Cooper-Hewitt, National Design Museum | Education at Cooper-Hewitt

Posted by: Cooper-Hewitt National Design Museum 10/4/2006 12:48:16 PM

Title:	Chairs, Chairs, Everywhere…
Grade Level:	Middle School
Subject Area:	Arts Language Arts
Lesson Time:	One or two fifty-minute class periods
Introduction:	Design allows us to both respond and invent. This activity is designed to help students become aware of the multitude of design variations in everyday objects. Students will conduct surveys, collect information, and create a catalog of chairs. They will learn about the diverse ways we use design in daily living.
Standards:	Writing Standard 1. Level III. Uses the general skills and strategies of the writing process 5. Uses content, style, and structure (e. g. , formal or informal language, genre, organization) appropriate for specific audiences (e. g. , public, private) and purposes (e. g. , to entertain, to influence, to inform) Reading Standard 4. Level III. Gathers and uses information for research purposes 3. Uses a variety of resource materials to gather information for research topics (e. g. , magazines, newspapers, dictionaries, schedules, journals, phone directories, globes, atlases, almanacs, technological sources) Standard 7. Level III. Uses reading skills and strategies to understand and interpret a variety of informational texts 1. Uses reading skills and strategies to understand a variety of informational texts (e. g. , electronic texts; textbooks; biographical sketches; directions; essays; primary source historical documents, including letters and diaries; print media, including editorials, news stories, periodicals, and magazines; consumer, workplace, and public documents, including catalogs, technical directions, procedures, and bus routes) Listening & Speaking Standard 8. Level III. Uses listening and speaking strategies for different purposes 6. Makes oral presentations to the class (e. g. , uses notes and outlines; uses organizational pattern that includes preview, introduction, body, transitions, conclusion; uses a clear point of view; uses evidence and arguments to support opinions; uses visual media) Working With Others Standard 1. Contributes to the overall effort of a group Thinking & Reasoning Standard 5. Applies basic trouble-shooting and problem-solving techniques Visual Arts: Artistic Expression & Communication Standard 2. Level III. Knows how to use structures (e. g. , sensory qualities, organizational principles, expressive features) and functions of art 3. Knows how the qualities of structures and functions of art are used to improve communication of one's ideas
Objectives:	Students will do the following: respond to writing prompts draw artistic renderings conduct Internet research compare, contrast, and evaluate diverse sources of information respond to aesthetic elements of chair design write captions and create a catalog presentation
Resources:	computer with Internet Access "The Chair: A Catalog of Design" handout
Materials:	drawing or construction paper markers, crayons, pencils stapler scissors glue
Vocabulary:	Students in this age group should be familiar with all words used.
Procedures:	Building Background My Favorite Chair The purpose of this activity is to help students activate their background knowledge on the activity topic. 1. Ask each student to respond to the following prompts: Write a brief description of your favorite chair. Draw a picture of your favorite chair. Ask for volunteers to share their responses with their classmates. Post students' drawings so they are visible to the entire class. Lead a group discussion based on the following questions: How are the chairs different from each other? How are the chairs similar to each other? What are some of the words you would use to describe the chairs? Steps for Learning Cataloging the Chair The purpose of this activity is to help students become aware of the diversity of design in everyday life. 1. Divide the class into small groups and tell them that they are going to create a catalog that contains different kinds of chairs. Give each group a copy of the "The Chair: A Catalog of Design" handout, and provide the students with construction paper, scissors, glue, pens, markers, and crayons to use in constructing the catalogs. 2. After each group has constructed its catalog, have the students present their work to their classmates. 3. Host a mock design award show using the students' catalog selections. First, as a class, decide what categories you will use for the awards. The following is a list of suggestions: Best Design Worst Design Best Use of Color Most Original Design Worst Pattern Strangest Design Most Uncomfortable Teacher Note: These are simply suggestions. Encourage your students to be creative as they think of design award categories. 4. Discuss the results of the award show with your students. Ask them to share what they learned about chairs and design.
Assessment:	Reflection Create a class rubric with your students that will help them understand the effectiveness of their design process. Use the following guidelines to help create the rubric. -How effective was your brainstorming in generating ideas? Excellent Good Adequate Poor -Rate how effectively you analyzed the varied information sources you used. Excellent Good Adequate Poor -Rate how effectively you included a diverse range of chair styles in your catalog. Excellent Good Adequate Poor -Rate how well you described each item in your catalog. Excellent Good Adequate Poor -Rate your creativity. Excellent Good Adequate Poor -Rate the overall quality of your catalog. Excellent Good Adequate Poor
Enrichment Extension Activities:	Furniture Design Encourage your students to continue exploring furniture design. Ask your students to create a catalog of tables, sofas, or desks.
Teacher Reflection:	N/A.
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