Chairs, Chairs, Everywhere…

By Cooper-Hewitt National Design Museum, October 2, 2006

Grade Level

Elementary School

Subject Area

Arts
Language Arts

Lesson Time

One or two fifty-minute class periods

Introduction

Design allows us to both respond and invent. This activity is designed to help students become aware of the multitude of design variations in everyday objects. Students will conduct surveys, collect information, and create a catalog of chairs. They will learn about the diverse ways we use design in daily living.

National Standards

Writing

Standard 1. Level II. Uses the general skills and strategies of the writing process Uses strategies (e.g., adapts focus, organization, point of view; determines knowledge and interests of audience) to write for different audiences (e.g., self, peers, teachers, adults) Uses strategies (e.g., adapts focus, point of view, organization, form) to write for a variety of purposes (e.g., to inform, entertain, explain, describe, record ideas)

Reading

Standard 4. Level II. Gathers information research purposes

4. Uses electronic media to gather information (e.g., databases, Internet, CD-ROM, television shows, cassette recordings, videos, pull-down menus, word searches) Standard 7. Level II. Uses reading skills and strategies to understand and interpret a variety of informational texts 1. Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines) 6. Uses prior knowledge and experience to understand and respond to new information

Listening & Speaking

Standard 8. Level II. Uses listening and speaking strategies for different purposes 1. Contributes to group discussions 7. Makes basic oral presentations to class (e.g., uses subject-related information and vocabulary; includes content appropriate to the audience; relates ideas and observations; incorporates visual aids or props; incorporates several sources of information) 10. Organizes ideas for oral presentations (e.g., uses an introduction and conclusion; uses notes or other memory aids; organizes ideas around major points, in sequence, or chronologically; uses traditional structures, such as cause-and-effect, similarity and difference, posing and answering a question; uses details, examples, and anecdotes to clarify information)

Working With Others

Standard 1. Contributes to the overall effort of a group

Thinking & Reasoning

Standard 5. Applies basic trouble-shooting and problem-solving techniques

Arts: Artistic Expression & Communication

Standard 2. Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art 3. Uses visual structures and functions of art to communicate ideas

Objectives

Students will do the following:

respond to writing prompts
draw artistic renderings
conduct Internet research
compare, contrast, and evaluate diverse sources of information
respond to aesthetic elements of chair design
write captions and create a catalog presentation

Resources

computer with Internet access
"The Chair: A Catalog of Design" handout

Materials

drawing or construction paper
markers, crayons, pencils
stapler
scissors
glue

Procedures

Building Background My Favorite Chair

The purpose of this activity is to help students activate their background knowledge on the activity topic.

1. Ask each student to respond to the following prompts:

Write a brief description of your favorite chair.
Draw a picture of your favorite chair.

Ask for volunteers to share their responses with their classmates. Post students' drawings so they are visible to the entire class. Lead a group discussion based on the following questions:

How are the chairs different from each other?
How are the chairs similar to each other?
What are some of the words you would use to describe the chairs?

Steps for Learning Cataloging the Chair

The purpose of this activity is to help students become aware of the diversity of design in everyday life. 1. Divide the class into small groups and tell them that they are going to create a catalog that contains different kinds of chairs. Give each group a copy of the "The Chair: A Catalog of Design" handout, and provide the students with construction paper, scissors, glue, pens, markers, and crayons to use in constructing the catalogs. 2. After each group has constructed its catalog, have the students present their work to their classmates. 3. Host a mock design award show using the students' catalog selections. First, as a class, decide what categories you will use for the awards. The following is a list of suggestions:

Best Design
Worst Design
Best Use of Color
Most Original Design
Worst Pattern
Strangest Design
Most Uncomfortable

Teacher Note: These are simply suggestions. Encourage your students to be creative as they think of design award categories. 4. Discuss the results of the award show with your students. Ask them to share what they learned about chairs and design.

Assessment

Reflection

Create a class rubric with your students that will help them understand the effectiveness of their design process. Use the following guidelines to help create the rubric.-How effective was your brainstorming in generating ideas? Excellent Good Adequate Poor-Rate how effectively you analyzed the varied information sources you used. Excellent Good Adequate Poor-Rate how effectively you included a diverse range of chair styles in your catalog. Excellent Good Adequate Poor -Rate how well you described each item in your catalog. Excellent Good Adequate Poor -Rate your creativity. Excellent Good Adequate Poor -Rate the overall quality of your catalog. Excellent Good Adequate Poor

Enrichment Extension Activities

Furniture Design

Encourage your students to continue exploring furniture design. Ask your students to create a catalog of tables, sofas, or desks.