Lessons Two to Fifteen
(Option A): Design Projects

•continue to develop problem-solving and decision-making abilities when working individually or as a member of a co-operative group

After viewing the video, introduce a visual art project by having students participate in a short contextual drama based on topics presented in the video (toy design, gender issues or violence in society). Refer to the drama section of the Planning Guide for information on contextual dramas.

Teachers might begin the drama by calling the students to a meeting "in role" as toy designers who are faced with the task of creating two new toys for a highly competitive toy manufacturer. One toy design should be aimed at the female market and another at the male market. Explore various points of view and incorporate the dramatic element of tension into the work by ensuring that the perspectives of such interest groups as toy manufacturers, feminists, peace activists and children are introduced at some points in the drama work. Encourage the students to participate in shaping the drama as it unfolds over two or three classes.

Either during or at the conclusion of the drama, have individual students or groups create innovative toy designs, considering the function of toys in the development of children's imagination and in their interactions with their peers. Also explore related social issues such as gender roles and violence in society.

•demonstrate ability to use ongoing reflection and critical analysis to clarify artistic intentions, and consider how the work might be interpreted by an audience

•examine the ideas reflected in their own and their peers' art work

Brainstorm with students a list of things that toy designers would need to think about when beginning their projects. What types of challenges would they encounter when attempting to actualize their ideas? Think about clients, costs, materials, labour, children's interests, practicality, safety, durability, visual appeal, working parts, popular culture, etc.

Ask each student or group of students to present design proposals to the rest of the students, who could be asking questions "in role" as the toy manufacturers or representatives of an advertising firm. Perhaps the manufacturer will be selecting two of the toy designs for the market.

•explore, develop and convey their ideas through visual art

This activity could be extended by having students create an advertising campaign and design the packaging for the toys, brochures and other promotional materials. When discussing the package design or brochures, incorporate an examination of the art and careers of graphic designers. Interested students should be encouraged to explore educational opportunities in the design field. Refer to the Arts Education bibliography for resources on design and careers in the arts.

•continue to develop an understanding of how visual artists acquire and transform ideas

•examine the relationships between their own ideas and those of other artists

Examine the work of graphic designers such as Catharine Bradbury and Ben Kunz, whose design examples appear in Ideas and Inspiration: Contemporary Canadian Art.

Invite a designer to class to discuss his or her work with the students. Discuss the wide range of considerations and criteria that designers must take into account when accepting and carrying out design projects.

Compare the challenges facing graphic designers and other artists who are commissioned by a client to create art work for a functional purpose.

Extend this discussion to a study of architecture, furniture or fashion design.

•examine how the elements of art, principles of design and images are used in their own work and in the work of others

•relate, compare and evaluate what is viewed (CEL: CCT)

•continue to demonstrate understanding of the ways in which the elements of art, principles of design, manipulation of visual images and media affect expression and meaning

•continue to challenge themselves to take risks, attempt to solve problems and learn new ways of working

•appreciate the concept of scale and proportion in geometric and technical drawings and works of art (CEL: N)

Examine slides of the architectural mural by artist Jack Sures or the furniture design of artist Brian Gladwell contained in the resource Arts Education: Visual Art Resource for Grade 9 and 10.

Refer to Ideas and Inspiration: Contemporary Canadian Art for slides of Tom McKenzie's furniture design, Cornelia Biegler and Alfred Sung's clothing design, Arthur Erickson's architectural design for the Canadian Embassy in Washington, Douglas Cardinal's architectural design for the Museum of Civilization, and Moshe Safdie's architectural design for Habitat '67.

Have students create furniture or clothing designs that will reflect their particular interests or personalities. For example, design a chair or item of clothing for a sports enthusiast or a musician.

Have students create architectural plans and models for a fictional commission in their own community. This commission might be for a government building, museum, sports complex, recreational centre, park complex, church, seniors' home, arts centre or school. The commission could occur in the present or the future. Develop a set of specifications for the project.

Invite a local architect to speak to the students or to assist in the construction of the plans or models. Incorporate science and math concepts in the construction of the plans, the building of the models and budget estimates. Refer to resources on architecture and design listed in the Arts Education bibliography.