Conceptual Development • The products that give evidence to conceptual development for the purpose of evaluation (and billing in professional practice) are items such as cited sources (written and visual), reflective writings, thumbnails, and mapping-modeling-schematic diagrams. These items might often be executed in a student’s journal/notebook. They are made to give objective form to one’s research and concepting. Toward the end of the phase, objectives which guide the remaining development of the project may get articulated. One such product would be a S.O.C.O or Single Overriding Communication Objective.

Formal Development • This phase is evidenced by items such as roughs, mockettes, full scale detailing, scale models, semi-comprehensives and functional prototypes. While the previous phase of conceptual development does not cease as this phase begins, there is a distinction here as the project begins to take form appropriate to specifications (the range of conceptual thinking need not be policed by concerns for appropriateness). Whereas products made in conceptual development aim to hold an idea about the final product, the products of formal development aim to be prototypes of the final product itself.

Execution-Production • The waning of Formal Development in favor of Execution-Production is often heralded by obtaining “design approval” to proceed with producing the deliverable item or items. There remains some formal development and even refinement of concept as technical issues of making-building-printing-coding the final product are resolved. Some items which evidence this phase are high-fidelity comprehensives/prototypes or final-comprehensives, and production pieces themselves (when created—in student practice, final products are often not produced due to time and expense. Yet when they are produced, they most clearly testify to this phase of the four.)

Evaluation-Rationale-Presentation • Some products related to this phase are presentation boards, oral rationale and discussion, and written rationale & evaluation. While rationale and evaluation of the concept and formal qualities are produced throughout the development of the project, there comes a distinct moment when rationale must be articulated to colleagues and/or clients. It is important for students to realize that rationale is developed iteratively throughout the project. Often rationale does not precede a design move. One does not always know why one carries out a design act before taking the action. Where then would intuition, a strong participant in the process, come into play? Yet, rationale is critical to understanding intuited moves after the fact and communicating those to project constituents. Furthermore, evaluation is a critical skill in the development of rationale and thusly the effectiveness of presentation.