 3D modeling, Fusion 360.
Precedent: We looked at other wood shop storage solutions online for inspiration
A sketch showing the slats for organizing flat materials.
Our second prototype.
Hanna Rose works on planing boards for the countertop.
Anders Johnson works on the countertop boards.
The counter top is joined with wooden pegs and clamps.
Problem: The Innovation and Design Program needs a visual identity.
Solution: We developed a logo for our brand.
Description of process: Each person on our team made six different sketches. Then we collaborated and came up with four different logos that we felt could represent the class best. As a group, we decided that a logo with an "I" and a "D" instead of the whole words innovation and design might show be a more creative design and a simple solution.
We sought some feedback from Mr. Wardlaw at AdWorkshop. As a team we decided that a logo that had the whole words "INNOVATION + DESIGN" would be a better place to start. We could make a simpler version of it later if we want a logo that wasn't a "word mark." At first we tried to make a logo that was vertical. We noticed that the "v" in innovation looked like a triangle which is the shape that was beginning to represent the Innovation and Design program through the classroom mural. We tried looked at different ways to incoporate a triangle(s) into the design. Ultimately, we decided to turn the A into a triangle. It was like an arrow pointing up. It was the shape of a delta to symbolize change. Then, we made a horizontal version of the logo, too.
AdWorkshop noticed that the triangle and "I" in the vertical logo would form an arrow. We spent a lot of time tinkering with the kerning of the letters to make things line up. We built in the arrow shape and pulled out the triangle element to serve as our favicon on the website.
Compact logo using "I" and "D"
The team noticed that the "I" and "D" together could look like a plus sign with and arrow that represents moving forward and what the future could be.
A vertical compact logo
Mr.Wardlaw visits our class
Corrasponding the logo with triangles
The "V" and "A" both looked like triangles. So to enhance the idea of triangles representingthe Innovation + Design program, as a team we decided that a colorful triangle behind or infront of the "A" and/or "V" would look creative and out of the box.
By: Richard Liu and Katelinn Cummings
Problem:when peoples' hands are disabled in a certain way, they may have difficulty steering a vehicle.
Solution: We made a remotely- controlled system that would enable the driver to control the shift and steering wheel with a single controller in his or her hand.
Process: We made the first prototype with cardboard and an rc remote system including a spectrum dx4r tx and Rx, a hiteck standard servo, and a broken esc for power. Our prototype solution is not completely practical because it can't make multiple turns, which is what is required for a fully functional product. A second prototype will use an Arduino board, two rotary sensors, a esc, a motor, and a servo to make the product fully functional.
Problem:when people's hand are disabled they can't drive
solution: we made a remote control system that would enable the driver to control the shift and steering wheel with a single controller in his hand
Process:we made the first prototype with cardboard and a rc remote system,it is not close to reality because it can't turn all the way, so we created our second prototype, which is still under construction
By Olivia Skriloff and Hanna Rose
Problem: Our hands are stuck 12 inches apart, making it hard to get power (flex) on a hockey shot.
Solution: The Flex™ -An adjustable lightweight velcro band that attaches to your elbow giving opposite resistance, allowing you to flex your stick.
Description of process: At first, my partner and I thought about using a pulley system to get tension on the hockey stick. We quickly figured out that that idea was impractical. The pulleys were clunky and only allowed for one shot per use. Then we came up with just a strong thick velcro strap that went around the elbow and allowed the user to gain flexion on the stick. We added greater functionality to our product by adding velcro attachments to help the user pick up and drink from a water bottle.
The Flex in Action
This demonstrates how the flex works in action.
The stick used
Issues caused by dissability
By Beckett Ledger
Problem: Total restriction of the fingers and hands and an inability to separate the arms at wrists prevents a person from eating independently.
Solution: Design and build an open box over the connected hands in order to hold things such as food at the ready for the user.
Description of process: After deciding that the most important function restricted would be holding things for yourself, the idea of a box secured to the wrists where the hand would be connected came to mind. I sketched out a design and measured it out, figuring that 12 inches long for the base would be a good fit in order to maximize holding capacity yet keep the box mobile enough to be comfortable for all day use. (see images 1, 2, 3) The first iteration was made fully of cardboard and with just one long wall dipped down in order to easily pick things up. (see image 4) The second and final iteration had a more durable base made of wood and both long sides were dipped down in order to be able to both pick things up and more easily eat out of the box. The box was secured to the connected arms with two Velcro straps that were threaded through slits in the wooden base. (see images 5, 6, 7)
Description of disability
This page outlines the basic restrictions of the disability I was assigned to as well as the functions the person with this disability would still have.
Notes and first drawing with dimensions
This notebook page includes the basic disability I was tasked with as well as my solution to the problem and the first sketch of the solution. The sketch also include the dimensions of the box, which stayed consistent throughout the process with the exception of both long walls having the dip cut in them.
Final notes with feedback
This notebook page continues the ideas from the previous page as well as introducing a new innovation to improve the functionality of the solution based on the feedback from classmates after the presentation of the first iteration.
First iteration pieces on the box
These are the pieces of the box that were cut out of standard cardboard. They were hot glued together so the middle piece here was the base, while each piece on the side was turned up at a 90 degree angle to the base. The pieces were hot glued to both the base and the adjacent walls.
Final Iteration of Box
Adaptive Steering Device
By: Kira Collins and Verneri Virtanen
Problem : We have limited hand mobility and will have difficulty driving a car.
Solution: We came up with different ideas and, after hearing feedback from the class, we eventually started to make what could be a great invention if we continued to improve it. We came up with an assisted handle attached to a steering wheel. A disabled driver would have full motion to turn the steering wheel.
Description of process: A disabled person would need to be able to fully turn the steering wheel around, so we identified a spot where they could put their hands on an extension off the steering wheel. It would allow them to have full motion to turn the steering wheel. We also took into consideration that if you got into a car accident the extended piece would go straight into your stomach, so we decided to put a tennis ball on it to make it more of a cushion. After hearing more feed back from our first prototype the class gave us the idea of having the extended handle to detach when the airbag would go of so that there would be no damage to this helpful device or the user. We started with sketches and a cardboard prototype and then built a wooden prototype.
If my partner and I could continue to work on this project for as long as we need, it would continue to improve and look better and better each time.
By: Ethan Bartlett and Beckett Ledger
Problem: Our space was dull and un-inspiring.
Solution: We designed an energizing color scheme and brought it into our studio through a large scale mural.
We looked up pictures of creative spaces on the internet. We noticed most creative spaces had a lot of neutral gray or white walls with at least one colorful accent wall. Because most of our walls were white already, we decided to paint the back wallfull of triangles with creative colors to invite people into our space.
Description of process: First we measured the length of the wall, and noticed the window is exactly in the center of the wall. We knew we wanted equilateral triangles and we calculated the dimensions of the triangle by using Geometry. After we got the right dimensions of our triangles we made rulers with our required dimensions out of wood. One ruler was the height between the top of the windowsill and the ceiling. we used this ruler so we could continue the same height all the way across the wall (in between the top of the windowsill and the ceiling). Then we made a second ruler witch was the height of our triangles and also the midpoint of the triangle next to it. We started at the midpoint of the wall and worked away from it. From this point it was just connect the dots. We continued the process for the rest of the wall.
While painting the wall we could only do two sections at a time because the tape over laps onto the triangles facing the opposite directions. Onceall the triangles that were pointed up were painted We re-taped and painted the triangles facing down.
Once every triangle was painted we took all the paint off and our finished project was revealed!
An early sketched idea for the mural.
Color swatches are selected and laid out.
We began by taping one row of triangles at a time.
Some early progress on the mural
The finished mural design.
By Mrs. D'Arco
Problem: Our new program has not yet identified a proper mission from which to base all future work.
Solution: A new statement for our program that is concise and clear, while explaining the purpose and major components of our work.
Process: First, we made an attempt at a statement on our own, (see the second image). Next, we met with a local expert on branding from AdWorkshop. Mr. Wardlaw helped us to think about our brand as a more distinctive product. He helped us come up with version two (see image 3). He also encouraged us to split off the lines in the blue section. We needed to stay away from describing what we do at length.
Next, each member of the class took some time to consider the statements and tried to get to the heart of our work in a single statement.
We collected the statements and asked each member of the class to identify his/her top three statements.
We looked for similarities between each of the three statements and then checked to see if any important words were inadvertently left out of the process from other versions. (See image 1, infographic)
We took a try at writing a simple statement based on the words/phrases the class felt were important and any we thought couldn't be left out. This statement was passive. (last image)
We switched the phrases to give our final statement an active voice. (last image)
Common words found in nearly every student's personal mission statement assignment.
Image 1: Some early attempts at our mission statement.
A bold attempt at a statement for our I+D program.
Mr. Wardlaw helped us come up with a much bolder take on a statement. He suggested that we consider something like this.
Final steps: Our last iterations
Lastly, we took feedback from the class and looked for similarities between the three top statements. We made sure to include those words in our final statement. We also looked to see if there were any really interesting words that were left out inadvertently, through the process. It seemed important to include "solutions" and an action verb, like "realize." We also debated whether or not to include "we" and "community" in our final statement. We agreed that the words "innovation + design" should be with the statement if it ever appears alone or it is not obvious that it is linked to our work.
Our new mission is displayed in the top banner of this site.