How To Teach Art And Design At Clydewaterfront

Transcription

1 Clyde Waterfront Education curriculum resources Lesson/project idea Arts and culture ulture Title Graphic design inspired by the architecture of Glasgow Lesson/project focus Lesson: Graphic design unit Project: Design an invitation for the Lighthouse inspired by local architecture Short Description Curricular area Expressive Arts Cross curricular links Technology Age group Lower secondary Time allocation 16 periods + optional visit to Clyde waterfront and The Lighthouse Cross cutting themes Curriculum for Excellence; Enterprise in Education; Assessment is for Learning; 4-15 National Priorities; ICT Pupils will work to a design brief, developing knowledge and understanding of the graphic design process, by designing an invitation for The Lighthouse, based on architecture on the Clyde waterfront. Description This project will develop students knowledge and understanding of graphic design. Pupils will photograph and sketch the architecture of the Clyde waterfront or work from photographs if a visit is not possible. They will then apply this knowledge in a real life context by working as graphic designers, developing designs for an invitation for The Lighthouse, using a variety of traditional media. They will create inventive collages using textured papers and photocopies of their initial drawings in fineliner pen and charcoal. Pupils will develop their drawings and ideas into graphic designs, using Photoshop to change colours and add in lettering. They will then present their ideas as a finished product to the commercial company. Aims of learning Pupils will understand the design process - research, investigation, development, final outcome Pupils will work to the constraints of a design brief: pupils will design an invitation inspired by architecture for a client with strict design requirements (colour, size, etc) Pupils will present their work like graphic designers and will learn about the World of Work

2 Outcomes of learning Subject knowledge gained and enhanced e.g. the design process, working to constraints of a design brief for a specific client, use of visual elements Pupils learn how to use various materials and techniques e.g. drawing and painting materials in initial investigation stages, computer skills in Photoshop or similar computer package Enterprise skills enhanced (CfE) confidence in applying self to task and achieving outcomes, effective communication and contribution to achieve, independent learning as well as working with others Develop 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 product to a selected panel (presenting their finished design also relates to selling oneself in an interview situation) Pupils have developed enterprising skills identified as 4 capacities of CfE: - Confident individuals creating and presenting their own individual design using Photoshop to create a professional finish - Successful learners through self-motivated research/design, learning in a real life context by working to a design brief - Effective contributors by being able to facilitate peer evaluation - Responsible citizens by working with each other to present design ideas Resources for research Photographs of the Clyde waterfront Access to computers Photographs of textures from buildings Examples of textured papers and collages Resources for project Design brief Research images to work from and/or visit to Clyde waterfront and the Lighthouse to view architecture Cartridge and sugar papers Drawing and painting materials (charcoal, fineliner pens for continuous line drawing, paint for creating textures papers) Scissors and glue for creating collages Scanners and cameras Relevance to curriculum um Supports 5-14 Art & Design studies, students will work with the visual elements: line, shape, texture, pattern and colour Students will explore the subject of graphic design in more depth, considering layout, lettering, use of colour, and the whole design process, and will discover how design is relevant to work and life (everything that you see around has been through the design process). They will see how this subject knowledge is put into practice in a real situation and understand how a graphic designer works

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 to a deadline Pupils will be producing their design for an actual company and will have to present their ideas in a display of knowledge to teachers and pupils in the form of an oral presentation alongside visual presentation boards Action and participation activity: pupils will record images of the built environment by taking photographs and recording images through observational drawings before designing an invitation using Photoshop Action and participation activity: pupils work within a time constraint and use their knowledge of the design process and production techniques to produce a final design. Pupils put their learning into a real context by working as graphic designers and will look at the various types of design jobs that are linked to this task Partners in learning: pupils to make contacts with the Lighthouse, a photographer and a graphic designer who could offer advice for research purposes How will you share responsibility? Developing responsible citizens Independent learning was demonstrated through researching the built environment of Clyde, recording images and creating designs, development of ideas as well as presenting their final graphic design to the teacher and peers Pupils took responsibility for this learning by being self-motivated and taking ownership of the design and being responsible for their decisions and actions Pupils made decisions about the layout of their design and how to change it using Photoshop Pupils co-operated in the task through peer-evaluation Pupils solved problems by discussing ideas with each other to fulfil the requirements of the design brief Pupils developed confidence by working independently and creating their own work at all stages of the design process Pupils worked in a real life context by designing their invitation for a real event How will you develop relationships? Developing effective contributors Pupils were encouraged to show initiative and make decisions independently with the help of their peers Pupils appreciated the World of Work through actively engaging with professionals and working as graphic designers Researching, planning and sourcing: going through the design process and analysing info Pupils contributing and communicating was shown in initial research and design process. Pupils co-operating and negotiating was demonstrated through working in pairs to practise their presentations Communication and analysing: critiquing each others work during the project Organisation: presentation boards to show design process Presenting: presenting your work to the class at the end of the project

4 How will you reflect on this learning? Developing successful learners Successful and effective presentation of design to class Assess knowledge and understanding of learning outcomes using pupil presentations and the end of unit evaluation Record evidence for EiE and CfE by documenting pupil s work at various stages and keeping a record of their final designs on disc and possibly publishing to the school website 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 bank of comments enables 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 self-evaluation sheets, and a bank of comments. Teacher assessment would be verbal throughout the project with a final official assessment done at the end of the unit Developing lifelong and employability skills How can you involve the following external partners to make this relevant for life for young people? Employers/business - Graphic designer Photographer. Staff at the Lighthouse to prepare a talk about meeting their needs Local community Pupils are encouraged to consider their local environment along with how the design process features in their everyday lives (everything has been designed). Is there an opportunity to highlight career opportunities? The talk by a graphic designer or photographer would highlight the reality of work in this field. Careers advisors could also give a talk on possible work routes in the creative industries. 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 Technical Working with this dept as they also cover graphic design Languages Presenting information about the exhibition Business Studies Explore how business market themselves through Graphic Design Could it be incorporated into an activity/project with a higher profile? (presentation, competition, production of materials, event) Presentation to designers and local colleges providing design courses pupils could get feedback. Competition in school for Best graphic design of the whole year for all classes, with the winners being presented with a certificate at assembly. Judged by the designers/colleges tutors Publication of designs on School website and Saatchi website

5 Brief outline of plan for delivery Timing Input and content 1-2 periods Introduction of topic Establish the outcomes of learning Research architecture, obtain relevant design images to work from Teacher activity Introduce project and design brief Discussion on various examples of graphic design what messages are communicated through colour, text etc Book access to computer rooms and discuss use of search terms Pupil activity 1. Class discussion on graphic design 2. Pupils research architecture on Internet Understanding of use of design in real life contexts 1-2 periods Investigation 3-4 periods Development Complete A3 Investigation sheet Create textured papers and collages Demonstrate continuous line drawing Demonstrate use of charcoal or other chosen media Introduce first part of design process Investigation Demonstrate creation of textured papers using mixed media and a limited colour palette Demonstrate making A4 collage and consideration of layout 4-5 periods Photoshop Scan collages into computer and save in Our School to allow pupils access Demonstrate tools in Photoshop Discuss layout and lettering Show example of completed invitation 1. Pupils produce several drawings using different media e.g. continuous line drawing, charcoal drawing 1. Pupils experiment with different media to create textured papers 2. Pupils consider layout of collage and create A4 page using initial drawings and textured papers 1. Pupils learn how to access work and how to use Photoshop 2. Pupils create different designs and consider alternative colour schemes and fonts 3. Peer evaluation

6 Share bank of comments and ask pupils to contribute 2 periods Solution Discuss solution and time limit Show pupils examples (from their own class) of successful colour schemes, layouts and fonts Help any pupils who are unsure/falling behind 1 period Prepare for Presentation Show pupils how to present their work visually Ensure 3 boards are mounted 1. Decide on successful element and present as a final design 2. Print final design and thumbnails of development ideas 3. Peer evaluation 1. Mount boards 2. Pupils who are finished should help their peers so that everyone is at the same point 2 periods Presentation to visitor from business, teachers and peers Reporting/feedback Discuss the importance of this in order to communicate ideas Assist with organising to invite visitors to view presentations Assist with setting up presentations and organising setting for visitors Discuss the presentation of ideas verbally Discuss the importance of evaluating designs Hand out self-evaluation Devise evaluation for comparing pupils during presentation 1. Complete worksheets 2. Prepare presentation 3. Present work to the panel sell your design 4. Request feedback and questions from visitors and peers 5. Pupils will evaluate all the other class members during presentations 6. Complete evaluation sheets