class overview
class overview
Embedded Files
Students use a real-world approach to various design challenges within and outside of the classroom.
Semester 1
Semester 1
How has your Planning Form (Big Idea/ Inquiry Question) [embedded above] changed in the classroom so far this year? What have students added to the inquiry?
How does the creative design process lead to art making as a career?
The big idea went from creating art for others to then creating art for themselves. The students realized that it was difficult to work so hard on something to give it to their "customer". They also expressed that it was frustrating when they put in full effort and their partner did not. This led to them getting to design their own charms that were unique to them as well as stamps that were symbolic of their own individuality.
What are the specific school needs identified by your group in the December PD? How will you use the class’ Big Idea/ Inquiry Question/ Artmaking Practice to address them? Please be as specific as possible.
One of the school needs discussed in our group was Social Emotional needs. Thinking about it through our Inquiry Question, our students are able to develop their individuality which in turn helps them to become more confident and proud of their uniqueness. They also have started designing for one another. This helps them to learn more about their peers and their unique interests as well.
Art challenge in the garden
Art challenge in the garden
Using natural elements to create a design of something that lives in nature.
Exploring and Gathering
Exploring and Gathering
Choosing what non Organic materials to use to enhance the design
Choosing what non Organic materials to use to enhance the design
Putting the final designs on display
Putting the final designs on display
Creating designs in the garden
Some students had difficulty deciding what to create
Using the nature project as inspiration for screen printing designs
Working together and sharing ideas
A student showing their work that is in progress
The students gave feedback on the designs once completed
Reflecting on their work
What is a logo?
What is a logo?
Students learned about graphic design and how we are completely surrounded by it; they looked at different popular logos and discovered how many logos they know even without the name being displayed.
Collectively, the students designed a Waters Elementary and Meraki logo to silkscreen their after school tote bags.
Students were challenged to create logos for these unique products.
The young designers sketched their logo proposals independently.
The designers presented their logo ideas in front of their peers.
The Students pitched their ideas to one another and then voted on their favorite design.
Waters Logo design
Waters Logo design
Meraki Logo design
Meraki Logo design
Ms. Patty showing a silkscreen the students to check for unwanted open areas.
Students work as a team and they help each other through the process. Milo, on the left created the Waters logo.
Ms. Hooper and Demian silkscreening Meraki.
teacher's lounge interior design challenge
teacher's lounge interior design challenge
Ms. Hooper re-designed the teacher's lounge from a plain and grey room to a cozy sanctuary where teachers can relax and gather themselves. Meraki students were challenged to design the main painting for the lounge, paying special attention to the intention and decor of the lounge.
Sharing notes and designs After visiting the Lounge
Sharing notes and designs After visiting the Lounge
Time to paint!
Time to paint!
Everyone had unique ideas with similar elements
Everyone had unique ideas with similar elements
Challenge winer tracing her design
Challenge winer tracing her design
Other students were encouraged to help
Other students were encouraged to help
students took turns helping finish the painting
students took turns helping finish the painting
The Final Product Reveal...
The Final Product Reveal...
Before and After
Before and After
The students took a trip to the lounge and decided to adjust the color to fit the "vibe"
Way to go, Harlee!
Way to go, Harlee!
Teachers attended the BIG REVEAL in the lounge and Harlee was available for a meet and greet/Q&A session.
SEMESTER 2
SEMESTER 2
wallet design challenge
wallet design challenge
Based on the Stanford Design Thinking Process, students learned about the steps in the process a product goes through: Empathize, Define, Ideate, Prototype, Test, and Asses.
Students interviewed each other to gather "the clients" needs and wants in a wallet
Students interviewed each other to gather "the clients" needs and wants in a wallet
Students created prototypes out of paper
Students created prototypes out of paper
Students presented their wallets to their clients showing the special design elements they included
Students presented their wallets to their clients showing the special design elements they included
Students used faux leather and fabric for their designs
Students used faux leather and fabric for their designs
after their client's functionality design approval, students focused on the aesthetics
after their client's functionality design approval, students focused on the aesthetics
some students painted, silkscreened, and sewed monograms for their client
some students painted, silkscreened, and sewed monograms for their client
Loteria charm designs
Loteria charm designs
To accessorize the wallets, students designed Fimo charms to go with their wallets. Students needed to plan and present those designs as well therefore, they created Loteria inspired watercolor paintings with their charm idea.
Sketching
Sketching
Painting
Painting
Finished!
Finished!
Molding Clay, baking to harden, and Admiring the final product
Molding Clay, baking to harden, and Admiring the final product
personal Stamp design
personal Stamp design
After a series of design challenges, students had the opportunity to create stamps with images that describe their life, personality, and favorite subjects.
Students learned about stamp making, negative and positive space, and subtractive sculpture.
Ms. Patty demonstrating
Ms. Patty carving out her stamp
Audra's stamps
After Audra stamped her stamps. She is very pleased.
Artists' portraits
Artists' portraits
Students created self portraits for their exhibit while learning basic graphic design concepts such as layers, outline, block shading, and stroke weight. Students also looked at Andy Warhol's portraits for inspiration.
Tracing over their image with Black Sharpie
Tracing over their image with Black Sharpie
Painting in reverse
Painting in reverse
Voila!
Voila!
Alex shows his Completed Project
Alex shows his Completed Project
What skills did students leave your class with?
How to work with a client to create something to their liking and adjust their design, if needed
Creating prototypes
Designing eye-catching logos based on interests and qualities
Sketching a design to prepare for silkscreening
Molding Fimo clay and baking it to create a charm
Safely using an Xacto knife to cut out their design
Applying their design to a screen and squeegeeing the design onto fabric
Creating a transfer of their designs with pencil
Cutting their logo designs into a stamp
Applying paint to the stamp and applying it to fabric and paper
Problem solving skills- how to manage the productive struggle in art as well as peer conflicts
Teamwork to finish a design
How did students respond to their involvement in the Perspective(s) exhibition? This may include: artmaking, curation, visiting CAPE Family Days or Teen Night, discussing their experience, or other.
Only a few students attended the exhibitions outside of the school, but those who did enjoyed it very much. They felt like true artists when they saw their work on display. They also enjoyed viewing the work completed by other students around the city. The students had a lot of fun at the final event at Waters. Some brought friends to show off their hard work.
Families viewing the students' artwork
Families viewing the students' artwork
Meraki Design students and friends
Meraki Design students and friends
SO happy and feeling proud!
SO happy and feeling proud!
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