Posted by:
Don Wass
8/18/2008 1:32:58 PM
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| Title: |
Gateway to the Arts |
| Grade Level: |
High School |
| Subject Area: |
Arts
Technology
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| Lesson Time: |
Open Ended |
| Introduction: |
The only access to our art department is down a
large brick stairwell that is void of any aesthetic or
visual stimulation. Students are challenged to
redesign this space to introduce the art department
as students descend the stairs. Students will brainstorm in
small groups and do internet research to see how other
artists have designed exciting visual environments and then
build models that redesign the space in a new and exciting
way. Any similar “ dead” space in your
school can be addressed by this lesson plan. This project
will give students the opportunity to develop team work
skills in the arts while adding to their school environment
in a very positive way. |
| Standards: |
Visual Arts Standard 1. Understands and applies
media, techniques, and processes related to the visual arts
Standard 2. Knows how to use structures (e. g. sensory
qualities, organizational principles, expressive features)
and functions of art Standard 3. Knows a range of subject
matter, symbols and potential ideas in the visual arts
Standard 5. Understands the characteristics and merits of
one’ s own artwork and the artwork of others
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| Objectives: |
- team building, group problem solving, and critiquing
skills will be reinforced
- internet research skills
applied to the arts
- the application of a variety of
tools and technologies used in unique and creative ways to
complete the project
- model building using both 3D modeling
software as well as more traditional materials
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| Resources: |
These site have many examples of large graphics in
different environments: |
| Materials: |
A wide range of tools and media should be available to the
groups. This will include standard art studio media
as well as high end software: - Autodesk Maya
- Newtek
Lightwave
- Google Sketchup
- Pixologic Zbush
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Adobe Creative Suite
- kuler. adobe. com
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| Vocabulary: |
- design process: a systematic problem solving
strategy, with criteria and constraints, used to develop
many possible solutions to solve a problem or satisfy human
needs and wants and to winnow (narrow) down the possible
solutions to one final choice
- one-, two-, and
three-point perspective: one-point perspective exists when
the picture plane is parallel to two axes of a rectilinear
scene — a scene which is composed entirely of linear
elements that intersect only at right angles; two-point
perspective exists when the picture plane is parallel to a
rectilinear scene in one axis (usually the z-axis) but not
to the other two axes; three-point perspective exists when
the perspective is a view of a rectilinear scene where the
picture plane is not parallel to any of the scene's three
axes. Each of the three vanishing points corresponds with
one of the three axes of the scene. The image is
constructed using multiple vanishing points.
- maquette: a
small scale preliminary model
- prototype: an original
type, form, or instance of something
- color theory: a
body of practical guidance to color mixing and the visual
impact of specific color combinations
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| Procedures: |
Identify the Issues of Redesigning Public Spaces
1. Students will be introduced to the problem of
redesigning an architectural space and shown examples
of how architects and designers are using graphics as well
as other elements to enhance a space. The Beijing
Olympics venues are a great example of how a combination of
visual elements can build an atmosphere of anticipation
when entering a new space. Gathering and Interpreting
Information 1. Fellow students and faculty
members will be interviewed to learn how others feel about
being in the art department and how their experiences there
differ from other parts of our building. This information
will be discussed in the groups to help develop a list of
elements to address in their designs. Framing the Problem
While Considering All Possibilities 1.
Individually, students will do preliminary sketches to
explore the possibilities for this space considering both
2D and 3D elements to create an introduction to the arts.
Student teams will then evaluate the best parts of
each design to be combined to finish their proposal.
Prototype 1. Each group will construct a simple
model to be critiqued by other class members and
shown to our larger educational community for constructive
feedback before starting on a finished stairwell design. 2.
Color will be emphasized as an organizing element to
set a mood for this space. Kuler. adobe. com will be
suggested as an optional tool for this part of the project.
Implementation
1. Each group
will be responsible for producing a finished model of their
redesigned stairwell space. Students will
decide which combination of tools to use when
recreating a model of their design ideas. |
| Assessment: |
All finished designs will be critiqued by peer and faculty
review. |
Enrichment
Extension Activities: |
There are many other areas in our building where this
project might be applied. Students may find other
spaces that could be redesigned as portals to curricular
areas. |
| Teacher Reflection: |
N/A. |
Related
Files: |
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