Seating Device Design

By Lee Sappingfield, February 1, 2007

Grade Level

  • High School

Category

  • Furniture Design

Subject Area

  • Arts
  • Technology

Lesson Time

Nine to twelve fifty-minute classes

Introduction

Students will research various seating devices looking at materials, feasibility, and different solutions other designers have come up with. They will use this research to write a research paper including examples, images, and descriptions of the seating devices. They will then list the pros and cons of the various designs and materials. After the research, students will begin the design process, considering the following objectives while designing their solution to the perfect seating device (Stability, comfort, aesthetics, uniqueness, size). Students will then describe their design solutions, including materials used and rationale for their choices. Each student will complete rough sketches, of the top, side, and front, along with detailed views of their seating device design ideas. Students and teachers will critique the sketches, discussing any changes deemed necessary. Each simulated firm will discuss their ideas, and decide on a final design for their firm’s seating device in order to begin their individual production areas.

National Standards

Visual Arts
Standard 1. Understanding and applying media, techniques and processes Standard 2. Using knowledge of structures and functions Standard 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others Standard 6. Making connections between visual arts and other disciplines

Common Core Standards

Anchors for Reading:

Key Ideas and Details:

CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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:

CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCSS.ELA-LITERACY.CCRA.R.9 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:

Text Types and Purposes:

CCSS.ELA-LITERACY.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Production and Distribution of Writing:

CCSS.ELA-LITERACY.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Research to Build and Present Knowledge:

CCSS.ELA-LITERACY.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CCSS.ELA-LITERACY.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CCSS.ELA-LITERACY.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing:

CCSS.ELA-LITERACY.CCRA.W.10 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:

CCSS.ELA-LITERACY.CCRA.SL.1 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.

CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

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.

CCSS.ELA-LITERACY.CCRA.SL.6 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:

CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language:

CCSS.ELA-LITERACY.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Objectives

Objectives for the lesson Students will:
  • conduct research on different seating devices, analyzing different pieces
  • compile the research into a research paper including examples, images, and descriptions of the seating devices
  • sketch ideas for seating devices and choose one to create
  • work as a group to create their final product
  • present their final product and research in front of the group
Objectives for the project Students will create a seating device that meets the following criteria:
  • Stability-Students will design a seating device that is stable, and able to withstand an adult sitting on it.
  • Comfort-Students will design and create a seating device that is comfortable for the client to sit on.
  • Aesthetics-Students will design and create a seating device that is aesthetically pleasing.
  • Uniqueness- Students will design and create a unique seating device, setting it apart from previously designed seating devices.
  • Size-Students will design and create a seating device that is suitable for the specific size specifications of the client.
  • Use-Students will design and create a functional seating device that is suitable for the specific designated use of the client.

Resources

  • Internet use for research
  • computer
  • CAD
  • VIZ
  • Photoshop

Materials

  • drawing paper
  • colored pencils
  • materials to produce seating device (decided upon by each firm)

Vocabulary

Aesthetic Functional Device Value Proportion Stability Feasibility

Procedures

Research: Divide the students into groups of three. Each group will play the role as a “design firm.” Have the groups research various seating devices, looking at different solutions other designers have created. They should research materials and feasibility of producing different seating devices. Using this information, students will put together a research paper citing at least four different examples, and including images and descriptions of the seating devices they researched. Students should list pros and cons of the various designs and materials they have researched, listing their solutions to the perfect seating device. Planning and designing: • Using the following objectives as guidelines each student will describe their design solutions, including materials used and rationale for their choices.
  • Stability-Students will design a seating device that is stable, and able to withstand an adult sitting on it.
  • Comfort-Students will design and create a seating device that is comfortable for the client to sit on.
  • Aesthetics-Students will design and create a seating device that is aesthetically pleasing.
  • Uniqueness- Students will design and create a unique seating device, setting it apart from previously designed seating devices.
  • Size-Students will design and create a seating device that is suitable for the specific size specifications of the client.
  • Use-Students will design and create a functional seating device that is suitable for the specific designated use of the client.
• Each student is to complete rough sketches, including, top, side, front and detailed views of their seating device design ideas. • The students and teacher will critique the sketches, discussing any changes deemed necessary. • Each simulated firm will discuss their ideas, deciding on the final design for their firm’s seating device. • Once the design solutions have been approved by the teacher, the students will begin their individual production areas. Production: Each student in the simulated firm will have a separate production area. • The Lead will guide the firm and complete the detailed value drawing of the seating device design in colored pencil, along with a Photoshop presentation of the completed project. • The CAD person will be in charge of the working drawings. • The Model Designer will be in charge of material selection and creating a prototype of the seating device making any adjustments that are necessary. Materials will need to be gathered and prepared for production, measuring and marking materials as needed. • All safety measures, including wearing protective gear, need to be followed at all times during the production of the seating devices. • The firm members need to confer during construction of the seating device to make sure it is progressing as planned.

Assessment

Students will fill out a reflection sheet, evaluating their seating design solution and whether or not they think they met the set criteria.

Enrichment Extension Activities

Students could take a culminating field trip to a furniture manufacturer to see the process used in the industry. Or, they could visit a hardware store and study the correct materials, their cost, their uses, etc. Also, students could visit a design museum to investigate unique completed seating device designs.

Teacher Reflection

The students had such a strong interest it made the process very easy for us to instruct. The assessment tied directly back to the objectives which helped reiterate the goals of the lesson. Presentation skills are always great to use over and over and it was helpful for the students to get more practice. Next time we teach the lesson, we want to be more flexible in the construction of the actual seat. It took much longer than expected.

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