As I continue with the idea of design, I enter the stage of prototyping. During prototyping, the ideas or potential solutions that have been brainstormed to solve an issue are put to the test through the first phase of making or creating. A prototype is not the final product, but instead helps solidify potential solutions or helps to recreate new, "better" ones.
To begin learning more about this stage or mode of design, I've been asked to bring form to an idea. I created my own prototype of what life means to me. After completion, I can see that I took the assignment quite literally and created two figures representing different individuals, one displaying fully what life means to me.
Pictured above is my interpretation of what life means to me. Using a paper towel roll I created two people. One appears to be content, with a heart that is full of love and who seeks pleasure through adventure. The other is experiencing life to its full potential and meaning. This one is surrounded by a supportive family, finds great joy in food (lots and lots of chocolate), has a passion for animals, feels excitement and value in experiences (traveling, adventure, physical activity), has self-love and acceptance, and above all else spreads love through meaningful relationships and acts of kindness.
When tackling the prototype for the meaning of life I took a step back to fully ponder this question. In doing so, I was able to write down what main components truly contribute to my meaning of life. When asked to create a tangible prototype of a broad question or idea I was able to dissect the seemingly impossible into obtainable pieces and parts.
At first, I thought this activity seemed silly, as it wouldn't leave a lasting impression. However, asking students to create something to illustrate an idea could be very beneficial. Giving students an opportunity to create something allows them to interpret the answer individually and focus on the pieces and parts that they believe to be important.
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