This teacher resource packet provides materials to prepare students for a field trip to Cooper Hewitt, Smithsonian Design Museum. It includes:
- Guidelines for the field trip visit and museum etiquette.
- Pre-visit activities introducing design elements like color, pattern, texture and form through a classroom scavenger hunt.
- Post-visit activities continuing design thinking around helping students get to school on time.
- Resources on design vocabulary and standards addressed.
The packet aims to engage students with design concepts before and after their museum tour, and support teachers in planning an educational experience connecting classroom lessons to the Cooper Hewitt collection.
This document provides resources for teachers to prepare students for a field trip to Cooper Hewitt, Smithsonian Design Museum. It includes:
- An overview letter welcoming teachers to the program
- Suggested pre-visit classroom activities to introduce design concepts
- Information about the field trip program and workshop
- Post-visit classroom extension activities to continue exploring design
The pre-visit and post-visit activities provide lesson plans for different grade levels centered around designing community spaces. They guide students through discussions, art projects, and problem-solving challenges related to empathizing with others and improving shared areas. The overall packet aims to integrate design thinking skills into the classroom curriculum.
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum. It includes an introduction letter welcoming teachers to the program. The main body provides:
- Guidelines for preparing for and participating in the field trip.
- Suggested pre-visit classroom activities centered around design thinking, including introducing design vocabulary and having students design items representing their identity.
- Suggested post-visit classroom extension activities, such as having students design outfits for different environments and identities.
- A vocabulary list relevant to design concepts.
In summary, the document outlines logistics for a museum field trip program and provides curriculum resources to introduce design concepts before and expand on them after
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum. It includes information about preparing for and following up on the field trip. The first section outlines logistics for the visit. Subsequent sections provide pre-visit and post-visit classroom activities aligned with design thinking processes. The pre-visit activities introduce design vocabulary and have students analyze book covers and advertisements. The post-visit activities have students create identity cards and evaluate objects. Additional resources include a design vocabulary list and information on how graphic designs work.
This document provides resources for teachers to use before and after visiting the Pixar exhibition at the Cooper Hewitt museum. It includes pre-visit activities to introduce students to concepts like storytelling, character design, and research. The activities guide students to create stories and characters. Post-visit activities extend these concepts by having students write stories about everyday objects or historical periods. The document outlines learning objectives, materials needed, and questions to guide each activity. It aims to help students understand and apply Pixar's principles of storytelling.
This document provides tips from an art educator on transitioning to a choice-based art studio model. It discusses maintaining order with many students through consistent routines and structured, labeled studios. It also addresses inspiring creativity by exposing students to diverse art and the world, and developing their ideas. The document suggests balancing experimentation with completing display-ready "WOW pieces" to fill hallways and shows. Overall, it offers strategies for empowering student choice, risk-taking, and the development of meaningful works of art in a choice-based studio environment.
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum focused on the exhibition "Tools: Extending Our Reach". It includes pre-visit activities to prepare students, such as introducing design vocabulary and having students analyze everyday objects. During the visit, students will tour the exhibition and do a hands-on workshop designing survival tools. Post-visit activities are suggested to reinforce concepts learned, like having younger students design paper backpacks and older students design clothing and tools for different climates. The packet also includes vocabulary words and standards alignments.
The document provides an overview of Teaching for Artistic Behavior (TAB), an organization that promotes choice-based art education. TAB's mission is to support educators in providing authentic artmaking opportunities through choice-based concepts and a studio/learning centers approach. Key aspects of choice-based art education discussed include regarding students as artists with real choices, supporting multiple modes of learning, and utilizing various forms of assessment. The document also provides guidance on setting up a TAB choice-based art studio, including considerations for space, supplies, centers, classroom structure, instructional approaches, and assessing student growth. A variety of additional resources are recommended to support the implementation of choice-based art education.
This document appears to be an elementary art teacher's portfolio covering the years 2009-2011. It includes sections on planning and preparing lessons, maintaining a positive classroom environment, providing effective instruction and assessment, and fulfilling professional responsibilities. The teacher aims to encourage creativity and self-expression in students through innovative projects and activities while ensuring a well-organized classroom that promotes learning.
This document provides resources for teachers to prepare students for a field trip to Cooper Hewitt, Smithsonian Design Museum. It includes:
- An overview letter welcoming teachers to the program
- Suggested pre-visit classroom activities to introduce design concepts
- Information about the field trip program and workshop
- Post-visit classroom extension activities to continue exploring design
The pre-visit and post-visit activities provide lesson plans for different grade levels centered around designing community spaces. They guide students through discussions, art projects, and problem-solving challenges related to empathizing with others and improving shared areas. The overall packet aims to integrate design thinking skills into the classroom curriculum.
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum. It includes an introduction letter welcoming teachers to the program. The main body provides:
- Guidelines for preparing for and participating in the field trip.
- Suggested pre-visit classroom activities centered around design thinking, including introducing design vocabulary and having students design items representing their identity.
- Suggested post-visit classroom extension activities, such as having students design outfits for different environments and identities.
- A vocabulary list relevant to design concepts.
In summary, the document outlines logistics for a museum field trip program and provides curriculum resources to introduce design concepts before and expand on them after
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum. It includes information about preparing for and following up on the field trip. The first section outlines logistics for the visit. Subsequent sections provide pre-visit and post-visit classroom activities aligned with design thinking processes. The pre-visit activities introduce design vocabulary and have students analyze book covers and advertisements. The post-visit activities have students create identity cards and evaluate objects. Additional resources include a design vocabulary list and information on how graphic designs work.
This document provides resources for teachers to use before and after visiting the Pixar exhibition at the Cooper Hewitt museum. It includes pre-visit activities to introduce students to concepts like storytelling, character design, and research. The activities guide students to create stories and characters. Post-visit activities extend these concepts by having students write stories about everyday objects or historical periods. The document outlines learning objectives, materials needed, and questions to guide each activity. It aims to help students understand and apply Pixar's principles of storytelling.
This document provides tips from an art educator on transitioning to a choice-based art studio model. It discusses maintaining order with many students through consistent routines and structured, labeled studios. It also addresses inspiring creativity by exposing students to diverse art and the world, and developing their ideas. The document suggests balancing experimentation with completing display-ready "WOW pieces" to fill hallways and shows. Overall, it offers strategies for empowering student choice, risk-taking, and the development of meaningful works of art in a choice-based studio environment.
This document provides resources for teachers taking students on a field trip to the Cooper Hewitt Design Museum focused on the exhibition "Tools: Extending Our Reach". It includes pre-visit activities to prepare students, such as introducing design vocabulary and having students analyze everyday objects. During the visit, students will tour the exhibition and do a hands-on workshop designing survival tools. Post-visit activities are suggested to reinforce concepts learned, like having younger students design paper backpacks and older students design clothing and tools for different climates. The packet also includes vocabulary words and standards alignments.
The document provides an overview of Teaching for Artistic Behavior (TAB), an organization that promotes choice-based art education. TAB's mission is to support educators in providing authentic artmaking opportunities through choice-based concepts and a studio/learning centers approach. Key aspects of choice-based art education discussed include regarding students as artists with real choices, supporting multiple modes of learning, and utilizing various forms of assessment. The document also provides guidance on setting up a TAB choice-based art studio, including considerations for space, supplies, centers, classroom structure, instructional approaches, and assessing student growth. A variety of additional resources are recommended to support the implementation of choice-based art education.
This document appears to be an elementary art teacher's portfolio covering the years 2009-2011. It includes sections on planning and preparing lessons, maintaining a positive classroom environment, providing effective instruction and assessment, and fulfilling professional responsibilities. The teacher aims to encourage creativity and self-expression in students through innovative projects and activities while ensuring a well-organized classroom that promotes learning.
The document describes Teaching for Artistic Behavior (TAB), also known as Choice Based Art Education, which is a nationally recognized, research-backed method for teaching art. TAB enables students to experience artmaking through authentic learning opportunities and responsive teaching. In a TAB classroom, students are treated as artists where they control subject matter, materials, and approaches based on their own ideas and interests. Teachers support student beliefs and experimentation rather than dictate outcomes. TAB aims to develop 21st century skills like creativity, problem-solving, and collaboration.
Tips and Tricks for Managing Materials and Behavior in the Art ClassroomArtfulArtsyAmy
The document provides tips and tricks for managing materials and student behavior during creative learning activities, including how to make a material caddy, suggestions for organizing and tracking tools like scissors, glue, and paint supplies, and recommendations for hanging student artwork, cleaning up, and including incentives to encourage positive behavior.
This document provides resources for teachers preparing students for a field trip to the Cooper Hewitt, Smithsonian Design Museum. It includes an introduction letter, guidelines for the field trip, and pre-visit and post-visit classroom activities focused on design thinking and applying the design process. The pre-visit activities introduce students to design vocabulary and challenge them to redesign everyday objects like toothbrushes. The post-visit activities involve applying the design process learned at the museum to projects like redesigning a bridge or creating seating. The goal is for students to explore how designers solve problems and for teachers to continue integrating design thinking into their curriculum.
1. In a choice-based art classroom, students work at their own pace, follow their interests, and learn from their peers and teacher as they work independently in centers with different art materials and projects.
2. Teachers can observe students working independently to understand their strengths and needs, work with small groups, and expect students to be highly motivated to work on projects of their choosing.
3. The classroom is arranged as studios with organized centers for art materials. Students learn from demonstrations, center directions, each other, and resources as they work independently or in groups.
Shares concepts, ideas, and resources related to teaching art to young children, PreK-2, many based on articles written by art teachers and published in SchoolArts Magazine.
Their Work, Not Mine: The Student Centered Studio Classroom 2014Rebecca MissRoberts
This is a narrative version of the presentation Their Work, Not Mine, given by Rebecca Roberts, at The 2014 National Art Education Association Convention in San Diego, California.
This document outlines a 5-day art project on imaginary spaces. On day 1, students analyze famous works of art using elements like foreground, background, and middleground. They choose an image and write an analysis. On day 2, they sketch the layers of their image and practice media techniques. Day 3 has a studio time to create a diorama responding to a masterwork. Day 4 focuses on adding details, and day 5 is assembly and completion. Examples of student work are shown, with notes on best teaching practices like differentiation, choice, appropriate challenges, and risk-taking.
Teaching for Artistic Behavior (TAB) is a choice-based art education approach that regards students as artists. It supports multiple modes of teaching and learning to meet diverse student needs. The classroom environment provides many art resources and materials for students to choose from. Teachers utilize ongoing assessment methods to support student and teacher growth.
This document discusses the benefits of using visuals such as flashcards, photographs, posters, and diagrams in primary classrooms. It argues that visuals make lessons more engaging, reinforce concepts and vocabulary, and aid communication. The document provides examples of different types of visual resources and how they can be used in interactive games and activities. Suggestions are given for designing effective visuals and websites are listed where teachers can find or create their own visual materials.
This document provides guidance on using flashcard visual materials for young primary learners. It outlines reasons to use flashcards, such as appealing to visual and kinesthetic learners and presenting new vocabulary. Ideas for classroom activities with flashcards are given, like naming items, asking questions, and playing matching games. Videos and websites with additional flashcard resources are also listed.
This document provides expectations and rules for student behavior in an art classroom. Students are expected to maintain an environment conducive to learning by participating appropriately, following instructions, and treating others and equipment with respect. Disruptive behavior such as challenging the teacher, using phones, eating or drinking in class, or excessive tardiness will not be tolerated. One warning will be given before a sanction is issued for continued inappropriate behavior.
Ms. Quick teaches 4th grade and has over 30 years of teaching experience. In 4th grade, students will focus on becoming independent learners and preparing for middle school. Students will study reading, writing, math, science, social studies and technology. Parents can help by signing homework, checking communication folders, and practicing skills at home. Conferences will be held in November and March to discuss student progress.
NewCAJE 2017: Insights from an Art TeacherDorieMishael
Art can be used in the classroom to deepen student understanding in several ways. It appeals to different learning modalities and allows students to make personal connections. Effective art lessons start with an overarching "big idea" and use essential questions to focus on specific concepts. Assessments should allow students to transfer their understanding and express it in their own words. The document provides examples of art projects and lessons that develop themes from Jewish texts and traditions.
This document discusses creativity and science in early childhood education. It presents several models of creativity, emphasizing that creativity is not just for elites and that all children have creative abilities. The models address different types of creativity from original work to problem solving. The document also discusses key ideas around problem solving, possibility thinking, and the role of the adult in fostering creativity through hands-on activities, questioning, and playfulness. Core science skills are outlined, such as observation, questioning, investigation, and recording data. Suggestions are provided for supporting young children's development of these skills through activities in continuing provision areas.
This document provides guidance for incorporating inquiry-based learning into any classroom through the use of artworks. It recommends choosing a theme that is visually evident in the artworks, relevant to students, and promotes critical thinking. Teachers should ask open-ended questions to guide student discovery and understanding. Suggested activities include having students write descriptions, reviews, or narratives related to the artworks. The goal is to encourage curiosity, foster close examination of details, and connect students' experiences to the artworks and other learning.
The document provides instructions for students on proper procedures and cleaning responsibilities for using the art room. It outlines rules for being safe, respectful, and responsible in the art room. Specific guidelines are given for cleaning up after painting and clay projects. Students are also instructed on how to turn in completed art projects and what to do if finished early with their work.
This document outlines potential activities for early childhood education. It lists several activity ideas, including exploring water and sand play, observing natural specimens, building towers with construction blocks, and labeling internal body organs. Each activity suggests asking questions or modifying for younger children. The document encourages taking photos and videos for future assignments. It provides references on creativity, play-based learning, pedagogy, and creativity in early education.
Traditional & Technology Infused Foldables for the Foreign Language Classroomdesalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
This document provides guidance on using pictures to teach English. It discusses how pictures engage students, provide context, and appeal to different learning styles. The document then provides many ideas for classroom activities using pictures, such as describing portraits, writing stories from pictures, guessing feelings, practicing grammar structures, and more. Teachers are encouraged to collect pictures from magazines and have students bring their own to build a set of materials.
The document discusses improving shoppers' experiences through understanding shopper behavior and providing intuitive shopping experiences. It describes a proprietary model called the "Shopping Wheel" that examines shoppers' experiences at different stages. It also outlines several proprietary tools, including the Shopping Wheel, Drawing Board, and NEI framework that are used to develop strategies to influence shoppers.
Presentation slides of 30 minute lecture about machine vision camera as a sensor.
Applicable in industry, traffic, agro and more.
The value of a sensor-network to help convert data into information, projected on automation in AgriCulture / Agribotics.
The document describes Teaching for Artistic Behavior (TAB), also known as Choice Based Art Education, which is a nationally recognized, research-backed method for teaching art. TAB enables students to experience artmaking through authentic learning opportunities and responsive teaching. In a TAB classroom, students are treated as artists where they control subject matter, materials, and approaches based on their own ideas and interests. Teachers support student beliefs and experimentation rather than dictate outcomes. TAB aims to develop 21st century skills like creativity, problem-solving, and collaboration.
Tips and Tricks for Managing Materials and Behavior in the Art ClassroomArtfulArtsyAmy
The document provides tips and tricks for managing materials and student behavior during creative learning activities, including how to make a material caddy, suggestions for organizing and tracking tools like scissors, glue, and paint supplies, and recommendations for hanging student artwork, cleaning up, and including incentives to encourage positive behavior.
This document provides resources for teachers preparing students for a field trip to the Cooper Hewitt, Smithsonian Design Museum. It includes an introduction letter, guidelines for the field trip, and pre-visit and post-visit classroom activities focused on design thinking and applying the design process. The pre-visit activities introduce students to design vocabulary and challenge them to redesign everyday objects like toothbrushes. The post-visit activities involve applying the design process learned at the museum to projects like redesigning a bridge or creating seating. The goal is for students to explore how designers solve problems and for teachers to continue integrating design thinking into their curriculum.
1. In a choice-based art classroom, students work at their own pace, follow their interests, and learn from their peers and teacher as they work independently in centers with different art materials and projects.
2. Teachers can observe students working independently to understand their strengths and needs, work with small groups, and expect students to be highly motivated to work on projects of their choosing.
3. The classroom is arranged as studios with organized centers for art materials. Students learn from demonstrations, center directions, each other, and resources as they work independently or in groups.
Shares concepts, ideas, and resources related to teaching art to young children, PreK-2, many based on articles written by art teachers and published in SchoolArts Magazine.
Their Work, Not Mine: The Student Centered Studio Classroom 2014Rebecca MissRoberts
This is a narrative version of the presentation Their Work, Not Mine, given by Rebecca Roberts, at The 2014 National Art Education Association Convention in San Diego, California.
This document outlines a 5-day art project on imaginary spaces. On day 1, students analyze famous works of art using elements like foreground, background, and middleground. They choose an image and write an analysis. On day 2, they sketch the layers of their image and practice media techniques. Day 3 has a studio time to create a diorama responding to a masterwork. Day 4 focuses on adding details, and day 5 is assembly and completion. Examples of student work are shown, with notes on best teaching practices like differentiation, choice, appropriate challenges, and risk-taking.
Teaching for Artistic Behavior (TAB) is a choice-based art education approach that regards students as artists. It supports multiple modes of teaching and learning to meet diverse student needs. The classroom environment provides many art resources and materials for students to choose from. Teachers utilize ongoing assessment methods to support student and teacher growth.
This document discusses the benefits of using visuals such as flashcards, photographs, posters, and diagrams in primary classrooms. It argues that visuals make lessons more engaging, reinforce concepts and vocabulary, and aid communication. The document provides examples of different types of visual resources and how they can be used in interactive games and activities. Suggestions are given for designing effective visuals and websites are listed where teachers can find or create their own visual materials.
This document provides guidance on using flashcard visual materials for young primary learners. It outlines reasons to use flashcards, such as appealing to visual and kinesthetic learners and presenting new vocabulary. Ideas for classroom activities with flashcards are given, like naming items, asking questions, and playing matching games. Videos and websites with additional flashcard resources are also listed.
This document provides expectations and rules for student behavior in an art classroom. Students are expected to maintain an environment conducive to learning by participating appropriately, following instructions, and treating others and equipment with respect. Disruptive behavior such as challenging the teacher, using phones, eating or drinking in class, or excessive tardiness will not be tolerated. One warning will be given before a sanction is issued for continued inappropriate behavior.
Ms. Quick teaches 4th grade and has over 30 years of teaching experience. In 4th grade, students will focus on becoming independent learners and preparing for middle school. Students will study reading, writing, math, science, social studies and technology. Parents can help by signing homework, checking communication folders, and practicing skills at home. Conferences will be held in November and March to discuss student progress.
NewCAJE 2017: Insights from an Art TeacherDorieMishael
Art can be used in the classroom to deepen student understanding in several ways. It appeals to different learning modalities and allows students to make personal connections. Effective art lessons start with an overarching "big idea" and use essential questions to focus on specific concepts. Assessments should allow students to transfer their understanding and express it in their own words. The document provides examples of art projects and lessons that develop themes from Jewish texts and traditions.
This document discusses creativity and science in early childhood education. It presents several models of creativity, emphasizing that creativity is not just for elites and that all children have creative abilities. The models address different types of creativity from original work to problem solving. The document also discusses key ideas around problem solving, possibility thinking, and the role of the adult in fostering creativity through hands-on activities, questioning, and playfulness. Core science skills are outlined, such as observation, questioning, investigation, and recording data. Suggestions are provided for supporting young children's development of these skills through activities in continuing provision areas.
This document provides guidance for incorporating inquiry-based learning into any classroom through the use of artworks. It recommends choosing a theme that is visually evident in the artworks, relevant to students, and promotes critical thinking. Teachers should ask open-ended questions to guide student discovery and understanding. Suggested activities include having students write descriptions, reviews, or narratives related to the artworks. The goal is to encourage curiosity, foster close examination of details, and connect students' experiences to the artworks and other learning.
The document provides instructions for students on proper procedures and cleaning responsibilities for using the art room. It outlines rules for being safe, respectful, and responsible in the art room. Specific guidelines are given for cleaning up after painting and clay projects. Students are also instructed on how to turn in completed art projects and what to do if finished early with their work.
This document outlines potential activities for early childhood education. It lists several activity ideas, including exploring water and sand play, observing natural specimens, building towers with construction blocks, and labeling internal body organs. Each activity suggests asking questions or modifying for younger children. The document encourages taking photos and videos for future assignments. It provides references on creativity, play-based learning, pedagogy, and creativity in early education.
Traditional & Technology Infused Foldables for the Foreign Language Classroomdesalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
This document provides guidance on using pictures to teach English. It discusses how pictures engage students, provide context, and appeal to different learning styles. The document then provides many ideas for classroom activities using pictures, such as describing portraits, writing stories from pictures, guessing feelings, practicing grammar structures, and more. Teachers are encouraged to collect pictures from magazines and have students bring their own to build a set of materials.
The document discusses improving shoppers' experiences through understanding shopper behavior and providing intuitive shopping experiences. It describes a proprietary model called the "Shopping Wheel" that examines shoppers' experiences at different stages. It also outlines several proprietary tools, including the Shopping Wheel, Drawing Board, and NEI framework that are used to develop strategies to influence shoppers.
Presentation slides of 30 minute lecture about machine vision camera as a sensor.
Applicable in industry, traffic, agro and more.
The value of a sensor-network to help convert data into information, projected on automation in AgriCulture / Agribotics.
This document discusses project management and defines it as planning related activities to reach an objective that has a beginning and end. It describes the key phases of project management as initiating, planning, executing, and closing. For each phase, it lists the common techniques used such as establishing teams, developing schedules and budgets, monitoring progress, and conducting reviews. The overall purpose of project management is to link goals to stakeholder needs and help complete projects on time and within budget.
- The document analyzes sediment samples from the Lower Chlorite-Muscovite Unit of the Evington Group in Virginia using EDS (energy dispersive spectroscopy)
- 13 minerals were identified in the sediments that had not previously been reported in the Evington Group
- The analysis seeks to determine if stream sediments can act as a proxy for bedrock outcrops in areas with limited outcrop exposure like the Piedmont region
Curriculum vitae HAMID mohamed eisa ali 2hamid eissa
Hamid Mohammed Eissa Ali is a Sudanese chemical engineer seeking new opportunities. He has over 15 years of experience in water treatment operations and management, including his current role as Manager of the Water Treatment Plant at ALASAAD STEEL FACTORY since 2006. He holds a Bachelor's degree in chemical engineering from the University of Algezira and has completed extensive training programs. He has strong leadership, technical, and communication skills for overseeing plant operations, process optimization, and team management.
Information extraction can be based on a method of distributional vector space embedding of words and phrases. Embedding assumes that words and phrases are represented as dense real-valued vectors, and it is designed to satisfy the distributional hypothesis: words and phrases that occur in similar contexts tend to have similar meanings, and therefore they should have vectors which are close to each other in a vector space. In this speech we will show you how we manage to extract phrases using Pointwise Mutual Information and then learned word and phrase vectors, using as a training corpora set of business articles, job vacancies and employee resumes.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Saraswati Dynamics Private Limited is an Indian company that is a pioneer and market leader in environmental testing. They manufacture a complete range of electrodynamic vibration systems and environmental chambers to meet testing needs for industries globally. The company is headquartered in Roorkee, Uttarakhand, India where they have their R&D facility.
This document provides resources for teachers preparing students for a field trip to the Cooper Hewitt, Smithsonian Design Museum. It includes a table of contents listing pre-visit and post-visit activities focused on different design processes. The pre-visit activities introduce concepts like design vocabulary, testing products for different users, and ergonomics. The post-visit activities extend learning with tasks like identifying design problems, brainstorming ideas to meet user needs, and evaluating object modifications. Guidelines are provided for the field trip to ensure a safe and educational experience exploring the museum's Beautiful Users exhibition.
The document is a teacher resource packet for an exhibition at the Museum of Arts and Design titled "New Territories: Laboratories for Design, Craft and Art in Latin America." It includes introductory information about the exhibition's themes of navigating space, repurposing objects, developing new markets, cultivating experimentation, craft legacy, and experimenting with materials. The packet provides discussion topics, hands-on activities, and lessons to help students explore the key concepts and ideas from the exhibition both before and after their visit.
This document provides information about using a project-based learning approach to teach students about graffiti art. It outlines a lesson where students can choose from three project options to study graffiti: creating their own graffiti work, observing and collecting images of street art from different places, or researching and analyzing whether graffiti is considered art or a crime. The goal is for students to learn about street artists and their work, develop preferences in art, apply artistic skills and critique works. Students will present their projects and provide feedback using a rubric to assess their learning. References for additional resources on street art and project-based learning are also included.
2016 TAEA Presentation- Making Choice Matter Stephanie ShafferStephanie Shaffer
Choice-Based art is a teaching philosophy for the student centered classroom. When student are given more opportunities to make choices they become better decision makers. This is how I execute the Choice classroom model in High School.
This document outlines a project for students on the town planning and artifacts of the Harappan civilization for history classes 11 and 12. It provides objectives to understand artifacts as sources and appreciate Harappan town planning. Students will research artifacts like beads, sculptures, tools, seals and pottery. They will analyze materials, uses, and what details artifacts reveal about Harappan culture. Students can present their findings through an exhibition recreating an ancient Harappan market or written reports. The project aims to develop skills in data collection, analysis, and historical interpretation. It will be assessed based on students' research contribution and the quality of their final reports or presentations.
This document provides an example course roadmap for a 20th Century Design History course. It outlines the overall student learning outcomes as examining how design improves the human condition. It lists 4 modules that will be covered, focusing on different historical periods and innovations in art, technology, and commerce within the design field. The roadmap also details the weekly activities, which include readings, discussion boards, scrapbooking assignments, presentations, and an on-location final project. Assessment is through the scrapbook, discussions, 4 presentations on different design eras, and a final project. The roadmap aims to help students develop design appreciation and skills in analyzing everyday environments historically and aesthetically.
My Field Study 3 answers. This does not include the questions and tasks in the booklet. Field Study 3 OBE and K-12 based BY BRENDA B. CORPUZ, Ph.D. This includes my observation notes.
- This document provides guidance for students on their Year 13 Personal Study project. It instructs students to choose their own topic that they are interested in and will teach them something about art.
- The Personal Study will involve creating artworks and an essay on their chosen topic. It is important that students pick an accessible topic that can be completed locally, as trips and gallery visits may not be possible for some time.
- A list of potential topic ideas is provided. Students are also instructed to make a Pinterest board and moodboard of ideas to help inform their topic selection. The first task is to decide on a topic and create a brainstorm and initial research.
The document provides information and instructions for various classroom activities and techniques, including: conducting a learner needs analysis to identify student skills, goals, and needs; understanding different learning styles and matching teaching methods accordingly; a student biography exchange method where students interview each other; a micrologue technique where students write and present short stories summarizing events; and a macrologue technique for developing extended discussions.
The document outlines a lesson plan for teaching 4th grade students about holiday traditions from different cultures. It includes analyzing the class of 20 students and their entry competencies. The plan uses videos, crafts, posters and group work to teach the students about holidays in a hands-on way. Students will be assessed based on their participation in discussions, accuracy of crafts and research posters. The teacher will evaluate the methods used and get feedback to improve future lessons.
Program Strategies for Early Learners: Location: Pavilion F Three Museums, Th...West Muse
Join an interdisciplinary panel of museums and dive into a session devoted to early learners and strategies to work with these youngest visitors (and their families) in a variety of settings and subjects. Each institution will share successes in their content area, and participants will walk away with a set of new strategies and tools to use with their own early learners.
This document provides guidance for students on their Year 13 Personal Study project. It instructs students to choose a topic they are interested in to investigate through artworks and an essay. Successful projects demonstrate personal enthusiasm and commitment to sustained investigation of the topic. A list of possible topics is provided. The first task is to choose a topic and create a moodboard of ideas. Subsequent tasks include an artist study linked to the chosen theme and a photographic shoot to gather source material. The Personal Study will continue in the new school year and be the major project. Consideration of topics accessible for local investigation is advised as gallery visits may not be possible for some time.
The document provides instructions for a mock student project on creating a "United States Melting Pot" slideshow. Students will work in groups, with one student in each group interviewing a family member who immigrated to the US. The other students will research the immigrant's country of origin. When complete, each group will present their findings and all groups will combine their work into a class slideshow depicting the classroom as a "melting pot." The document outlines the project implementation over three sessions, with students learning about each other's cultural backgrounds in session one, developing research questions in session two, and presenting their findings in session three. Students are instructed to develop and submit a written narrative outlining how their proposed project satisfies the elements
The document describes integrating art therapy into solution-focused brief therapy in school settings. It discusses setting up a portable art station with various materials, using art with elementary students to create a therapeutic space and teach emotional intelligence. It also describes a proposed 8-week art therapy group for 7th grade girls focusing on solution-focused goals and using art as a means of self-expression.
This document summarizes a presentation on showcasing creative thinking at Hurstville Public School in NSW, Australia. The presentation covered the school's goals of fostering 21st century skills like creative thinking across subjects. It introduced a creative thinking framework used to reflect on teaching practice and identify skills to develop in students. Examples were provided of how creative thinking was incorporated into projects in subjects like science, cultural studies and math. Assessment methods like student self-reflection were also discussed. The presentation concluded with interactive challenges to exercise attendees' own creative thinking.
This document provides an overview and resources for a workshop on design thinking for educators. It includes a welcome letter describing a 45-minute introductory workshop called "What is Design?" that will be facilitated in classrooms. The packet outlines how to prepare for the workshop, discusses connections to design thinking and curriculum standards, provides vocabulary, and recommends ways to continue exploring design thinking after the workshop through activities and lesson plans from an online educator resource center.
Students will develop ceramics and art skills over the course of a unit. They will learn techniques like slab building, coiling, and working with clay on a wheel. Students will understand elements of art and design and experiment with materials like paint and sculpture. The unit aims to teach skills and knowledge relevant to today's design world through project-based learning involving both groups and independent work. Assessment will involve self-assessment, peer review, and leveling of work based on criteria from the National Curriculum.
This presentation provides information about an upcoming kindergarten class project called "Silly Shapes". The project will involve students learning about different shapes like circles, squares, triangles, and rectangles. They will work collaboratively in groups to research shapes and create examples using materials. Students will then present their findings to the class, explaining the properties of the shapes and differences between them. The teacher will lead instruction and monitor student progress, while parents are asked to support learning at home by assisting with questions.
Similar to Exceptional Everyday Designs Teacher Resource Packet (20)
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TABLE OF CONTENTS
WELCOME LETTER 3
PREPARING FOR DESIGN FIELD TRIPS 4
DESIGN THINKING RESOURCES 5
PRE-VISIT ACTIVTIES 6
ELEMENTS EVERYDAY | GRADES K-5
SUBJECTS: Language Arts, Art
TIME FOR DESIGN | GRADES 6-12
SUBJECTS: Language Arts, Art
POST-VISIT ACTIVTIES 10
HOMEWORK HELP | GRADES K-5
SUBJECTS: Language Arts, Art
MODERNIZING HISTORY | GRADES 6-12
SUBJECTS: History, Art
VOCABULARY AND APPENDIX 13
PRESENTATION NOTES 17
3. 3
September 20, 2016
Dear Educator,
Thank you for registering for Design Field Trips! This exciting program is designed to present
Cooper Hewitt, Smithsonian Design Museum’s compelling content to your class(es) through
an interactive tour and workshop.
Students are invited to discover our permanent collection to examine how design is a part of
our everyday life, and that an exceptional design is one that balances aesthetics and function
while adding quality to our lives. On this 45-minute inquiry tour of three exhibitions, they will
identify attributes that make a good design. Also included in the program is a 45 minute
workshop where students will be given the opportunity to prototype their own exceptional
designs.
This packet provides several resource activities to help your students prepare for the
program and ideas to continue integrating design thinking connections into your classroom.
We enjoy receiving feedback from teachers about their experience with the program, so
within a month of your museum visit you will be e-mailed a brief survey. Thank you in advance
for taking time to provide your feedback so that we can continue to offer high-quality
programs for all K-12 schools.
Sincerely,
Kimberly Cisneros-Gill Schuyler Schuler
Kimberly Cisneros-Gill Schuyler Schuler
School Programs Manager Education Assistant
Activities in collaboration with Museum Educator, Cara-Lynne Thomas.
4. 4
PREPARING FOR YOUR DESIGN FIELD TRIP
During your Design Field Trip, the Design Educator assigned to your group will need your support in
helping students stay on task. You must remain with the group at all times with the Design
Educator. Please review the following museum guidelines and share them with your chaperones
and students.
ARRIVAL & DEPARTURE
Please arrive 10 minutes before your scheduled start time to check in; you will be greeted
at the main entrance (91st
Street between Fifth and Madison Avenues)
Non-NYC teachers with a cash payment, please remit to the Visitor Experience Desk
Coat check will provide large bins to quickly store and retrieve coats and backpacks
Please call your bus in advance to meet you in front of the main entrance, and exit through
the main entrance
MUSEUM RULES AND POLICIES
Please do not touch the objects or lean on the walls; view the objects at a safe distance
Use only pencils for taking notes or sketching; pens are not permitted
Food, drinks, and chewing gum are NOT permitted in the museum
All items entering and leaving the museum are subject to inspection
Please remain with your assigned group at all times
Please leave all backpacks and large purses on the bus or at the coat check
Photography without flash is welcomed; no tripods or selfie-sticks, please
TAKE AN ACTIVE ROLE
TEACHER & CHAPERONES
The classroom teacher and chaperones are essential to the success of a group's visit; they can
enhance the success of the tour and the amount of learning that can take place by showing active
interest in the objects while supervising student behavior.
Please ensure that you and your group of students (10 students or fewer per chaperone)
stay together during your time in the museum (this includes the Shop)
You and the group chaperones are responsible for keeping track of each student in your
group, and for students’ proper behavior (including their respect of museum rules and
policies)
If you have questions, ask a museum staff member for help
STUDENTS
Students will be encouraged to share their ideas and work in teams
Students must stay with their chaperones at all times while in the museum and Shop
Please do not allow students to touch anything unless signs, museum staff members, or
designated volunteers let you know it’s okay
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DESIGN THINKING CONNECTION
The following pages include pre- and post-Design Field Trip activities. The pre-visit activities are
suggestions for how to help your students prepare for their trip; they are designed to introduce
students to concepts that will be discussed during the program. The post-visit activities are
suggestions for how to extend your students’ thinking beyond the program and reinforce your
classroom curriculum. For teachers who would like additional ideas, we recommend our free
Educator Resource Center (ERC), which offers 400 design-focused lesson plans (available at:
http://dx.cooperhewitt.org/lesson-plans/).
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PRE-VISIT ACTIVITIES
ELEMENTS EVERYDAY | K-5
SUBJECTS: Language Arts, Art | DESIGN PROCESS: Getting Ideas
ACTIVITY TYPE: Scavenger Hunt and Discussion | 45 mins.
YOUR DESIGN CHALLENGE
How might we find design elements in our everyday lives?
Using the “Elements Everyday” presentation, introduce students to design elements that
enhance everyday objects. Students will look for design elements in their classroom (including
their school supplies and personal objects like backpacks) based on the scavenger hunt on page
15 of this Teacher Resource Packet. The design elements include: color, form, line, texture, and
pattern (all defined on page 13 of the Teacher Resource Packet).
After students have found and recorded objects on their scavenger hunt, discuss what they
found.
GUIDING QUESTIONS (to be done after the scavenger hunt)
A. Functionality
What types of objects did you find during the scavenger hunt?
Did you pick up or feel any of the objects? What information did this give you about them?
Do any of the elements improve the function of objects that you found?
B. Exploring the design elements
1. Color
What colors did you find in the classroom?
How did that color make the object more unique?
Did the bright color make the object easier to see? Why or why not?
Did the dark color make the object easier to see? Why or why not?
What clear object did you find? Was there anything inside that object?
Why do you think the object was clear?
2. Pattern
What patterns did you find?
How did the pattern make the objects more fun or interesting?
Did the pattern make the object stand out more? Why or why not?
Do you think patterns would be good to use in all our school supplies? Why or why not?
3. Texture
What textures did you find in the classroom?
Does that texture make the object easier to use? How?
Does the texture make the object more interesting? Why?
Do you think the object would look or work differently if it had a different texture?
4. Line
What right angle or corner did you find in the classroom?
Where else have you seen right angles or corners?
Why do you think an object would be designed with straight corners?
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What lines did you see in the patterns you found?
Were those lines all straight? What type of lines were they?
5. Form
What circular object did you find?
What irregular shape did you find?
How did these shapes add to the objects?
Do the different shapes make the object easier to use?
Did the irregular shape make the object more fun or interesting to look at?
If the circular object were square instead, would it be easier or more difficult to use?
Why?
C. Connecting to the user: The user is the person who operates the design.
Who is the user of the designs that you found in the classroom? What about the design
makes you think that?
Why do you think designers need to think about all these different elements when they
create these objects?
Did anyone find objects with the same function (that do the same thing) that look totally
different? Why do you think the design elements are so different between the objects if
they do the same thing?
How do these elements make the objects you found helpful in our classroom?
VARIATIONS AND EXTENSIONS
Students can look at home for the design elements. How are the objects with these
elements at home different from the ones at school?
Plan a math investigation into 2-D and 3-D shapes. What types of shapes are found in the
classroom and throughout the school? What are the mathematical properties of these
shapes?
MATERIALS AND RESOURCES NEEED
Scavenger Hunt, see page 15 of Teacher Resource Packet for a template.
Pencils
Crayons or Colored Pencils
If available, a projector and internet connection
Our “Elements Everyday” slideshow at www.cooperhewitt.org/education/school-programs
VOCABULARY
See Cooper Hewitt’s design vocabulary on page 13 of Teacher Resource Packet.
STANDARDS
Common Core
CCSS.ELA-LITERACY.SL.K-5.1; CCSS.ELA-LITERACY.SL.K-5.4; CCSS.ELA-LITERACY.SL.K-5.5;
CCSS.ELA-LITERACY.L.K-5.6; CCSS.MATH.CONTENT.K.G.B.4; CCSS.MATH.CONTENT.K-2.G.A.1
8. 8
TIME FOR DESIGN | 6-12
SUBJECTS: Language Arts, Art | DESIGN PROCESS: Getting Ideas
ACTIVITY TYPE: Drawing, Discussion, and Presentation | 45 mins.
YOUR DESIGN CHALLENEGE
How might we help students be on time for school?
Using the “Time for Design” presentation and guiding questions, discuss designs that have a
special feature which helps the user more than a basic design would. Designs such as these are
exceptional designs. Following discussion, students will work in teams to brainstorm and draw
their own exceptional design that aids a student in getting to school on time. These designs also
need to have a second function that will help students as they get ready for school. Teams share
their designs with the class and receive feedback.
GUIDING QUESTIONS
For the power point presentation:
What is the function of all of these designs?
What makes these designs exceptional?
How have designers thought about the user’s needs in these designs?
What aesthetic or decorative additions do you see? What do they add to the
design?
While students work on their drawings:
How does your design help a student be on time?
How is your design exceptional? What sets your design apart from a more basic
design?
Have you added any elements, such as color or shape, to make your design more
exceptional?
What additional functions did you add to your design that help a student in the
morning? How does this enhance the design?
What was challenging about creating this design?
What type of materials would you need to create a prototype of this design?
VARIATIONS AND EXTENSIONS
Design something to help people who share a room, but need to get up at different times.
Design a device that would help students go to bed on time, so that they are less tired in
the morning.
MATERIALS AND RESOURCES NEEED
Paper
Pencils
Crayons or colored pencils
If available, a projector and internet connection
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Our “Time for Design” slideshow at www.cooperhewitt.org/education/school-programs
VOCABULARY
See Cooper Hewitt’s design vocabulary on page 13 of Teacher Resource Packet.
STANDARDS
Common Core
CCSS.ELA-LITERACY.SL.6-12.1; CCSS.ELA-LITERACY.SL.6-12.4; CCSS.ELA-LITERACY.L.6-12.6
10. 10
POST-VISIT ACTIVITIES
HOMEWORK HELP| K-5
SUBJECTS: Language Arts, Art | DESIGN PROCESS: Getting Ideas, Prototyping and Making
ACTIVITY TYPE: Discussion, Brainstorming and Prototyping | 45 mins
YOUR DESIGN CHALLENGE
How might we create a tool to help students focus when doing homework?
During the tour and workshop, students discussed how designers consider a user’s needs in their
work. Using the guiding questions, discuss challenges with focusing on homework and ways that
students could focus more easily on their homework. Students will work in teams to brainstorm
and create a prototype of a tool to improve focus when users (themselves) are doing homework.
GUIDING QUESTIONS
When you do your homework is it easy to focus? Why or why not?
What distracts you when you do your homework?
What are some tools you use to help you get your homework finished?
How could you keep from getting distracted?
What are some things in the classroom that help you focus? How could you create an “at-
home” version of them?
What would make doing your homework more exciting?
During brainstorm and prototyping:
How have you thought about your needs in this design?
What have you included to help students focus?
Does your idea make homework more exciting? How?
Would any of the design elements we have talked about enhance your design?
VARIATIONS AND EXTENSIONS
Students create a special planner that helps them remember their homework.
Students add a special function to their tool that rewards them for finishing their
homework.
Students create a version of the tool to use in the classroom. How are a user’s needs at
school different from when they are doing homework?
MATERIALS AND RESOURCES NEEED
Pencils
Paper
Materials for prototyping: construction paper, scissors, glue, markers, cardboard, tape, rubber
bands
VOCABULARY
See Cooper Hewitt’s design vocabulary on page 13 of Teacher Resource Packet.
11. 11
STANDARDS
Common Core
CCSS.ELA-LITERACY.SL.K-5.1; CCSS.ELA-LITERACY.SL.K-5.4; CCSS.ELA-LITERACY.SL.K-5.5;
CCSS.ELA-LITERACY.L.K-5.6
MODERNIZING HISTORY| 6-12
SUBJECTS: History, Art | DESIGN PROCESS: Getting Ideas, Prototyping and Making
ACTIVITY TYPE: Drawing and Prototyping | 45 mins
YOUR DESIGN CHALLENEGE
How might we reimagine historical designs to create a new place to sit?
Using seating from the Cooper Hewitt collection as inspiration, students will work in teams to
brainstorm, draw, and create prototypes of their own place to sit that features two design
elements (color, line/shape, form, pattern, or texture) and appeals to a specific user (such as a
student, an office worker, a gamer, an elderly person) today. Review these elements before
students begin brainstorming, if needed.
GUIDING QUESTIONS
What historical designs did we see at Cooper Hewitt?
Why do you think the museum displays the historical pieces?
Where have you seen a design that looked like it was inspired by another time period?
When do people sit today?
What activities require sitting for a long time?
What needs do you think people have today that they may not have had in the past?
What special features could be added to a seat design to make it more functional for
users?
As students draw and prototype:
Who is the user for your seat? In what setting do you imagine your seat being used?
What did you include to make your design appealing to that user?
Does your historical design look comfortable? How could you make it more comfortable
for your user?
How did you incorporate the design elements into your seat?
From what materials would a final version of your design be made?
What changes did you make from the initial idea you had to your final prototype?
How was this design inspired by the historical piece?
What did you add to make your design more modern?
How could you test your prototype?
VARIATIONS AND EXTENSIONS
Collect images of furniture from a historical period or culture that students are studying,
use these furniture designs as inspiration to create furniture for students’ homes.
Student can look around their own home for furniture with historical inspiration. They can
take a picture of the piece and research the time period that inspired the design.
12. 12
MATERIALS AND RESOURCES NEEED
Paper
Pencils
Crayons or colored pencils
Materials for prototyping: scissors, tape, glue, hot glue, cardboard, foam, yarn, wire, construction
paper
If available, a projector and internet connection
Links to pre-selected chairs from the Cooper Hewitt collection:
https://collection.cooperhewitt.org/objects/18458645/
https://collection.cooperhewitt.org/objects/18635987/
https://collection.cooperhewitt.org/objects/18616265/
https://collection.cooperhewitt.org/objects/18805039/
https://collection.cooperhewitt.org/objects/18693705/
https://collection.cooperhewitt.org/objects/420556915/
https://collection.cooperhewitt.org/objects/68244087/
https://collection.cooperhewitt.org/objects/18654615/
https://collection.cooperhewitt.org/objects/18496741/
https://collection.cooperhewitt.org/objects/18631973/
https://collection.cooperhewitt.org/objects/18638263/
https://collection.cooperhewitt.org/objects/68244043/
https://collection.cooperhewitt.org/objects/18467801/
https://collection.cooperhewitt.org/objects/18699857/
https://collection.cooperhewitt.org/objects/68244051/
https://collection.cooperhewitt.org/objects/18463833/
VOCABULARY
See Cooper Hewitt’s design vocabulary on page 13 of Teacher Resource Packet.
STANDARDS
Common Core
CCSS.ELA-LITERACY.SL.6-12.1; CCSS.ELA-LITERACY.SL.6-12.4; CCSS.ELA-LITERACY.L.6-12.6
13. 13
VOCABULARY
Brainstorming A group conversation for producing ideas and potential solutions for
a design challenge. All group members contribute and collaborate to
think of solutions.
Color Color can convey a message. Designers must understand their
audiences’ perception of color as part of effective design plans.
Design To make an object that solves a problem
Design challenge A difficulty or challenge that can be solved through design
Design process The steps that you take to solve your challenge:
1. Defining problems
2. Getting ideas
3. Prototyping and making
4. Testing and evaluating
Design solution The way, idea, or answer to a design challenge or problem
Designer A person who creates a new object, idea, or plan
Empathy The ability to understand what another person is feeling without
adopting that emotion as your own.
Form The shape and structure of any three dimensional object and can be
defined by light and dark.
Function The way something works, or a purpose of an object
e.g., the function of a paper clip is to fasten things together
Historical Design Objects that were created for the needs and aesthetics of users at a
specific time in the past. Historical designs reflect cultures,
economics and technologies of the past.
The visual communication of messages through images and words
Line An element of art used to define shape, contours, and outlines. Also
to suggest mass and volume. It may be a continuous mark made on a
surface with a pointed tool or implied by the edges of shapes and
forms.
Materials The items you are using to represent your ideas
Modern Design Focuses on the needs and concerns of modern users. Modern design
often incorporates neutral colors, sustainable or recycled materials
and clean lines.
Needs What the user must have in order to use the design successfully
Pattern Uses the art elements in planned or random repetitions to enhance
surfaces. Patterns often occur in nature.
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Prototype An original model on which something is patterned
Solution The way, idea, or answer to a problem. There can be more than one
System A group of related parts that work together
Texture The surface quality of an object; roughness or smoothness.
The design or process of working with type; the general character or
appearance of type.
Team A group working together on a common goal or activity
User A person who operates or experiences the design
User-centered design An approach to design that considers the needs of the user
throughout the design process
15. 15
Appendix 1: Design Elements Scavenger Hunt Template
Name:
Look for objects around the classroom that have certain traits. Designers call these traits design
elements, and they use them to make their ideas more special or easier to use.
1. Find something in the classroom that is a bright color.
Name of object:
What color is it:
2. Find something that has a pattern.
Name of object:
Draw the pattern:
3. Find something that has a right angle. This is what a right angle looks like:
Name of object:
4. Find something that is a dark color.
Name of object:
What color is it:
5. Find something that has a texture. If you can, pick up the object and feel it.
Name of object:
Describe the texture. Is it rough? Smooth? Bumpy?:
6. Find something that is circular. If you can, pick up the object and hold it.
Name of object:
Is it easy or difficult to hold:
7. Find something else that has a pattern.
Name of object:
Draw the pattern:
8. Find something that is clear.
Name of object:
9. Find something that is an irregular shape. If you can, pick up and hold the object.
Name of object:
Is it easy or difficult to hold:
Draw or describe the shape:
16. 16
10. Find something that has a texture that is different than what you found before. If you can,
pick up and feel the object.
Name of object:
Describe the texture:
17. 17
PRESENTATION NOTES
“ELEMENTS EVERYDAY” PRESENTATION
Slide 2
Color is everywhere in the classroom. Sometimes it makes supplies more fun to use.
Sometimes it is practical, such as showing what color a crayon is. Sometimes it directs
attention or provides a background.
Slide 3
Patterns use color and repetition to enhance an object. Patterns make objects more fun or
interesting to use. Sometimes patterns are on one object like the pencils or lunch box; sometimes
they are larger and involve repetition across a space, like with the classroom sign.
Slide 4
Texture is how something feels. Is it rough or smooth? What is the texture of the bulletin board
border? Would the ribbon feel the same?
Slide 5
Form is the shape and structure of an object. Some shapes, like the tissue box, are simple.
Others are more complex, like the pencil sharpener that combines round shapes at the top with
a rectangular shape at the bottom. Other forms are created to improve the function of an
object, like on the pencil grips.
Design elements are not isolated from each other. Where do you see color in these forms?
What about textures?
Slide 6
Lines define shapes and outlines. On 3-D objects, lines create edges. These tables use line and
form in different ways, even though they all have the same function. Shelves use lines to add to
their function by creating spaces to put things.
“TIME FOR DESIGN” PRESENTATION
Slide 2
These traditional alarm clocks have a buzzer or radio alarm and a snooze button. Similarly, the
alarm on a cell phone can be set and snoozed.
Slide 3
The Clocky alarm clock beeps like a regular alarm clock, but it rolls away when the alarm goes
off. The user has to get out of bed to turn it off.
Slide 4
These alarm clocks imitate natural light to help the user wake up more naturally and feel more
refreshed. It begins to glow prior to the time the alarm is set, so that users feel more energized
when the alarm goes off.
18. 18
Slide 5
These are silent alarms that vibrate instead of making sound when the alarm goes off. These
designs are worn around the wrist while the user sleeps. Several companies make versions like
the one on the left which only function as an alarm; this alarm can be set on the inside of the
band or via a phone app. Others, like the one on the right are a feature on some fitness trackers,
like Up by Jawbone or FitBit.
Slide 6
Getting enough sleep helps people wake up in the morning and feel energized. Designers have
created many solutions to help people sleep more. The image on the left is a machine that plays
soothing sounds and special hums that lull the brain to sleep. The image on the right is of a
phone app that helps track sleep. Often these apps require the user to sleep with their phone
on their bed or for them to place a special sensor under the mattress.
Slide 7
Getting up late may not be the only reason a student is late to school. Some apps help users be
less distracted by their phones. The Forest app encourages people not to use their phone for a
set amount of time to limit distractions. If a user successfully do not use the phone, the app
plants a digital tree in a personal forest. Users can see all their trees in the app as a fun way to
track their progress.
Slide 8
Some people spend too much time in the shower. Shower timers help users limit their shower
time so that they are not late. Some are digital and programmable, like the one on the left.
Others are simple, like the one on the right. These products also help conserve water.