Design Project

 


Design project

Grade level: 10

Class time: 45 minutes

Number of class periods: 3 weeks


This project is to start students thinking about art in the real word and jobs that include artist.  Students will be creating a design that can be used in society. Explain that designers find inspirational sources to re-invent the world around them

Specific objectives/outcomes:

1.Students must be inspired by nature no men made item and use elements of nature in their design.

2.Students will create fully developed color drawings showing the design from at least 2 different points of view. (More views may be needed depending on product.)

3.students must label their designs with the products name, inspiration, and function

4.students will develop a maquette from their designs that can be viewed from 360 degrees.

5.students will visualize and realize concepts from the point of view of both aesthetics and functionality and be able to define them.


Materials needed:

1.paper

2.chose of color media (markers, color pencils, water color, ink)

3.fabric, modeling clay, cardboard, ( additional materials may be needed depending on students individual projects.)


Teacher preparation:

1.prepare slide show

2.gather materials


Vocabulary concepts

Design- blueprint: something intended as a guide for making something else.

Aesthetics- the branch of philosophy dealing with beauty and taste.

Functionality- the actions and activities assigned to or required to an object .

Maquette-  A usually small model of an intended work, such as a sculpture or piece of architecture



Visuals and resources:

  

Week one

1.First we will start off with a class discussion about design careers while showing slides of different drawings/plans.

2.Students will begin to  brain storm ideas through small sketches while discovering their inspiration through nature keeping in mind aesthetics and function.

3.students will then chose drawing medium and start to produce a fully developed drawing of their product from at least two different perspectives.

4.next each student will Present drawings to class and discuss them constructively

5.students must use the critique to make any needed changes to their designs.

Week two and three

1.students will begin gathering needed materials to create a maquette of the product they designed.

2.students will continue to produce a complete model that can be view from 360 degrees.



Clean up:

Put materials in designated area and turn in work to teacher if not showcased or presented.


Closure:

To end this project we will have another critique students must address what their product is, how it works, and if they need to make any changes from their first design. Students will also be  Discuss how the students liked or disliked project and any problems they may have encountered.





ARTS EDUCATION

CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS


High School Visual Arts


Content Standard 1: All students will apply skills and knowledge to perform in the arts.


ART.I.VA.HS.1 Apply materials, techniques, media technology, and processes with sufficient skill, confidence, and sensitivity that personal intentions are carried out in artworks.


ART.I.VA.HS.2          Intentionally use art material and tools effectively to communicate ideas.


ART.I.VA.HS.3 Apply organizational principles and functions to solve specific visual arts problems.


ART.I.VA.HS.4 Be involved in the process and presentation of a final product or exhibit.


Content Standard 2: All students will apply skills and knowledge to create in the arts.


ART.II.VA.HS.1 Apply materials, techniques, and processes with sufficient skill, confidence, and sensitivity that personal intentions are carried out in artworks.


ART.II.VA.HS.2 Create artworks that use organizational principles and functions to solve specific visual arts problems.


ART.II.VA.HS.3 Describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others.


ART.II.VA.HS.4Apply and adapt subjects, symbols, and creative ideas in artworks and use the skills gained to solve problems in daily life.


ART.II.VA.HS.5 Demonstrate an improved ability to integrate structures, characteristics and principles to accomplish commercial, personal, communal, or other purposes of art.


ART.II.VA.HS.6 Create media productions that demonstrate knowledge, contexts, values, and aesthetics.

Content Standard 3: All students will analyze, describe and evaluate works of art.


ART.III.VA.HS.1         Analyze the effectiveness of selections in communicating ideas and reflect upon the effectiveness of choices.



ART.III.VA.HS.2 Identify intentions of artists, explore the implications of various purposes, and justify analyses of purposes in particular works.


ART.III.VA.HS.3 Describe how expressive features and organizational principles cause responses.


ART.III.VA.HS.4 Reflect upon the characteristics and assess the merits of one’s personal artwork.


ART.III.VA.HS.5 Reflect and analyze the personal experiences that influence the development of personal artwork.


Content Standard 4: All students will understand, analyze, and describe the arts in their historical, social, and cultural contexts.


ART.IV.VA.HS.1 Reflect on how the subjects, ideas, and symbols of artworks differ visually, spatially, temporally, and functionally with respect to history and culture.


Content Standard 5: All students will recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.


ART.V.VA.HS.1 Speculate and analyze how future technologies may impact art in everyday life.


ART.V.VA.HS.2 Describe the characteristics of a variety of visual arts careers.


ART.V.VA.HS.3 Compare the materials, technologies, techniques, and processes of the visual arts with those of other arts disciplines as they are used in creating and types of analysis.