Rationale
This Webquest is beneficial for your students because it presents an interdisciplinary look at art and design. It incorporates individual, small group, and whole class collaboration. As high school students, they should learn to act as artists, while relating art elements to the context of the "real" world. Plus, the everpresent advocacy of art and occupational opportunities.
Teacher Tips
1. The extent of this Webquest can be adapted to your specific students.
Time for each step within the process will vary depending on class
time, accessibility of media and materials, and the cooperation of
students.
Create an Estimated Timeline for your class before assigning the
Webquest. (We recommend no longer than 3-4 weeks; however, you
could call the whole semester the ElasticAnnex course—whatever
floats your boat.)
2. Groups can be chosen by the students, the teacher, or at random.
Unbiased selections can occur by grouping according to:
- unsolicited interest
- numbering off
- alphabetical arrangement
- birthdays on odd numbered days in months ending with a “y”
You name it…
3. For Step #2 in the Process Section, encourage students to explore
beyond the school grounds after school and document with photographs.
Imagine
the various
architectural and design
elements in everyday and alternative settings, plus their different
cultural influences! The mood and purpose of these settings should
be emphasized
as a point of consideration.
If you don’t have access to cameras for school time and/or check-out,
consider:
- buying disposable cameras with a set number of prints per student
(often times these are possible donations,
too.)
- using a single digital camera to loan to students and download
their images for easy storage
- encouraging them to use their own or their family’s camera
- if all else fails, allow students to cut out elements in magazines
or brochures to share OR draw it.
The point is to get them thinking outside of standard school apparel for their design considerations.
4. Prior to the interview, have a class discussion regarding how to ask pertinent and meaningful questions. Also address how questions will relate to their own development of ideas. You can supply students with possible people of interest in the local community:
-Individual contractors and designers
-Interior design firms
-Architects
-Furniture makers
-Painters/Mural Artists
-Construction teams
Or set up a class field trip to visit an all-purpose home store
where all
categories are represented and students can visually explore
examples.
5. In each section’s page of Web links, there are numerous things for students to consider when exploring and making decisions regarding their designs. Here’s some other extensions or pondering points per category:
Classroom Design
Ecologically-Friendly Design
Moving walls
Curved walls
Flooring
Doors
Multiple floors (basement, 1st floor, 2nd floor, attic)
Ceiling Height and material (Is the structure visible?)
Lighting
Skylights
Stained glass windows
Spot lights
Dimming lights
Floor lighting
Stop lights
Disco balls
Black lights
Landscape
Open air environments
Archways
Functional garden
Display space
Courtyards
Sidewalks
Fences
Sculptures
Archways
Fountains
Furniture/Storage
Weight of furniture (for moving purposes)
Wheels (for transport)
Built-ins
Hanging Racks (and other storage spaces at different heights)
Drying Racks
Shelves/Vertical Storage Slots for in-process work
Lockers
Portfolio Space
Chair styles (consider context and purpose)
Work space (How will students work—at a table, drafting tables,
easels,
portable surfaces?)
Technology
Communication—between classrooms, studio spaces, other schools,
other states, countries? (computers, phones, video)
Organization
Make art
Display art
Education
Information
Presentation
Entertainment
Convenience
Storage
Security
6. For the prototype proposals and presentations, encourage
students to address the textural and other design qualities
relative
to visual arts.
Have materials
available that can enhance their presentation:
- wallpaper sample books (often a donation
item)
- tile samples
- wire
- wood
- other scrap materials
The students should be encouraged to explore on their
own and ask for
donations where needed, too. Garage sales and consignment
shops can
offer a great variety of interesting “junk”.
Plus, many businesses throw
away “unusable” materials.The intention of
a Webquest is to encourage the students to explore and
think beyond their
own standards and expectations.
It is important to encourage students, while challenging
them to make there own discoveries. Consider yourself a
resource,
NOT an
answer bank.
Because this is a collaborative project, remind students
to remain flexible. Changes will inevitably happen,
and a willingness to
cooperate with others
and their visions, is essential to a successful collaborative
project.
The National
Clearinghouse for Educational Facilities provides
an excellent all-around site for your use and for students, too.
We recommend checking into other print media sources for more images and information regarding art and design concepts.
Take a Look at our List of Favorites