Chairs, Corduroys, Cottages, & Cars: Exploring the Diversity of Design
By Cooper-Hewitt National Design Museum, September 20, 2007
- Middle School
- People's Design Award
- Language Arts
Common Core State Standards
English Language Arts Standards Writing
Production and Distribution of Writing:
- CCSS.ELA-LITERACY.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-LITERACY.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge:
- CCSS.ELA-LITERACY.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
English Language Arts Standards: Speaking and Listening
Comprehension and Collaboration:
- CCSS.ELA-LITERACY.SL.6-8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others' ideas and expressing their own clearly.
- CCSS.ELA-LITERACY.SL.6-8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- CCSS.ELA-LITERACY.SL.6-8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
- CCSS.ELA-LITERACY.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Presentation of Knowledge and Ideas:
- CCSS.ELA-LITERACY.SL.6-8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
- CCSS.ELA-LITERACY.SL.6-8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
- CCSS.ELA-LITERACY.SL.6-8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
- conduct Internet research
- participate in small-group and large-group discussion
- analyze, summarize, critique, and evaluate information from varied sources
- work collaboratively in small groups
- create and present a theme-based exhibition using resources from the People’s Design Award Web site
- demonstrate an understanding of the elements of the design process
- “Design Collection” handout (attached)
- Internet Web sites
- Computer with Internet access
- Software to create a slideshow (if possible) or drawing materials/poster board
Building BackgroundExploring Collections The purpose of this activity is to allow students to explore, analyze, and critique varied aspects of a design exhibition. 1. As a class, browse Cooper-Hewitt's online exhibition entitled Looking Forward, Looking Back: Recent Acquisitions in 20th-and 21st-Century Design at https://www.cooperhewitt.org/2008/11/17/national-design-awards-2008-peoples-design-award/ Ask your students to think about how the objects are categorized, how the objects are described, and how they might have been selected to highlight the exhibition theme. 2. Collect an assortment of thirty to thirty-five everyday objects and place them on a table in the center of your classroom. Divide the class into five groups. Ask each group to create a list of potential categories for the objects. There are no right or wrong ways to categorize the objects; instead, the purpose is to actively engage the students’ critical thinking skills and creativity. Invite each group to share its categories with the entire class.
Steps for LearningCreate Your Own Collection The purpose of this activity is to help students closely observe, evaluate, and analyze the way objects are categorized to express a specific design theme. They will create their own theme-based collections.