Posted by:
Kevan Nitzberg
8/2/2008 5:15:48 PM
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| Title: |
Traveling Through Time and the Consideration of Design (TTTCD) |
| Grade Level: |
High School |
| Subject Area: |
Arts
Technology
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| Lesson Time: |
Seven to eight 85-minute class periods |
| Introduction: |
Through the study of the progression of design over time,
students will develop a greater understanding of how
societal and environmental effects existing during each
period of time impacted the development of design styles.
In addition, students will develop an awareness of
what those forces were and through that understanding, will
develop their own design project that will evidence what
the future might in fact ‘ look like’ . As a
result of this project, students will engage in the
following instruction: - Research-based learning
-
Understanding of the principles of design and utilization
of the elements of design
- How various characteristics of
design were employed in different eras
- Some of the
underlying factors that are historically relevant to the
creation of design style
- How to utilize computer software
and other technological tools for the creation of artwork*
-
How to utilize various computer software programs and
transfer information between them*
- How to create and
utilize effective communication tools
* See Note at
end of the Objectives |
| Standards: |
Art Connections Standard 1. Understands connections among
the various art forms and other disciplines 2. Knows
how characteristics of the arts vary within a particular
historical period or style and how these characteristics
relate to ideas, issues, or themes in other disciplines.
Visual Arts Standard 2. Knows how to use structures
(e. g. , sensory qualities, organizational principles,
expressive features) and functions of art 1.
Understands how the characteristics and structures of art
are used to accomplish commercial, personal, communal, or
other artistic intentions Technology* Standard 2.
Knows the characteristics and uses of computer software
programs * See Note at end of the Objectives
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| Objectives: |
- Students select a man-made product that evidences marked
visual change through growth over time. Explore a series of
at least 5 different stages of development that are
evidenced through notable design changes that have
altered the appearance and/or functionality of the
category of item selected. Through both text and images,
communicate those changes and how they affected the design
of the item.
- Objects for consideration might be selected
from (but are not necessarily limited to), the following
categories: transportation, architecture, interior
design/furniture/household furnishings, fashion,
recreation, communication, technology, education, industry,
landscape design.
- Specific historical periods, style
designations, and characteristics of those styles and the
principles of design and elements of art that can be used
in their description, will need to be
illustrated/referenced as the student moves through
the various timetable of changes that they will be
selecting.
- The final product for this project may consist
of a PowerPoint presentation that displays and explains all
of the changes that the student has selected, in addition
to a final design that they create that suggests how the
item selected will look in the future. Additionally, this
futuristic conception will need to incorporate what
specific needs the design of that item is meeting. In
providing the justification for the design, the student
will need to consider the following: technological changes
(perceived or actual), environmental considerations,
cultural identity, geographic concerns, cost/affordability,
societal needs.
- A journal will be created to show the
research and exploration of material that was done as the
investigative part of this project. An online, publishable,
electronic journal utilizing the Art Collector feature in
ArtsConnectEd is an optional format for the facilitation of
this phase of the project.
Note: After the
research has been completed, the methodology and media that
is employed in the creation of the final product for this
lesson, in addition to the use of ArtsConnectEd for the
creation of the journal, may utilize a different structure
other than the use of an electronic format. The
standards that are then being met, however, may or may not
then include the technology standard. |
| Resources: |
Online Resources for Research: Additional
Resources for Research: - Design Basics ,
David A. Lauer & Stephen Pentak, ISBN 0-534-62559-2
-
Shaping Space , Paul Zelanski & Mary Pat Fisher,
ISBN 0-03-076546-5
- Keys to Drawing with Imagination ,
Bert Dodson, ISBN-13: 978-1-58180-757-8
- Form, Space and
Vision , Graham Collier (Prentice Hall , N. J. , 1963)
-
Gardner’ s Art Through the Ages , Kleiner &
Maniya (Ed. ), ISBN 0-15-505090-7
- Art History , Marilyn
Stokstad, ISBN 0-13-145527-3
- Frank Lloyd Wright - A
Gatefold Portfolio , ISBN 0-7607-0463-5
- Frank Lloyd
Wright - A Film by Ken Burns & Lynn Novick
(DVD)
- Sketches of Frank Gehry - by Sydney Pollack
(DVD)
- Maya Linn - A Strong Clear Vision (DVD)
Photoshop tutorials for both tool and effect
application: ArtsConnectEd files for creating a
publishable design project journal: Files for
Art Collector function included: PowerPoint tutorials: A Sample Design Timeline for
consideration: - Beginning of Industrial
Design : Great Britain and Germany 1820 -
Industrial Revolution: early 19th century; emergence of
patternmaker/designer 1849 - Journal of Design
by Henry Cole; promoted the idea that design should
encompass more than applied ornament; increased knowledge
of manufacturing processes and materials. 1851 -
Great Exhibition at the Crystal Palace in London -
promoted the decorative extravagance of Victorian design
1860 - Arts and Crafts Movement - included
John Ruskin, William Morris, Gustav Stickley; machine
production was degrading to both workers and consumers.
1903 - Wiener Werkstatle - a Viennese group that
was similar to the Arts and Crafts Movement. 1901
- Frank Lloyd Wright published his influential book 'The
Art and Craft of the Machine'; the book laid out the basic
principles of modern industrial design; future designers
create prototypes for machine production. 1907 -
Deutscher Werkbund - founded by Hermann Muthesius
1910 - AEG (German General Electric); design
consultant Peter Behrens; Art Nouveau renounced for a spare
abstract neoclassicism; a focus on lighting fixtures, fans,
advertising, graphics, and the firm's overall 'corporate
image'. 1919 - The Bauhaus School founded by
Walter Gropius, union of art and industry; other important
Bauhaus figures: Herbert Bayer, Marcel Breuer, Ludwig Mies
van der Rohe, Laszio Moholy-Nagy, and Wilhelm Wagenfeld
- (In 1933 the school was closed by the Nazi regime.
)
- Design Profession : USA 1929 -
US consumer society emerges: commercial artists,
advertising, illustrators 1940 - Design business
practice common; the rise of independent consultants
1939 - New York World's Fair - promoted
visual coherence and social harmony; the Utopian dream
- Postwar Europe 1944 - Council of
Industrial Design; stifled creativity 1947 -
The rise of Swiss design: Armin Hofmann, Emil Ruder,
Kunstgewerbeschule Basel 1953 - Bauhaus tradition
to Hochschule fü r Gestaltung: Max Bill and Tomas
Maldonado; Dieter Rams at Braun AG. 1960 -
Pop art; Pentagram Design: Colin Forbes, Theo Crosby
1960 - Scandinavian designer: Alvar Aalto
1961 - Italian designer: Ettore Sottsass, Memphis
group 1968 - Post-Modernism: Wolfgang Weingart,
Steff Geissbuhler, Odermatt & Tissi
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Contemporary American Graphic Design 1950
- MOMA, the promotion of good design; refugees Gropius,
Mies, Breuer in America; New Bauhaus, Chicago, ID-IIT; Yale
University: Alvin Eisenman, Paul Rand, Herbert Matter,
Norman Ives 1960 - The New York School: Paul Rand,
Alexey Brodovich, Henry Wolf, Herb Lubalin, George Lois
1970 - Corporate graphics: Olivetti, CBS, CIBA,
IBM, Chase, Mobil, Mexico Olympic 1979 - New Wave:
April Greiman, Kenneth Hiebert, Paula Scher 1980 -
Creation of the first completed Microprocessor (1984 -
Apple Computer, MacWrite, MacPaint) 1993 -
Internet: Mosaic, Netscape
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| Materials: |
- computer lab with internet access
- Photoshop and PowerPoint
software
- DVD / VCR player and screen
- LCD projection
capability
- hands-on drawing materials
- scanner (optional)
-
color printer (optional)
- photographic printer paper
(optional)
- CDs and CD burning capability (optional)
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| Vocabulary: |
- Principles of Design: Certain qualities inherent in
the choice and arrangement of elements of art in the
production of a work of art. Artists "design" their works
to varying degrees by controlling and ordering the elements
of art.
- Rhythm and movement: The principle of design
that refers to a regular repetition of elements of art to
produce the look and feel of movement. It is often achieved
through the careful placement of repeated components which
invite the viewer's eye to jump rapidly or glide smoothly
from one to the next.
- Balance: A principle of design
that refers to the way the elements of art are arranged to
create a feeling of stability in a work; a pleasing or
harmonious arrangement or proportion of parts or areas in a
design or composition. Portions of a composition can be
described as taking on a measurable weight or dominance,
and can then be arranged in such a way that they appear to
be either in or out of balance, or to have one kind of
balance or another. Balance can be symmetrical, or formal;
or it can be asymmetrical, or informal. It can also be
radial.
- Proportion: A principle of design that refers
to the comparative, proper, or harmonious relationship of
one part to another or to the whole with respect to size,
quantity, or degree
- Variety: A principle of design
that refers to a way of combining elements of art in
involved ways to achieve intricate and complex
relationships. Variety is often obtained through the use of
diversity and change by artists who wish to increase the
visual interest of their work. An artwork which makes use
of many different hues, values, lines, textures, and shapes
would reflect the artist's desire for variety. Unity is the
principle which is its variety's opposite; but when there
is too little variety, the result is monotony
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Emphasis: Any forcefulness that gives importance or
dominance (weight) to some feature or features of an
artwork; something singled out, stressed, or drawn
attention to by means of contrast, anomaly, or counterpoint
for aesthetic impact. A way of combining elements to stress
the differences between those elements and to create one or
more centers of interest in a work. Often, emphasized
elements are used to direct and focus attention on the most
important parts of a composition — its focal point
-
Harmony: Agreement; accord. A union or blend of
aesthetically compatible components. A composition is
harmonious when the interrelationships between its parts
fulfill aesthetic requisites or are mutually beneficial. As
a principle of design, harmony refers to a way of combining
elements of art to accent their similarities and bind the
picture parts into a whole. It is often achieved through
the use of repetition and simplicity.
- Unity: The
quality of wholeness or oneness that is achieved through
the effective use of the elements and principles of design.
A composition is unified when the relationships between its
parts interact to create a sense that no portion of the
composition may be changed without altering the aesthetic
integrity and meaning of the artwork.
- Elements of
Art: The basic components used by the artist when
producing works of art including line, shape, form, space,
value, and texture.
- Examples of Style: Modernism /
Post Modernism; Arts and Crafts Movement; Rococo; Art Deco;
Bauhaus; Pop; Classical; Art Nouveau.
- Aesthetics: The
branch of philosophy that deals with the nature and value
of art objects and experiences. It is concerned with
identifying the clues within works that can be used to
understand, judge, and defend judgments about those works.
-
Advertisement: A public announcement or notice
announcing goods or services for sale
- Illustration:
A design or picture in a book, magazine or other print or
electronic medium that explains the text or shows what
happens in a story
- Critique: A critical review or
discussion
Additional Terms for
Consideration: - creative problem solving
- culture
- empathy
-
function
- perspective
- prototype
- synthesis
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| Procedures: |
Day 1: Presentation of Project 1. Present the
Project (1 st bulleted Objective) 2.
Define what is meant by design. 3.
Discuss/demonstrate historical changes to design 4.
Discuss/brainstorm the different effects and forces that
shape design 5. Discuss/brainstorm different
categories of items that display design change 6.
Have students select an item that they will be researching
for their project 7. Begin creation of journal for
researching project - may use Art Collector in
ArtsConnectEd in order to create a publishable, electronic
journal. Day 2-3: Research and Exploration 1.
Once a subject has been decided upon, students need
to identify at least 5 different periods to reference
showing distinctive design changes in that subject over
time. Consideration should be given to the sample time-line
provided above in addition to more far-reaching spans of
time based on the subject that they have selected. 2.
At some point during the early part of the project,
students need to share what they are basing their research
on and what characteristics / periods of time they are
working with. A worksheet is provided in the lesson to help
with the identification of design influences and effect.
Day 4-5: Presentation Creation: PowerPoint or Other Format
as Determined by Instructor 1. Review/Instruct
PowerPoint software functionality as needed. (PowerPoint
information files as well as online links to tutorials are
included in the lesson. ) Consider effective tips for
displaying screens to best communicate project information:
selection and placement of image, type
size/color/placement, and background color. Consider
use of animation effects as communication devices for
emphasis 2. Hands-on media (2D/3D) may also be
employed depending on course structure Day 6-7: Future
Design Component 1. Use of image for
manipulation purposes from internet/scanned resources or
creation of image for scanning into Photoshop for further
work and inclusion in project as PowerPoint screen(s) 2.
Apply same criteria used to establish design factors
in historical examples to future design Day 7-8:
Finalization of Work & Presentation* 1.
Journal needs to be completed as part of finished project
grade - if utilizing Art Collector format in
ArtsConnectEd, the journal will need to be published. 2.
History of Design Framework worksheets to be
completed and submitted. 3. PowerPoint to be
finished with all screens illustrating various design
periods and object changes fully documented.
PowerPoint presentations will be shared by each student
with the class. Time for comments/feedback will be built
into presentations. ** * presentations may continue beyond
allotted time for assignment based on teacher discretion.
** presentations need not be in PowerPoint form as
indicated in the Objective section - the instructor
would then need to reconfigure the presentation process
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| Assessment: |
Formative: - Individual discussion with students
- Examination
of work being done in journals during project
- Student
participation in preliminary group discussions and
presentation sessions. Students will be critiquing each
others' final presentations.
Summative: - Rubric
designed to assess both comprehensiveness and level of work
completed.
- Grade based on completion of all work and the
demonstrated level of skill shown in rubric assessment
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Enrichment
Extension Activities: |
- Display of final design portion of the projects could be
printed and matted and hung in the school.
- Invite a
designer from a local resource to come and address the
class as part of the project or after the fact to look at
and comment on the work done.
- Invite a
designer to address the students regarding the
opportunities for a career in design.
- Field trip to a
museum to view applicable show based on design.
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Presentation of projects to School Board and/or local
business group
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| Teacher Reflection: |
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Related
Files: |
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