Traditional Tales and Imaginary Contexts in Primary Design and Technology: A case study

Main Article Content

Matt McLain Jess Tsai Mel McLain Mike Martin Dawne Bell David Wooff

Abstract

Working with contexts is a key component to design and technology activity and education. The most recent iteration of the national curriculum programme of study for design and technology, in England, sets out that children between the ages of 5 and 7 “should work in a range of relevant contexts” (DfE, 2013, p.193); suggested contexts including “home and school, gardens and playgrounds, the local community, industry and the wider environment”. Whilst these are real world and familiar contexts, fictional contexts also provide opportunities for developing “creative spaces” in which to speculate and discuss. This intrinsic case study explores the work of two primary teachers’ development of a design and technology activity, where traditional tales provide the context. Children explore design problems and opportunities through the eyes of the Billy Goats Gruff, as they seek assistance to cross the river. Data was gathered through semi-structured interviews and document analysis of children’s design work. The case study reveals how multidisciplinary and imaginative approaches to teaching and learning in the primary classroom stimulate and nurture design thinking, dialogue and critique.

Article Details

How to Cite
MCLAIN, Matt et al. Traditional Tales and Imaginary Contexts in Primary Design and Technology: A case study. Design and Technology Education: an International Journal, [S.l.], v. 22, n. 2, p. 26-40, aug. 2017. ISSN 1360-1431. Available at: <https://ojs.lboro.ac.uk/DATE/article/view/2265>. Date accessed: 18 june 2018.
Section
Research