Course Profile Technological Design (TDJ4E), Grade 12, Workplace Preparation, Combined
Unit 3: Retail Furniture Design
Time: 35 hours
Activity 1 | Activity 2 | Activity 3
Unit Description
Students
design furnishings for commercial needs, based on their work in previous units.
Students examine considerations in furniture design, materials, structural
properties, and manufacturing processes. Students fabricate and test full-scale
mock-ups and develop a catalogue to present the various display fixtures.
Ethical issues regarding the negative impacts of consumerism, excessive
marketing, and the proper handling of materials and waste are examined.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
3.1 |
8 hours |
TFV.03,
TF1.03, SP1.01, ICV.01, ICV.02, IC1.01, IC1.02 CGE 1g,
2e, 3c, 4f, 7f, 7g |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Students
research retail store fixtures and display considerations for specific
products. Students
then prepare a photo essay to share their findings with the class. |
|
3.2 |
12 hours |
TFV.01,
TF2.03, TF3.01, SPV.04, SP1.01, SP2.02, SP2.03, SP3.01, IC1.01, IC2.02 CGE 2e,
3d, 5g, 7f |
Communication
Application |
Using
both manual and computer-aided drafting techniques, students design retail
store fixtures to display the product developed in Unit 1 – Commercial
Products Design. |
|
3.3 |
15 hours |
TFV.02,
TF3.02, SPV.03, SP1.04, SP2.04, ICV.03, IC2.03 CGE 5a,
5b, 5e, 5g, 7i |
Communication
Application |
Students
develop a scale model of the retail store fixture or display. They document
the process and present their model to the class. |
Time: 8 hours
Students
investigate retail furniture display design as it pertains to a particular
product. Students choose from products in the areas of home improvement,
electronics, clothing, sporting goods, food/produce, music/entertainment, and
jewellery. Students gather information about the display of these products
through research on the World Wide Web, and by visiting various retail stores
in the community. The information gathered is critically analysed for issues
regarding the ethical use of marketing techniques as they relate to Gospel
teachings. Students then organize this information and prepare a photo essay to
share their findings with the class. This activity provides students with the
necessary skills to develop ideas for designs in subsequent activities.
CGE1g -
respect the faith traditions, world religions, and the life-journeys of all
people of good will;
CGE2e -
use and integrate the Catholic faith tradition, in the critical analysis of the
arts, media, technology, and information systems to enhance the quality of
life;
CGE3c -
think reflectively and creatively to evaluate situations and solve problems;
CGE4f -
apply effective communication, decision-making, problem-solving, time, and
resource management skills;
CGE7f -
respect and affirm the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -
respect and understand the history, cultural heritage, and pluralism of today’s
contemporary society.
Theory
and Foundation
TFV.03 -
explain the principles and fundamentals of design;
TF1.03 -
explain how to develop a needs analysis based on research into consumer
products or services;
TF1.04 -
assess a variety of materials and fabrication techniques used for different
custom and mass-manufactured products.
Skills
and Processes
SP1.01 -
identify design problems, list relevant criteria, and propose solutions.
Impact
and Consequences
ICV.01 -
describe safety features and ethical issues that must be addressed in
technological design;
ICV.02 -
describe problems caused by improper or inadequate design.
A working
knowledge of computer operations, such as word processing, creating graphics,
printing, and file management, is required. Students have some knowledge of
Internet research techniques and are familiar with computer usage regulations
as defined at the local level. Students with little or no knowledge in computer
operations should be paired with students who have expertise. Students should
be familiar with the use of a 35mm point-and-shoot camera or digital camera.
Students may have knowledge of acquiring and manipulating digital images.
·
The
teacher ensures that students have a
·
The
teacher follows board and school policy about out of school activities and
prepares copies of the form letter (Appendix 3.1.2), on school letterhead, for
students to take when they visit retail stores in the community. The teacher
may call stores in advance to find out about company policy regarding the use
of cameras in the store. Due to company policy, some larger retail chain stores
may not allow students to photograph their displays.
·
For
safety, students should visit stores in pairs or small groups. Students should
always obtain permission from the store manager before photographing any of the
displays. If retail stores are unwilling to cooperate, there are alternatives.
Most stores purchase their fixtures from a particular supplier who would have
similar displays. Students could place a call to the head office of a retail
chain store to find out the name of their supplier.
·
The
teacher arranges for digital or instant cameras and processing the film. The
teacher also gathers appropriate art supplies (e.g., glue sticks, construction
paper, Bristol board, markers, scissors, printer paper, toner, etc.).
1. The teacher introduces the topic of Retail
Store Fixture Design by distributing copies of
Appendix 3.1.1 – Shopping In Our Community. Students are divided into small
groups of three or four and are given 15 minutes to complete the task. The
teacher then uses the group results to generate a chart that is representative
of the entire class. The chart is displayed on chart paper or the overhead
projector.
2. The teacher then leads students in a
discussion as to why certain stores were chosen over others. Factors affecting
this decision include location, pricing, product selection, store décor,
commercial advertising, and celebrity endorsement. In any case, students must
be able to support their opinions clearly and intelligently. When discussing
any product, especially clothing and footwear, teachers should discourage
references to particular name brands, as this may be a sensitive topic for some
students. Teachers should use their discretion in leading discussions so that
they comply with Catholic education guidelines.
3. The teacher leads a class discussion about
the ethical and moral issues of marketing and the negative impacts of consumerism.
Marketing practices and the handling of materials and waste are also examined.
The use of celebrity endorsements, graphics, colours, sex, sex roles in
marketing, etc., impulse buying displays, and over packaging for display
purposes can be discussed. Students are encouraged to analyse these issues in
relation to Catholic values as well as an economic viewpoint, and weigh the
implications of various marketing techniques.
4. In groups of three to four, students select a
particular product and investigate how the product is displayed in the retail
world. The teacher ensures that each group selects a different product.
However, the teacher may want to focus on a product similar to the one
developed in (Unit 1 Commercial Product Design) and use the findings for
subsequent activities.
5. The teacher provides students with a copy of
a form letter (Appendix 3.1.2 – Form Letter) and photo essay evaluation form
(Appendix 3.1.3 – Photo Essay Assignment). Students go to various retail stores
that sell the product of their choice and photograph (digital or still camera)
or sketch how their product is displayed. Upon arriving at the store, students
should request to speak to the manager and present the letter (Appendix 3.1.2 –
Form Letter). After receiving permission to undertake their assignment,
students make note of the location of the display within the store (i.e.,
proximity to entrance and counter), colour, materials used, portability, and
versatility (can it be used for other products?).
6. Students use class time to organize and
prepare their photo essay. The final hour of the activity is allocated for
group presentations.
Students
are assessed on their ability to research and prepare a photo essay on Retail
Store Fixture Design. Informal assessment takes place during class discussions
as to the amount and quality of student participation, in particular their
abilities to apply gospel values to issues regarding ethical marketing
techniques. A summative evaluation of the photo essay is undertaken by the
teacher. (Appendix 3.1.3 – Photo Essay Assignment.)
Websites
Atlantic
Store Décor Inc. – www.asd.ca
The largest manufacturer of custom retail fixtures in Atlantic Canada. Students
can find examples of fixtures for clothing, sporting goods, bakery goods,
retail gifts, and kiosks.
Great
Brook Furniture – www.greatbrookfurniture.com
Designer and manufacturer of store fixtures, kiosks, display cabinets, point of
sale counters, and institutional furniture.
Retail Source – www.retailsource.com
A large list of companies that provide furniture for retail design,
construction, and visual merchandising.
–
www.exhibittechnology.com
A company that specializes in the design and construction of custom fixtures
that meet specific user needs. Photos of unique displays of products are
provided.
–
www.robertham.com/store_fixtures.htm
Store fixtures and wholesale store fixtures for retail stores, jewellery,
clothing, and floral stores. Every fixture is pictured with a price.
Publications
and Catalogues
AZURE Magazine (design, architecture, art). Azure
Publishing Inc., 20 Maud St., Suite 200, PO BOX 15464, STN BRM B, Toronto,
Ontario, M7Y 2W1
Display & Design Ideas Magazine (product news and design solutions
for store planning and visual merchandising). Published by Bill Communications
–
OBJEKT Living In Style Magazine (interior, architecture, art, and
design). A publication of Hans Fonk Publications. Contact for
VM+SD Visual Merchandising and Store Design
Magazine. A
publication of ST Publications Inc.,
Task: In
your groups, complete the table by writing down the names of as many stores as
you can where you can purchase each of the following items:
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Food/ |
Clothing |
Footwear |
Electronics |
Home Improvement |
Sporting Goods |
Music/ |
Jewellery |
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For
each of the categories, write the name of the store in the last row (*) where
your group is most likely to make a purchase.
Choose
one of the categories listed above and consider the following questions:
·
What
are some similarities and differences between the displays in each of the
different stores?
·
What
is the single most important reason why you chose the store in the last row
(*)?
·
Is
this a store where you and your family would shop? Why? Why not?
·
Is
this a store that most of your friends go to?
·
What
does the outside of the store look like?
·
Describe
the interior of the store?
·
How
are the various products displayed in the store?
·
What
are the hours of operation for this particular store?
·
Are
there any sales associates and are they always helpful?
·
Does
this store sell any of the other products?
Group Members
1.
2.
3.
4.
Note: This letter is to be typed on school
letterhead and signed by the teacher and principal.
Date:
Dear
Store Manager/Owner:
As part
of a school assignment, students have been asked to investigate how products
are displayed in a retail setting. Students are required to obtain photographs
of displays in a store of their choosing and will be required to share their
findings with their classmates.
The
students will then design and build their own display for a product.
To this
end, we ask that you kindly allow these student(s) to photograph the displays
in your store, and we thank you in advance for your cooperation.
Should
you have any questions or concerns, please feel free to contact me at
_____________________.
I will be
happy to address any concerns you might have.
Yours
sincerely,
Technology
Teacher
Principal
A photo
essay is the organization of a series of photographs that can be used to tell a
story, demonstrate how to a
Students
take photographs to show the various ways in which a particular product is
displayed in retail stores. Students display photographs either in a slide show
or on poster board and share their findings with their classmates. In doing so,
students develop their research and organizational skills and are provided with
an opportunity to learn more about the community and appreciate the resources
around them.
·
10
photos related to the topic chosen. Students are encouraged to take actual
photographs; however, the essays may be supplemented with hand-drawn pictures,
magazine photos, or images acquired from the Internet (copyright free).
·
Explanations
for each photo.
·
Completed
poster board with all photos and explanations attached.
·
Presentation
of their findings to the class, highlighting similarities and differences.
|
Photo Essay |
|
|
Organization of Information |
/5 |
|
Criteria and Number of Photos |
/10 |
|
Overall Appearance |
/5 |
|
Written Explanations |
|
|
Spelling, Punctuation, and Grammar |
/5 |
|
Content |
/10 |
|
Presentation |
|
|
Delivery |
/5 |
|
Organization |
/5 |
|
Visual Support Material |
/5 |
|
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Total |
/50 |
Time: 12 hours
This
activity is designed to allow students to apply the knowledge gained in the
previous activity towards the design of a display for the product developed in
Unit 1 – Commercial Product Design. This display must be in keeping with the
interior layout designed for the commercial space in Unit 2 – Interior Design.
Students take into consideration the size, shape, style, function, materials,
and cost in the development of a computer-generated drawing of their store
fixture.
CGE2e -
use and integrate the Catholic faith tradition, in the critical analysis of the
arts, media, technology, and information systems to enhance the quality of
life;
CGE3d -
make decisions in light of gospel values with an informed moral conscience;
CGE5g -
achieve excellence, originality, and integrity in one’s own work and support
these qualities in the work of others;
CGE7f -
respect and affirm the diversity and interdependence of the world’s peoples and
cultures.
Theory
and Foundation
TFV.01 -
demonstrate an understanding of how the design process is used to create
products or services for the marketplace;
TF2.03 -
demonstrate an ability to consult reference materials such as codes, Machinery’s Handbook, Sweet’s Catalogue,
Architectural Graphic Standards, and trade literature and catalogues;
TF3.01 -
explain project designs in terms of satisfying consumer needs and meeting
design criteria.
Skills
and Processes
SPV.04 -
create appropriate drawings using either traditional or computer-based methods;
SP1.01 -
identify design problems, list relevant criteria, and propose solutions;
SP2.02 -
use computer-aided design methods effectively to produce illustrations (e.g.
floor plans, perspectives and elevation views, details, auxiliaries, and
assembly drawings) as required;
SP2.03 -
illustrate design solutions effectively using orthographic and pictorial
techniques;
SP3.01 -
evaluate the appropriateness of project solutions against design criteria.
Impact
and Consequences
IC1.01 -
describe how project solutions address efficiency and ergonomic issues,
comparing proposed products or services to existing ones;
IC2.02 -
explain how project solutions affect the environment.
Students
have experience with the design process as a way of developing solutions to
design problems. A working knowledge of computer operations, such as word
processing, creating graphics, printing, and file management, is required.
Students have knowledge of CAD design software or manual drafting techniques
and are familiar with computer usage regulations as defined at the local level.
·
Design
briefs are prepared in advance and clearly outline the purpose and parameters
of the activity. A sample design brief is provided see Appendix 3.2.1 –
Designing Retail Furniture.
·
The
teacher ensures that students have a
·
The
teacher could contact architectural and design firms as sources for trade
magazines and catalogues.
1. After having investigated the characteristics
of various retail store fixtures in the previous activity, students apply their
knowledge in the design of their own retail fixture. The teacher presents
students with copies of Appendix 3.2.1 – Designing Retail Furniture and informs
them of the expectations.
2. Students may work in groups to develop a
design or they may be required to develop their own designs.
3. The teacher consults with the class on the
product to design. Based on the activities in Unit 1 – Commercial Product
Design and Unit 2 – Interior Designs, there are two options.
Option 1: Each student designs a store fixture to display the product developed in Unit 1. – Commercial Product Design. The result is a variety of designs for a fixture that displays the same product.
Option 2: Based on the interior design layout activity in Unit 2, students design the various fixtures throughout the store. Each fixture would display products in its own unique way while maintaining the overall look and feel of the retail store.
4. Once the teacher and students have arrived at
a decision, the teacher leads a discussion about trends in store fixture
designs and materials. Results of a recent survey of retailers in
5. Students design the displays using
manual-drafting techniques or the use of a CAD drawing program. The design
should clearly indicate all required measurements and views.
6. Students complete their designs in the time
provided and present their ideas to the rest of the class. Students should be
able to justify their design solutions clearly and intelligently. All designs
are a
·
Ongoing
informal assessment of students’ effective use of class time is made.
·
Designs
are evaluated a
·
Some
students may want to incorporate electronics and/or mechanical motion devices
in their displays. The teacher makes available the necessary resources.
Websites
Atlantic Store Décor Inc. – www.asd.ca
The largest manufacturer of custom retail fixtures in Atlantic Canada. Students
can find examples of fixtures for clothing, sporting goods, bakery goods,
retail gifts, and kiosks.
Great
Brook Furniture – www.greatbrookfurniture.com
Designer and manufacturer of store fixtures, kiosks, display cabinets, point of
sale counters, and institutional furniture.
Retail
Source – www.retailsource.com
A large list of companies that provide furniture for retail design,
construction, and visual merchandising.
www.exhibittechnology.com
A company that specializes in the design and construction of custom fixtures
that meet specific user needs. Photos of unique displays of products are
provided.
www.robertham.com/store_fixtures.htm
Store fixtures and wholesale store fixtures for retail stores, jewellery,
clothing, and floral stores. Every fixture is pictured with a price.
Publications
and Catalogues
AZURE Magazine (design, architecture, art). Azure
Publishing Inc., 20 Maud St., Suite 200, PO BOX 15464, STN BRM B, Toronto,
Ontario, M7Y 2W1
Display & Design Ideas Magazine (product news and design solutions
for store planning and visual merchandising). Published by Bill Communications
–
OBJEKT Living In Style Magazine (interior, architecture, art, and
design). A publication of Hans Fonk Publications. Contact for
VM+SD Visual Merchandising and Store Design
Magazine. A
publication of ST Publications Inc.,
Introduction
Over the
years, the amount of time that has gone into the planning of a retail store has
increased dramatically. Gone are the days of buying a storefront property,
putting up some shelves and hanging a sign on the front door. In the past, most
retailers relied on adult customers for the majority of their business. Today,
retailers have recognized the new buying power of teenagers and have invested
countless hours and financial resources to attract this new consumer. To do
this, retailers have to develop an image with which their customers can
associate. Retailers are now, more than ever, concerned about their image, and
their stores clearly reflect that. They hire focus groups, interior designers,
consultants and contractors to create this image and make it a reality.
Retailers that fail to change their look often wind up closing their doors for
business. Sometimes retailers have similar products, but what sets them apart is
the way they present them to their prospective customers.
Objective
To design a unique and functional display fixture for a specific product that will be displayed prominently in a retail store.
|
Requirements |
Evaluation |
|
Detailed
dimensioned drawing of fixture |
|
|
Orthographic View |
/25 |
|
Pictorial View |
/25 |
|
Parts
List (with dimensions) |
/10 |
|
Cost
Estimate (including labour) |
/10 |
|
Assembly
Instructions |
/10 |
|
Product
Data Sheet (highlighting features) |
/20 |
|
Total |
/100 |
Things
to Consider
A
·
affordable
– due to smaller budgets;
·
functional,
flexible, and mobile;
·
cleaner,
sleeker, and more modern;
·
higher
in capacity (i.e., able to store more items);
·
less
residential in feeling;
·
more
ergonomic;
·
simplified
and streamlined;
·
more
detailed (with use of CAD);
·
stylish
and brighter in colours;
·
easy
to assemble;
·
universal
(i.e., less brand specific);
·
electronic,
but must have more usefulness;
·
easy
to maintain.
.
Time: 15 hours
Students
construct a scale model of the display fixture developed in the Activity 2 –
Designing Store Fixture and Displays. Students safely use tools and machines
throughout the construction process. The wise use of materials and their impact
on the environment are considered. Students document the process so an estimate
of costs of project materials and labour can be made. Students share their
models with the rest of the class in the form of a presentation.
CGE5a -
work effectively as an interdependent team member;
CGE5b -
think critically about the meaning and purpose of work;
CGE5e -
respect the rights, responsibilities, and contributions of self and others;
CGE5g -
achieve excellence, originality, and integrity in one’s own work and support
these qualities in the work of others;
CGE7i -
respect the environment and use resources wisely.
Theory
and Foundation
TFV.02 -
evaluate the suitability of materials and methods of fabrication for a variety
of products;
TF3.02 -
identify design constraints for specific projects.
Skills
and Processes
SPV.03 -
prepare effective models, prototypes, and finished products;
SP1.03 -
estimate the costs of project materials and labour;
SP1.04 -
identify appropriate materials for models and finished products by analysing
material characteristics and properties;
SP2.04 -
build effective displays and product prototypes.
Impact
and Consequences
ICV.03 -
handle the tools and equipment used in technological design safely;
IC2.03 -
evaluate the procedures used in processing materials, taking into consideration
safety issues and environmental concerns.
·
The
teacher ensures that students have a
·
Students
may require specific products that are unavailable in the school and for which
a price list is required.
1. A range of materials can be used to fabricate
the model. Materials are dependent on the available facilities and equipment.
Options include woods, metals, acrylic, corrugated plastic, foam core, cardboard,
paper mache, etc.
2. The teacher reviews the technology lab safety
policies and procedures with students. A discussion of the reasons for the
policies and procedures may be required. The teacher introduces new techniques,
procedures, and safety considerations as required (e.g., cabinet-making skills,
welding metals, shaping acrylics, electrical wiring, etc.).
3. Students must submit their design ideas and a
materials list for the teacher’s approval before they begin construction. The
teacher guides students to the completion of their projects, distributes
materials and equipment, introduces new technologies, and demonstrates safe
operation of tools and equipment. Students complete the fabrication of their
store fixtures in the time provided.
4. Upon completion of their display fixtures,
students demonstrate how the fixtures would be used in a retail setting.
The focus
of this activity is on the fabrication process. Students are assessed on their
ability to work safely with tools and machinery, their final product, and their
presentation to the class, a
·
Students
with physical disabilities may need to use some form of specialized material
and/or equipment. Equipment may need to be adapted to allow students with
physical needs full or partial use (consult the manufacturer’s manuals before
making any modifications to any machine or tool). The teacher may need to
assist these students in the safe operation of the equipment.
·
Where
available and where applicable, provide specialized equipment such as:
· electronic reading systems, which allow printed material to be scanned and, through the use of a voice synthesizer, the scanned text to be spoken aloud;
· voice amplifiers, calling devices, or voice output technologies;
·
alternatives to mouse and
keyboard input, such as scanning keyboards, overlays, single switch a
Gordon,
J.E. The New Science of Strong Materials.
ISBN 0-306-80151-5
Groneman,
Chris. General Woodworking.
ISBN 0-07-082763-X
Pender,
James. Welding.
Petruzella,
Frank. Essentials of Electronics.
ISBN 0-07-821048-8
Petruzella,
Frank. Introduction to Electricity &
Electronics.
Umstattd, William. Modern Cabinetmaking.