The document outlines the development of a brief for an outcome to meet a need. It discusses exploring the issue and context, outcome planning, and criteria for the intended outcome. The criteria include aesthetics, resonance, durability, portability, tone/pitch variation, and cost effectiveness. A teacher-student conversation further discusses the reasons for each criterion and issues to consider in planning such as resources, opportunities/constraints, skills needed, and stakeholder feedback.

2. Brief development

3. Our Criteria Becky and Carli's criteria Criteria Looks good - aesthetic It will have to resonate It must be durable It must be portable It should have different tone colours or pitch It must be cost effective Purpose So that people want to play it. So that it is pleasing to the eye and the ear So that it has a clear sound that carries. So that it will last a long time and you can play it more than once. So that you can transport it easily to different performances. So that it has more than one sound. So that it doesn't cost too much to make.

4. Teacher-student conversation Teacher: We need a reason for each criterion – this will give us the purpose; tell us why we are going to do this. Carli: It needs to resonate. Teacher: Why? Carli: It wouldn't make a sound. Becky: It wouldn't make as big a sound. Carli: We need a clear sound that carries. Teacher: Good, if it doesn't we've lost the purpose. Becky: We can't make something like an electric guitar because it would cost too much. Teacher: Do you remember that technology word that came up yesterday? Cost effectiveness? What would be the purpose? Carli: So it doesn't cost too much to make. Becky: I don't think we should use that because we're using recycled stuff. Carli: It's probably a good one so that we don't have to go out and buy stuff. Teacher: We may have to buy some bits and pieces or safety stuff. We have list of resources, though, it's up to you to be creative in the way you use them.

7. Planning for practice

15. Brief Outcome Planning Stakeholder feedback Refining Conceptual ideas Evaluating Testing and trialling Researching Technological models

16. Outcome development and evaluation

21. Teacher-student conversation Tim: The waffle cone and pointy cone looks better and is easier to hold. Teacher: Will the cones go soft once the ice cream has been in them for a while? Rebecca: Oh yeah, we have to line them with something. Amanda: 'Cadbury Flake' ice creams use chocolate on the inside of the cone. Tim: So do 'Trumpets ®' and there is a lump of chocolate in the bottom on each cone as well to stop the ice cream coming out the bottom. Nicole: We could do that or think of something healthier. Amanda: Let's stick with chocolate since that's the preferred flavour of our target group and chocolate is a luxury. Rebecca: Ice creams are a luxury and always have been since it was invented.