Design Studies 10, 20: Curriculum Guide

Module 4: Modeling (Optional)

Suggested time: 10 - 20 hours
Level: Introductory
Prerequisites: None
Module Overview

Students will build scale models to depict buildings or designed objects. Foundational Objectives

To apply the design process to creating visual art.

To develop and practise the skill to critique designs in a positive manner.

Common Essential Learnings Foundational Objectives

To use scale and proportion appropriately when sketching. (NUM, TL)

Note: Other CELs may be emphasized.

Learning Objectives	Notes
4.1 To develop a three-dimensional model using a variety of materials. (TL, NUM, CCT)	Have students, individually or in groups, build a model of a building, a chair and/or desk, cutlery, a teapot, the interior of a building, or a stage set. Students will need to understand the concept of scale. Have students examine an object (a toy truck, a doll, etc.) and determine how many times as big it would need to be to be life-size. Measure a doorway and discuss what would be a suitable scale to make the doorway in a model. Introduce the use of a scale ruler to illustrate how a scale drawing may be prepared. (NUM) Refer to Module 2 in the Drafting and Computer-Aided Design 10, 20, 30 Curriculum Guide. If students choose to make a model of the exterior of a building, have them develop the landscaping around the building using appropriate materials. It may be possible to link the model to other subject topics (e.g., a model of the Parthenon, a stage set for a Shakespearian play, a river dam). Discuss how shadow and reflection of light from an object affects our perception about texture or shape. Storage and damage are always a concern for projects. Have students construct their models in boxes with lids and one or more sides that fold down. This will allow the stacking of projects and provide protection for the models. Suggest materials that are easily cut, painted, and glued. Encourage the students to experiment. Cutting stryrofoam to shape and gluing elevations to the block is one technique.
To present their work and to discuss it. (COM)	Students need to learn how to be constructively critical of their work and the work of others. Explain how critiques are necessary to the design process to refine ideas. Model critiquing. Be sure to emphasize constructive comments as a good technique and method that might improve the model. Initially, discussing work with pairs of students will allow students to practise critiquing work before engaging in a class presentation. Have all groups present solutions to alleviate some of the pressure students may feel doing presentations. As part of Resource-based Learning, teachers may wish to invite a person from the community; e.g., die maker, architect, interior designer, model railroader, dentist, denture technician, wood carver, metal caster, stage manager, car or model club member. To see the everyday uses of models is important for students to make connections to actual situations in a workplace. This can be reinforced during work study.

Learning Objectives

Notes

4.1 To develop a three-dimensional model using a variety of materials. (TL, NUM, CCT)

Have students, individually or in groups, build a model of a building, a chair and/or desk, cutlery, a teapot, the interior of a building, or a stage set.

Students will need to understand the concept of scale. Have students examine an object (a toy truck, a doll, etc.) and determine how many times as big it would need to be to be life-size. Measure a doorway and discuss what would be a suitable scale to make the doorway in a model. Introduce the use of a scale ruler to illustrate how a scale drawing may be prepared. (NUM)

Refer to Module 2 in the Drafting and Computer-Aided Design 10, 20, 30 Curriculum Guide.

If students choose to make a model of the exterior of a building, have them develop the landscaping around the building using appropriate materials.

It may be possible to link the model to other subject topics (e.g., a model of the Parthenon, a stage set for a Shakespearian play, a river dam).

Discuss how shadow and reflection of light from an object affects our perception about texture or shape.

Storage and damage are always a concern for projects. Have students construct their models in boxes with lids and one or more sides that fold down. This will allow the stacking of projects and provide protection for the models.

Suggest materials that are easily cut, painted, and glued. Encourage the students to experiment. Cutting stryrofoam to shape and gluing elevations to the block is one technique.

To present their work and to discuss it. (COM)

Students need to learn how to be constructively critical of their work and the work of others.

Explain how critiques are necessary to the design process to refine ideas.

Model critiquing. Be sure to emphasize constructive comments as a good technique and method that might improve the model.

Initially, discussing work with pairs of students will allow students to practise critiquing work before engaging in a class presentation.

Have all groups present solutions to alleviate some of the pressure students may feel doing presentations.

As part of Resource-based Learning, teachers may wish to invite a person from the community; e.g., die maker, architect, interior designer, model railroader, dentist, denture technician, wood carver, metal caster, stage manager, car or model club member. To see the everyday uses of models is important for students to make connections to actual situations in a workplace. This can be reinforced during work study.