Step #1:
HOOK-UP YOUR LOOK-UP
A. Brainstorm:
Individual students
In order to establish a context or intended mood for the overall design,
write down your responses to the following questions.
1. In what environment do you feel most creative?
2. The most productive? Inspired?
3. What purposes does an art room serve?
4. What would your ideal art room look like? *
*Draw a sketch or blueprint of your ideal art room layout. No elements will be considered yet, but experiment with different room shapes, ceiling heights, and structural layouts. According to Acme, the art annex will exist as a separate entity from the school; so do not be concerned with making it “fit in” with the rest of your school plans. Consider this a skeleton or framework of starting the annex design.
See Classroom Design- Considerations Part #1
DESIGNER DEMO #1: After sketching your ideal layout, the whole class will meet to discuss plans for designing the art annex. Each designer will share his or her sketch and vision. Your presentation and explanation of the questions in Classroom Design Considerations Part #1 will serve as your first form of assessment.
In order to begin the group work on specific elements, the class will vote on one central layout. The sketch receiving an anonymous majority will serve as the primary structural design. Keep in mind, development and changes to the initial design will occur throughout the designing process, but must be proposed and voted on by the whole class.
B. Photo Exploration:
Group
After individual and group brainstorming, your group will now focus on your specific element as a method of achieving your intended environment.
Print out the Presentation Organization & Assessment Sheet to use throughout the research until Designer Demo #2.
Imagine different styles and uses of your element in various settings—especially outside of school.Using a digital, disposable, or 35mm camera, take photographs of your element in other environments. (Minimum= 10 elements).
Answer these questions for each photographed element:
1. What is this space’s intended purpose?
2. How does your element in this context affect the overall mood?
3. How or can this element be effectively used in the school setting?
(Remember to ask permission in public places).
C. Online Investigation:
Group
After collecting images with your team, your next task will be to research online sources for more information and examples. Each team will have specific investigation sites and artists and designers to explore. Follow the links to your point of departure:
Lighting - Landscape - Furniture/Storage - Technology
For the artist/designer Websites, explore:
- How does artists use your element?
- Do the artists consider both practical and aesthetic components?
If so, how?
- How can your design be influenced by these artists' works?
D. Interview:
Group
As a commissioned design team, your group will now seek first-hand
experience and knowledge from a professional in your specific
field. Consider interviewing
a local designer or other workers affiliated with your
element. You will conduct an interview consisting of at least
10 questions—that
require more than yes or no responses. Decide as a group,
questions to ask that
are relevant and meaningful to your goals as a designer.
Follow along with the inventory for basic information.
DESIGNER DEMO #2: Each group will present a short display of their findings to date. Devising a method of display (e.g. PowerPoint, photo book, standing presentation board, etc.) will be a requirement for completing step #1 of the Webquest. This presentation is intended to share results from photographs, researching the Web, artist information, and professional advice). The presentations will facilitate the process with the entire class offering feedback and introducing further areas of exploration. You will submit the group's Presentation Organization & Assessment sheet, and your presentation will be assessed by clarity, content, and originality.
You will turn in your interview in a two-part written format. Part #1 will be assessed based on the group's interview transcription. In Part #2, each individual will turn in a reflection of the experience.
Step #2:
SKETCH-UP
After meeting with the other groups in Designer Demo #2,
each group will reconvene to contextualize findings
and suggestions
into new ideas.
Each
group will be charged to make decisions concerning
prototypes, and rationale for decisions. When planning your element
consider how it will change forms in different spaces. Remember to
account for the quantity, too. Refer to Classroom
Design: Considerations
Part #2 for other points.
Develop sketches for the elements you wish to create a prototype of as well as their placement within the room. You are responsible for sketching all styles of your element and their placement. However, you will only produce one prototype.
DESIGNER DEMO #3: Each group will present their sketches
and rationale for inclusion to the whole class. As each
group presents,
they must
be prepared to answer questions regarding the practicality
and originality of the designed elements. Each sketch must
be approved
by the whole
group
before proceeding to the prototype stage.
Step #3:
WHAT’S THE HYPE WITH YOUR PROTOTYPE
With directions to proceed following Designer Demo #3,
groups will investigate resources and raw materials to
create a prototype.
By prototype,
Acme recommends
at least 2 of the following:
- A quality two-dimensional
color representation of your element in the room,
- A maquette of the room with your element in place,
- A model of an individual element,
-
A working model of your element—life size,
- A digital presentation of images proposing your element.
Decide as a group your methods of creating a prototype and get steppin’.
STEP #4
SUPPOSE YOU PROPOSE
After completing your prototype, it’s game time! Time to prepare
your official proposal, and be ready
to defend your decisions. Each person in your group can garner a
title for
their role in the design,
construction,
and proposal process. Here are a few
examples, name
your
own, too:
- The Princess of Proposal,
- Dictator of Detail,
- Lord of Labor,
- Titan of Teamwork,
- Chairman of Cheerleading,
- King of Kinesthetic.
(Hopefully, there will be no Dr. Do-little’s).
Designer Demo #4: As part of your presentation/proposal consider what entertains and educates you as an audience member. Be organized and enthusiastic for your design creations. Also consider alternative forms of presentation:
- Will you show a video?
- Act in a live performance?
- Be an advertisement for your product?
- Consult with design colleagues?
- Or simply plead to your teacher as a warm-up to Acme?
Don’t forget to account for the overall design goals of the annex. How will your contribution affect the layout, the practical uses of the space, and the aesthetic context? How did your interview and research affect your decisions? How did the individuals in the group and their experiences affect the design?