Lesson #3: How do designers develop their ideas?
Part of the unit: Two-Dimensional Furniture Design |
LESSON
Resources
white oaktag paper, scissors, clear tape, glue
Student sketches from the prior lesson to distribute. Ongoing class-generated ideas for a chair to use during the demonstration. Have images of designer chairs for reference for those who are unable to complete their research homework.
1. Distribute back sketches from previous session as students gather their research images.
*Note: since art homework is most often not reinforced, have images of designer chairs readily available for students to use as references.
2. Have students take a moment to look at their sketches and research material to further develop their ideas. Have some guiding questions on the board as a checkpoint for the students:
- Does the form of your chair balance with the function of your chair?
- Is there a function or form created by another designer that would improve your design?
- Does it fit with your concept/targeted audience?
- How can you incorporate it without copying the design?
Pick two to three students' three-dimensional sketches that demonstrate a balance between form and function in their design. View along with their two-dimensional sketch and discuss:
- How does the form of this model support its functions?
- What changes did you make from your drawing?
- What was not working that made you change...?
- How did you create (form)?
- What was challenging?
- If this were to be made into a real chair, what material would you choose? Why?
Possible curriculum connection with classroom teacher, i.e. science:
Have students research affordable and socially responsible designs from the Cooper Hewitt Museum exhibition "Design for the Other 90%".
Discuss how their designs empower global populations surviving below the poverty level or recovering from a natural disaster.