Lights, Sounds, Fabrics & Daisies: Careers in the World of Design
By Cooper-Hewitt National Design Museum, September 20, 2006
- High School
- Language Arts
- Social Studies
Common Core Standards
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.
Presentation of Knowledge and Ideas:
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.
Anchor standards for Language:
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- conduct Internet research
- evaluate and analyze information from multiple information sources
- create a presentation
- participate in small-group and whole-class discussions
- learn about diverse design occupations
- "Working in Design" handout
- computer with Internet access
Building Background That's Design?The purpose of this activity is to provide students with background information on varied facets of the world of design. 1. Read the following quotations aloud to your students:
"Design is both a verb and a noun."
"The impulse to design varies according to needs and wishes, time and place, cultural and social conventions, materials and technology."
- "The act of designing is carried out in many different ways, from the personal choices we make every day when we set the table or plant a garden, to the collective decisions made in the marketplace or at city hall. Because it occurs on many different levels, employing different processes and degrees of expertise, design can be understood variously as craft, style, engineering, invention, planning, refinement, as an exercise in taste or an act of choice."
- Sound Design:
- Landscape Architecture
- Structural Engineering
- Lighting Design
- Textile Design
- Graphic Design
- Urban Planning
3. Invite the students to briefly share what they learned about the field of design.
Steps for Learning A Festival of Possibilities: Exploring Jobs in DesignThe purpose of this activity is to encourage students to conduct independent research on a design-related occupation of their choice. 1. Tell the students that they may choose to work individually, in pairs, or in small groups. Encourage the students to find someone with a common interest in a specific area of design if they are going to work with other students. 2. Give the students a copy of the handout entitled "Working in Design". 3. Provide time for students' presentations. 4. Compile students' information on design careers in a class book or on a class website.