Eco warrior ideas and concepts in art and design

THE BRIEF
Scenario
A new Contemporary design boutique called „Eco Warriors‟ will be opening
in the Northern Quarter in Manchester and they are looking for unique
and original stock to sell.
They are targeting „up and coming‟ designers who have handcrafted their
designs and used recycled or sustainable materials.
The shop will sell a wide range of household and fashion items from,
lampshades, jewellery, clothing, decorative plates and artwork.
Through your investigation of recycled objects and materials you are to
complete assignments to enable you to work towards the end
product(s) that could be displayed and sold in the shop.
You will need to think carefully about the materials you select to use, the
quality of design and attention to detail.

TASK 1- STARTER

Read over this text, share your findings with
a partner make notes and discuss.
For this unit learners need to investigate techniques of creative
thinking and generating of innovative ideas. Through this process
learners will analyse the ideas and concepts used by artists for
different purposes and, from their research, develop skills to
generate and develop creative personal ideas. Learners will need
to explore and broaden their use of visual, written and verbal
communication skills in order to structure coherent presentations
for different audiences.

TASKS TO BE ADDRESSED- OVER THE COURSE
OF THE NEXT FEW WEEKS
Task 1
Investigate the market and collect examples of “ECO ideas and outcomes”
begin idea generation. While you are doing this you can consider the
possible consumer group that you are going to focus on. (create a
consumer profile, who is going to buy your product?).
Collect a wide range of examples and advertising material. Make sure that
you record any sources such as websites etc.…
Task 2
Generate design roughs and thumbnails that start to explore your early
ideas use a range of media and materials to develop the potential of
surface colour texture…
Try to keep your ideas generation loose and allow for the unexpected to
occur. Sample and experiment using conventional and unconventional
materials.

HOMEWORK

2 PARTS RESEARCH AND COLLECTING OF
MATERIALS
Research the theme “Eco warriors”. Select suitable images to create a
series of inspiring mood boards.
Complete the mood board and collect materials useful for creating
different effects in the workshops e.g. string, bubble wrap, ring pull‟s,
plastic bags, bottles, lids, textured wallpaper, corrugated card, fabric
etc.… Reflect, analyse and explain how the source material and research
can be developed into a variety of fabric manipulation samples.

Describe what techniques and processes would be appropriate for
representing the Eco Warrior theme.

PLENARY- EXPECTATIONS

THROUGHOUT THIS PROJECT YOU ARE REQUIRE TO COMPLETE
ADDITIONAL WORK IN YOUR FREE TIME AND AT HOME ALONGSIDE THE
WORK YOUR TUTORS SET YOU.
You must record your recent findings and make notes so that you
are able to select where your studies have been successful. Make
drawings and experiments with a variety of recycled materials,
twist, bend, melt, mould and shape any materials you can get
your hands on begin to collect ring pulls, cans, plastic bottles,
plastic bags etc.…

PAPER BASED MATERIALS
LESSON OBJECTIVE
P2 investigate ideas
generating techniques

LESSON OUTCOMES

Produce a selection of
samples using
found/recycled materials
 Pass- students will create basic samples using found/recycled
materials.
 Merit- students will create samples using found/recycled
materials demonstrating the generation of ideas.
 Distinction- students will create samples using found/recycled
materials demonstrating the generation of imaginative, original
ideas.
 Distinction star- students will create samples using
found/recycled materials demonstrating the generation of
imaginative, original and innovative ideas.

ARTIST RESEARCH
Homework (1 FULL WEEK)
Research and record historical, contemporary and contextual information,
draw inspiration from artists who have also been inspired by the theme
of recycling (see Eco PPT to help you) create a wide variety of
developmental studies based on the artists you have chosen to look
at/research, use their work to inform and develop your own ideas
Make constant comments and annotations about the work-studied. What
were the artists‟ influences? What techniques have they used? Reflect
upon what you are looking at/researching. What have these artists
taught you?
Search the Internet for famous artists and fashion designers. Create a
visual time line of recycled fashion and its progression.
Then present two images of your choice (in an imaginative way) one
historical and one contemporary. Annotate their main characteristics,
compare and contrast the two images, you may wish to add
studies/samples in the artists/designers style.

BTEC L3: For learning outcome 1, learners need to
recognise and compare differences and similarities in the
contexts and factors that influence and inform the
development of ideas

PLENARY
Working with a partner fill in 5,5,1 evaluation sheet
Answer the questions…

Learners should be able to explain clearly the
techniques used in the development of their ideas
through display and oral presentation.

PLASTICS

LESSON OBJECTIVE


YR12 HOMEWORK
Create a full case study on one of the plastic artists you are about to see
or
find a plastic Artist of your own choice and make a note of the artists names
during the presentation.
Key Artists and Designers:
Virginia Fleck
Robert Bradford
Caroline Saul
Miwa Koizumi
David Mach
Ildiko Szabo
Gary Harvey
Stephan Hann

ILDIKO SZABO
GARDEN MADE OUT OF RECYCLED PLASTIC BAGS USING
CROCHET, KNITTING, KNOTTING AND FUSING TECHNIQUES

RECYCLED, FAIR TRADE PLASTIC BAG CHICKEN FIGURINE IS HANDCRAFTED BY
DISADVANTAGED CRAFTERS IN THE TOWNSHIPS NEAR CAPE TOWN, SOUTH
AFRICA.

Miwa Koizumi

I love the idea of using liquid containers to make
water animals. I use a combination of heat guns,
soldering irons and different cutting utensils to
make these

Emila
Sandoval,
“Plastic Bag
Brain”

I am a designer based in Brighton working with recycled plastics. My
work is an exploration of colour, texture, material, patterning, shape and
Caroline form.
Saul My passion lies with the creation of new materials from objects that
might otherwise be thrown away.

Created from sections of used plastic
shopping bags

METALS
LESSON OBJECTIVE


HOMEWORK

Using a digital camera take a selection of photographs based around the
theme of eco warriors.

PLENARY
Fill 5,5,1 evaluation sheet
Now complete your full evaluation of your samples- be clear what you have
discovered/learned about the materials
Answer all the questions on the evaluation help sheet

Learners should be able to explain clearly the
techniques used in the development of their ideas
through display and oral presentation.

FABRICS
LESSON OBJECTIVE


HOMEWORK
Collect examples of both historic and contemporary recycling items ideas.
Using theses examples create an A2 sheets, analyse, discuss and
explain the techniques and processes used by artists. Use the correct
terminology when describing the work.
Include information describing the social events that influenced the
development of recycling e.g. the second world war, arrival of
technology, digital technology.

IN THESE LESSONS WE WILL COVER
Task 2
Generate design roughs and thumbnails that start to
explore your early ideas use a range of media and
materials to develop the potential of surface colour
texture…
Try to keep your ideas generation loose and allow for the
unexpected to occur. Sample and experiment using
conventional and unconventional materials.

START OF TASK 2
LESSON
Task
In the studio you will work from your drawings developing them in a variety
of wet and dry media. Start to work elements from your research to
enrich and drive the generation of ideas. Pause from time to time to
review and analyse the work you are producing.

M2 builds on M1 and learners need to evidence their ability to
further refine and modify their creative ideas, showing reasoned
judgements in decision making. This evidence might be presented
through detailed worksheets, refined maquettes, film clips with
accompanying, clearly annotated storyboards and planned audio-
visual presentations.

STARTING TO CREATE DESIGN IDEAS
Using your research and mark making work to inspire your ideas develop a
design sheet of your ideas for pieces that could be sold in the „Eco
Warriors‟ shop.
Produce a series of designs with samples and annotations showing your
ideas. Describe the formal elements, materials, processes and
techniques you have used in each sample.

M2 builds on M1 and learners need to evidence their ability to further refine
and modify their creative ideas, showing reasoned judgements in decision
making. This evidence might be presented through detailed worksheets,
refined maquettes, film clips with accompanying, clearly annotated
storyboards and planned audio-visual presentations.

LESSON OBJECTIVE
Objective : to investigate techniques for ideas generation in the work of
others and, through varied practical exercises, consider ways in which
you can generate ideas for your own work.

How…….thumbnails, annotated sketches, model-making or working on
digitally manipulated designs -planned alongside research and
discussions.


LEARNING OUTCOMES
By the end of the lesson all pupils
MUST: Use materials and processes effectively to communicate their ideas and the
meaning of their work.
SHOULD: Use, experiment with and combine materials and techniques effectively
to communicate their ideas and the meaning of their work. Adapt and refine
their work to make sure it well suits what they set out to do.
COULD: Apply their knowledge of materials and techniques independently and
inventively to communicate their ideas an the meaning of their work and
evaluate the outcomes. Show that they know ho work can be developed and
improved to make it more successful.

SOME IDEAS TO HELP YOU THINK ABOUT WHAT
FORM DESIGN IDEAS AND MAQUETTES CAN TAKE

An important part of this unit is to develop
YOUR ’ innovative and imaginative
abilities to generate and develop personal
ideas.

Practical activities such as techniques
creating storyboards, thumbnails,
annotated sketches, model-making or
working on digitally manipulated designs
should be done alongside research and
discussions.

EVIDENCE FOR P3

THROUGH RESULTS OF PRACTICAL ACTIVITIES-
FOR EXAMPLE IN IDEAS WORKSHEETS, MODEL-
MAKING, SAMPLES OR TEST PIECES
SUPPORTED BY ANNOTATED STUDIES.

Look over your work can you clearly evidence a
pass?

HOMEWORK
Use your samples; sheets and sketchbooks to develop your opinion on
what would be the best design to use for your final piece.

LESSON
Choose your final design and using appropriate
materials and techniques. Take photographs of the process and
making stages. Present these alongside your design sheet in the form
of a made sketchbook.
Your Final Piece
Evaluate learning through analysis, refinement and presentation of a set
of finished works. Consider and show how the subject matter has
developed through techniques and manipulation processes.

Learners should show ongoing analysis and
evaluation of their progress in understanding how
their ideas were formed and shaped; final
outcomes.

LESSON

Lesson Objective
P4 communicate and present ideas and outcomes to
different audiences.

Learning outcome
Client presentation
Assessment via outcome
PASS, MERIT or Distinction

10 minute presentations

STUDENT PRESENTATIONS
YOU ARE GONG TO PLAN A PRESENTATION ABOUT YOU FINAL OUTCOME AND IDEAS.
YOU CARRY OUT THIS PRESENTATION IN FRONT OF THE SHOPS OWNER. YOU MUST
TRY TO CONVINCE THEM TO SELL YOU ITEM IN THEIR SHOP.

For learning outcome 4, the development of presentation skills are essential to enable
effective communication of learners’ ideas. Presentation methods will include a range
of different approaches suited to the ideas and intended audiences, for example
mounting and display, presentation of visual and written work, verbal and visual
presentation, and using bullet points and prompt cards. Methods could include
combinations of digital and verbal presentation. Learners will need to research
audience or client requirements in order to focus and select the appropriate
information. Opportunities to practise the techniques of capturing audience interest and
holding their attention will also be essential.

WHEN PLANNING YOU PRESENTATION CONSIDER….

EVALUATE, DISCUSS, DISPLAY
Evaluate work and explain decisions made.
Discuss the influence of the artists‟ research on work.
What discoveries have been made when working with different media,
techniques and processes?
Show how work has been modified and adapted before presentation of final
outcomes.
Evaluate successes and failures.
Look at methods of displaying and presenting e.g. digital display, mounted or
framed work; how are one offs and multiple works to be displayed?

When reviewing, learners will need to analyse the successes and/or failures of
their working practices, their use of materials and techniques, and the quality and
aesthetics of their work.

PLENARY
Practice your presentation with another member of the group

STUDENT PRESENTATIONS

For learning outcome 4, the development of presentation skills are essential to
enable effective communication of learners’ ideas. Presentation methods will
include a range of different approaches suited to the ideas and intended
audiences, for example mounting and display, presentation of visual and written
work, verbal and visual presentation, and using bullet points and prompt cards.
Methods could include combinations of digital and verbal presentation. Learners
will need to research audience or client requirements in order to focus and select
the appropriate information. Opportunities to practise the techniques of capturing
audience interest and holding their attention will also be essential.

PLENARY…EBI….WWW
Evaluate the presentations who‟s was the most successful and why?
Try and learn from your mistakes and the successes of others – make some
notes that could help you the next time you are required to do a
presentation.

LET’S REVIEW THE GRADING CRITERIA
MAKE NOTES TO HELP YOU AS YOU DISCUSS
EACH OF THE FOLLOWING SLIDES.

Assessment and grading criteria
P1 compare ideas and concepts in art and design work
M1 use the results of purposeful research and investigation
to inform own ideas and concepts, demonstrating coherent direction in originating and developing ideas
D1 independently analyse and interpret research to
generate personal ideas and concepts, applying sophisticated thinking in generating, modifying and
synthesising original ideas
P2 investigate ideas generating techniques
M2 demonstrate a considered approach to producing
purposeful ideas and solutions in response to briefs, presenting work coherently and effectively.
D2 demonstrate an individual and perceptive approach
to producing and communicating innovative and engaging work, using sophisticated presentation methods.
P3 generate and refine ideas in response to given briefs
P4 communicate and present ideas and outcomes to
different audiences.

P1
Evidence produced for P1 should demonstrate the ability to identify and compare, as
clearly as possible, a range of visual and verbal references to ideas and concepts
in art and design, through notes, extended pieces of written texts, bibliographies
and lists of references, annotated studies, recorded discussions, observation
sheets, activity feedback and completed frameworks.

M1
Evidence for M1 could take the form of explanatory notes, descriptive and
analytical pieces of text or detailed annotated visual studies. There
should be evidence of a coherent, clearly defined and planned approach
to generating independent and creative ideas.

D1
For D1, learners will analyse and interpret research independently,
evidencing their understanding of creative thinking techniques through
analytical written pieces and combinations of visual and textual
analysis, using in-depth critical vocabulary. Similarly, learners will
evidence their ability to apply divergent and lateral thinking to generate,
develop and synthesise exciting and innovative ideas.

P2
For P2, learners should show evidence of investigations of how mental and
practical activities such as mind-mapping, drawing, modelling and free
association can generate ideas for art and design work.

M2
M2 builds on M1 and learners need to evidence their ability to further refine
and modify their creative ideas, showing reasoned judgements in
decision making. This evidence might be presented through detailed
worksheets, refined maquettes, film clips with accompanying, clearly
annotated storyboards and planned audio-visual presentations.
For M2, learners should show coherent connections between their own and
others‟ concepts and ideas using informed linguistic skills. They should
show an individual, imaginative approach to communicating and
presenting information. Evidence for this might be through
investigating and collating research into different audience needs and
developing a range of well-planned presentation methods as suggested
in the unit content.

D2

For D2, learners will demonstrate highly articulate skills of review and refinement
towards providing informed and sophisticated ideas for different purposes.
Learners will show clear evidence of highly articulate communication skills through
independently planned, engaging presentations. Evidence of effective presentations
to different audiences might be a chart or graph showing the results of their
analysis of audience feedback.

P4 could be evidenced through learner plans, notes or charts from their
market research and audience analysis, and video clips demonstrating
effective presentation and communication skills. Learners might use
varied presentation methods for different activities, using audio-visual
equipment such as video, film, annotated slides or PowerPoint slides
that are of particular relevance to their ideas.

EVALUATION THE PROJECT-SEE EXAMPLE
Self Evaluation sheet
Did you complete all of the tasks required in the assignment brief?
Yes I completed all of the tasks that were asked for in their brief.
What grade would you award yourself for the work you produced?
I feel I should get a distinction for this work as sculpture is my real passion and I
am loving the work in the workshops. Not just because a lap but because I think I
did really well.
What areas/ skills/knowledge have you improved in doing this project?
I improved my drawing on the design sheets. I also explored the small model
making in card and paper and plastic and other materials which was new to me
because I normally go from making a drawin g to making a final thing that this was
good because it allowed us to explore more different possible things.
the two things I'm most proud of is my welding skills and learning the basics of
stone carving which I haven't tried before and they were brilliant.
What where you strengths within this project?
Drawing. Getting inspiration from Richard Deacon and Tatlin was important as it
allowed me to interpret the gas tanks into new forms and shapes. I also think my
final piece is strong- especially when I look at some of the other sculptures
What were your weaknesses within this project and how you addressed them in
future?
Well I threw away a loss of my tests in stone carving and welding which I got told
off for. At school we didn't have to save any of these sorts of thing but now I
understand why and will photograph things in future.
How would you describe the quality of your research?
I think I did enough research to get me going on the project. All I noticed that
other people did a lot more. I kind of knew what I wanted to go into so I got stuck
into that and started my design sheet drawings at the end of the first week. So I
think I did enough for the project
How would you describe the quality of your ideas?
Really good because we were asked to change something from ordinary to
something else but not totally change it and I think I did that because you can still
tell that it is related to the gas tanks but it is also different at the same time.
How would you describe the quality of your final outcome(s)?
Well I like my final piece but I imagined something more complicated. I had to
simplify the metalwork especially because as I was a beginner at bending and
welding I couldn't quite make something exactly like one of my drawings. So in one
way my drawings might be better than my final piece but my sculpture tutor says
that I will be able to make things look like my drawings more in the second year as
I learn more.
How would you describe your self- management during the project?
Well with help with my time management which is always a problem I think I did
very well I made the piece in time and did all of the required things.
Any other comments you would like to make?
thanks to Joan for helping me
Signed Jonathan Brent 20 November 2010
Scribed by Joan Williams Joan Williams

Eco warrior ideas and concepts in art and design

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