Thomas Metcalf Laboratory School: 7th/8th Grade Light Design Challenge
This project had a LOT of components but the students did an excellent job with it. I co-taught this lesson with Lisa Matejka and Peggy Finnegan at Metcalf Laboratory School for a 7th and 8th grade Design Technology class.
Each student designed a functioning lamp, using limited materials, through the design process in order to create a final product to be sold at the PTO's silent auction event, Montage in January, 2014. Each lamp was also accompanied by a written statement about the inspiration for the piece and instructions for assembling the lamp at home.
Part of the challenge was to create a paper structure that would be collapsible and sturdy, but the process was very complex. (Students even learned to wire their lamp sockets!) I have provided the complete lesson plan below.
Each student designed a functioning lamp, using limited materials, through the design process in order to create a final product to be sold at the PTO's silent auction event, Montage in January, 2014. Each lamp was also accompanied by a written statement about the inspiration for the piece and instructions for assembling the lamp at home.
Part of the challenge was to create a paper structure that would be collapsible and sturdy, but the process was very complex. (Students even learned to wire their lamp sockets!) I have provided the complete lesson plan below.
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Light Design Challenge Lesson Plan This lesson plan is aligned to Next Generation Science Standards and Common Core literacy standards.
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Fieldcrest High School: Appropriation Projects & Mock Trial Reflections
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Students in the Art IV/ Dual Credit class read and discussed an article on interpreting an artwork. They also read a recent article with correspondence between two artists debating copyright infringement. The students participated in a mock trial to debate the merits of both sides of the issue. The subject of the trial was related to the studio project, where students appropriated images, compositions, or formats from existing artworks or other cultural sources, putting them into a new context to change their meaning. The students wrote reflections about their artworks, their experience of the trial, and our class discussion. |
Fieldcrest High School: Art 3 & 4 Independent Contract Works
Fieldcrest High School Art III & IV students were given the chance to create their own art project according to a contract that required them to plan out the scope and timeline of their project, as well as its form.
Students were encouraged to write about the significant factors in their artworks (i.e. the choice of media, scale, subject matter, intent, etc.) and ranged from personal narratives, experiments in new media, and community display. Over the course of the unit students also wrote an artist statement and presented on professional opportunities for artists such as public artist's projects, exhibitions, and residency programs. |
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