3-D Generational Design Painting!
By Diane Gronewold, August 6, 2008
- High School
- Social Studies
Anchors for Reading:
Key Ideas and Details:CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Range of Reading and Level of Text Complexity: CCSS.ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Research to Build and Present Knowledge:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Vocabulary Acquisition and Use:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
National Standards for Visual Arts
Conceiving and developing new artistic ideas and work.
Anchor Standard #1. Generate and conceptualize artistic ideas and work.Anchor Standard #2. Organize and develop artistic ideas and work. Anchor Standard #3. Refine and complete artistic work.
Understanding and evaluating how the arts convey meaning.
Anchor Standard #7. Perceive and analyze artistic work.Anchor Standard #8. Interpret intent and meaning in artistic work. Anchor Standard #9. Apply criteria to evaluate artistic work.
Relating artistic ideas and work with personal meaning and external context.
Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
- This lesson will engage the students in the following instruction:
- Use verbal communication with family and relatives to learn about the lifestyles and traditions of their family and ancestors.
- Use the computer to further research any item they found to have progressed into a more convenient item.
- Be able to make comparisons between the different generations as to what their particular needs were or are, and how those needs could be met.
- Imagine what types of things could be created for use in the future to alleviate any problems there are presently.
- Work together in small groups and use the design process to redesign an object that was traditionally used by their family in the past (or even present) into a product that could be used to better fit their needs in the future.
- This lesson will provide a wonderful opportunity to learn and experience how working together with other students can broaden your ideas and viewpoints on many things.
- Understand and utilize the Elements and Principles of Design as they create an even better item for use in the future.
- Experience the effectiveness of the design process and how it can be used to organize and develop ideas from a 'need' that has surfaced in their lives.
- Experience planning and creating a sturdy 3-dimensional surface that they can paint on. We must be able to display the paintings on a wall - so they need to be able to sit "flat" and not rock or roll!
- Communicate their designed products visually onto their 3-D paintings.
- Handout describing the 10 step design process listed above in the resources (taken from the book Why Design? by Anna Slafer and Kevin Cahill).
- 9" x 12" paper for each student for brainstorming, planning, and thumbnail sketches
- 18" x 24" paper for each student to create their sample 3-dimensional painting surface
- 18" x 24" foam core for each student to create their final 3-dimensional painting surface
- Masking tape
- Xacto blades and scrap mat board to protect tables
- Metal rulers
- Sandpaper to smooth edges
- Gesso and brushes
- Acrylic paint and brushes