Clyde Waterfront Education curriculum resources. Lesson/project idea. ulture. and culturec. Arts. Curricular area. Cross curricular links
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1 Clyde Waterfront Education curriculum resources Lesson/project idea Arts and culturec ulture Title Stained glass window design inspired by Clyde architecture Lesson/project son/project focus Lesson: 2D design unit Project: Present designs of stained glass window inspired by Clyde architecture to panel of experts: developer, designer, local authority, local community and exhibition to parents Short Description Curricular area Expressive Arts Cross curricular links Social Studies RME Technology Languages Age group Lower secondary Time allocation 8 periods Cross cutting themes Curriculum for Excellence; Enterprise in Education; Assessment is for Learning; 4-15 National Priorities; Citizenship Create a unique stained glass window design to participate in a presentation by using 2D design processes and taking inspiration from Clydeside architecture. Description This project will develop students k/u of 2D design processes by using Clyde architecture as a starting point to create a unique stained glass window design to participate in a presentation to a Clyde developer, local designer, local authority personnel, local community and an exhibition at parents evening. Aims of learning To understand the design process - research, investigation, development, solution. Working to the constraints of a design brief: to produce a stained glass window inspired by Clyde architecture Achieve and identify capacities of Curriculum for Excellence (enterprising skills and attitudes) Gain purposeful understanding by putting learning into a real life situation: create an original design and competing with others to win the bid for their stained glass window to be produced by a Clyde waterfront business or local authority Outcomes of learning Subject knowledge of design process gained and enhanced e.g. working to the constraints of the design brief (responsibility of meeting needs of others)
2 Develop enterprise and employability skills: application of knowledge in a real situation by being able to follow a brief, by being in competition with others and by presenting finished design solution to whole class and a team of experts (selling your product also relates to selling oneself in an interview situation) Pupils have developed enterprising skills identified as 4 capacities of CfE: - Confident individuals creating and promoting their product to experts - Successful learners through individual design, competing for a bid enable them to learn in a real life context re-enforcing their learning - Effective contributors by being able to work together to achieve brief - Responsible citizens by creating a product that fits with local community needs and represents Clyde architecture Resources for research Photographs of the Clyde architecture and stained glass window design examples Pupils research internet for ideas, Clyde architecture/stained glass window design/art Deco graphics could help to inspire with its clean cut angular lines Resources for project Design brief & competition info (a PowerPoint presentation including design brief, images of Clyde architecture and various stained glass window designs) Research images to work from Paper, pencils, A3 black sugar paper, white pencils, coloured tissue paper, scissors, viewfinders, craft knives and cutting boards (optional depending on maturity class), glue sticks 2 stars & a wish cards to prompt pupils when it comes to peer-evaluation Relevance to curriculum Supports 5-14 Art & Design studies: students will work with the visual elements: line, shape, colour Relevance of how curriculum topic is relevant to work and life - everything that you see around has been through the design process
3 How to develop an enterprising lesson How will you put this into a real context for pupils to learn? Developing confident individuals Pupils put their learning into a real context by working within the constraints of a design brief and presenting to experts to have their design evaluated and produced. Teams will replicate a real life situation by presenting their final design firstly, to the whole class for guidance and then a panel of experts Look at the various types of design jobs that are linked to this task in a real context How will you share responsibility? Developing responsible citizens Independent learning was demonstrated through pupil-led research, development of ideas/techniques as well as reporting their final design solution back to the whole class Pupils took responsibility for this learning by being self-motivated but also through being able to critique each other s work providing constructive criticism Pupils solved problems by working to the constraints of the design brief/ making decisions about the aesthetic of their final design Confidence of working independently from teacher-led lessons was demonstrated by pupil led research/peer evaluation How will you develop relationship? Developing effective contributors Researching: going through the design process and analysing info as a team Pupils contributing and communicating was shown in initial research & final presentation Communication & analysing: critiquing each others work at middle and end of project Presenting: presenting work to whole class at the end of the project Exhibiting work to a panel of experts How will you reflect on this learning? Developing successful learners rs Test k/u knowledge at end of unit (learning outcomes for lesson) via pupil presentations (explaining their designs and how the design process and project would be useful in a real life context) Reflect: time can be built in at specific stages to review how they are getting on in their task and make changes if necessary through self and peer evaluation. Using the 2 stars & a wish model enables room for pupils to think about possible ways to improve their design by reflecting and communicating Assessment: self and peer evaluation is ongoing with the help of evaluation sheets; teacher assessment would be verbal throughout the project with a final official assessment done at the end of the unit Record evidence for EiE and CfE by documenting pupil s work at various stages and final presentations as a way of recording this project onto a PowerPoint presentation that could be used effectively as a visual lesson plan resource to show every step of the way Progression identified self-awareness raised via self/peer evaluation The impact of using this approach to learning was shown by pupil feedback during final presentations, pupil display of retained knowledge and understanding
4 Developing lifelong and employability skills s How can you involve the following external partners to make this relevant for life for young people? Employers/business Clyde developers to obtain image resources of their buildings (from brochures etc) Clyde business with exhibition window space could come into school to take part in evaluation process Contemporary designer/stained glass craftsperson into the school to talk/discuss. This designer could be employed for a one-off workshop Businesses/buildings exhibiting stained glass window design Local community Pupils are asked to consider the Clyde waterfront architecture through research and problem solve how their final design could represent this Local authority: Culture/leisure/arts dept who may commission a stained glass window to represent the Clyde Families As homework, pupils could research the architecture of their local environment and consider the differences/similarities of Clyde architecture. Could also survey friends/family member on their opinions about Clyde and local architecture Exhibition for parents Is there an opportunity to highlight career opportunities? Careers advisors could also give a talk on possible work routes in the creative industries Clyde developer could come into school to provide information on various career routes in this sector Involvement with the designers and businesses involved will provide insight into career options At subject option choice time, pupils will be more aware of how subject knowledge can impact on careers profiled How could you involve other curricular areas? Reviewing the process Social Subjects History history of production/design of stained glass windows. How has architectural styles changed throughout the ages RME Looking at stained glass windows in churches/history of etc Technical Graphic communication Languages Reports, creative writing (for slogans/text for posters), research Could it be incorporated into an activity/project with a higher profile? (presentation, competition, production of materials, event) Competition in school for Best stained glass window design of the whole year for all classes, with the winners being presented with a certificate at assembly Local businesses that are part of the Clyde waterfront development could host a real competition for schools across area related to this project
5 Brief outline of plan Timing Input and content 1 period Introduction of topic 1 period Investigation Establish the outcomes of learning/assessment criteria Research stained glass window designs for ideas Research Clyde architecture; obtain relevant images to work from Understanding of use of design in real life contexts Selecting images Complete A3 investigation sheet Teacher activity Introduce project and design brief via a PowerPoint presentation/handouts Discussion on various examples of Stained glass window design What designs do you feel are most effective/eye-catching and why? What do they all have in common? Brainstorming ideas via Internet research Teacher to photocopy pupil notes for next time Demo on how to select appropriate architectural images (looking for interesting lines and shapes) Introduce first part of design process investigation Demo on how to select appropriate architectural images Pupil activity 1. Class discussion on the various poster designs/styles - what designs do you like? Why? Taking notes 2. Split class into groups to research together on Internet and type up notes and images of possible ideas/visuals that they like 3. Pupil feedback to class 1. Selecting appropriate images that you wish to use as a starting point for your stained glass window design 2. Investigative drawings of 2 architectural images on A3 investigation sheet 2 periods Development Demo on how to simplify design and merge ideas together Remember importance of leaving a black outline around all of the shapes (this will hold the work together 1. Simplify your architectural images into basic line drawings focussing on line and shape (using viewfinders) you can choose sections from each image and merge them together 2. Begin to copy out final design onto A3 black
6 sugar paper, using white pencil 3 periods Final outcome Demo on cutting (health and safety talk) Discuss effects of hot/cold colours (advancing/receding) effects of using either hot or cold or a mixture of both Demo on how to apply tissue paper with glue 1. Cut our final design from sugar paper using scissors/craft knife 2. Select colours to use 3. Stick down tissue paper with glue 4. Peer evaluation (pairs/share) 1 period Presentation to a panel of experts: Clyde development business, Local Authority personnel, local designers, local community and parents Reporting/feedback Award for best stained glass window design Facilitate presentations Facilitate judging panel Co-ordinate discussion and feedback Award for best stained glass window design is presented by the local designer at the exhibition opening, in front of parents 1. Set up to present to invited audience 2. Request feedback from audience 3. Discuss achievements 4. Consider what they would do differently if they had to do again what have they learned?
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