1. How does this assignment connect to the core studio concept? and/or How does this assignment connect to the final project?
2. Does it a) build upon or b) introduce new skills or knowledge within the current studio? 
   • If A... utilizes and reinforces language/ideas previously introduced (no new lingo) 
   • If B... includes introductory presentation, examples from past projects or precedents, hands on practice, scaffolding and pauses along the way to determine retention
3. Is it time bound with clear deliverables? 
   • Clarity about deliverables of the assignments are flexible and open ended and  which deliverables are standard and specific.
   • Clear time constraints around each deliverable. For example, "Step 1 must be complete in 45 minutes. Step 2 must be complete by 12:00pm on Tuesday."
   • Explicit deliverables on what students must turn in (see Exercise Layout).  
4. How are students being held accountable to this assignment? 
   • Are they sharing out to their classmates? 
   • Is there an "exit ticket" to move onto next step? 
   • Is there clear consequence/response associated with incomplete work? 
     • working during lunch?
     • working with ART outside of studio? 
     • one on one conversation with coach for extra help? 

Note: Some assignments will be more open ended, some more specific. Regardless, we think it's important to use the "exercise layout" template and address the three must-haves for assignments to give students more clarity and consistent structure in the assignments.

Purpose: 

Instructions: 

Deliverables: 

1. What are the specific end goals and deliverables students must hand in? 
2. Where should they post? 

Time restriction: 

1. How much time do they have to work on it? (30 minutes, Block 2, etc) 
2. What time is it due on the platform?  

Introductory Exercise

The Introductory Exercise is used to both introduce the concepts fundamental to the framing of the studio and to quickly model various aspects of the design process in preparation for the main project. Students are challenged  to think obliquely, to rapidly produce conceptually clear prototypes, while also learning the fundamentals of the design methodology and collaboration while establishing peer relationships. These fundamentals include ideation, Precedent research  (as explained below) and selection, sketching, rapid hand  prototyping skills, presentation formatting,  presentation, as well as design critique, synthesis of this critique, and iteration. Generally, the introductory exercises deal with the themes of the studio through a playful and engaging exercise brief which illustrates how design ideas are communicated.

Through these Introductory Exercises, students gain confidence in their ability to generate conceptually rich ideas and manifest them as complete designs quickly while beginning  to think about the studio topic through the lens of their own creative work. This happens without the stress associated with making a “good” project about a broader topic.  The Introductory Exercise period is a microcosm of the Iterative Design Process period outlined below.

Some studios may include more than one Introductory Exercise in which the exercises either function independently to address various aspects of the studio theme or as a way of building on one another to provide deeper insights and critical understanding. Exercises may include physical design, research, data collection and mapping, interviewing, narrative development or photo/video vingetters.

Introductory Exercises culminate in group presentations. As students prepare for these initial presentations, they are exposed to basic documentation methods including graphic design skills, photo manipulation, brief conceptual writing, presentation formatting, and public speaking and presentation skills as well as the opportunity to experience critical feedback as part of a post-presentation discourse.