This document outlines a lesson plan focused on site-specific art and design. It introduces key concepts like site-specific art, public art, environmental art, and installation art. Students are tasked with designing an object that reflects their identity and could fit into their neighborhood. The lesson encourages students to consider how design can influence people and explores using color and shape outdoors. Students are given opportunities to reflect on their work and its representation of their identity and culture within their neighborhood's built environment.

1. Transforming
The Everyday
Design,
Environments and objects
neighbourhoods

2. Learning Objectives
• To know how to effectively design an
object that reflects your identity
• To be able to create innovative designs
that reflects something about your
culture/identity for your neighbourhood
• To understand how different artists
create installation art, Site Specific and
Public art and how the built environment
can affect us.

3. Key words
• Site-specific art: A piece
of art created to exist in a certain
place, the location is taken into
consideration when planning
• Spiral Jetty; Robert Smithson, 2005

4. • Public art: A work of art that is
intended to be seen in a specific
domain, often with implications of
community involvement and
collaboration
• Arne Quinze. Wooden public art installation
• The Sequence at the Flemish Parliament in Brussels,
• Belgium,
• 2008

5. • Environmental art: Can improve our relationship with the environment and
is sometimes ephemeral(Gallacio) ; made to disappear or transform.

6. • Installation Art: Site
specific work that is supposed to
transform your perception of a
space, it can be temporary or
permanent
• Carsten Holler, 2006, Tate Modern

7. Lesson 1:
• How can design
influence us?
• What colours and
shapes do you think
stand out in an
outdoor/built
environment?
• Name some colours and
what moods they have
• How would you describe
your neighbourhood?

8. •What would you design to represent
yourself: identity and culture?
•How could this fit into your
neighbourhood?
• Name some colours and what moods
they have.

9. Questions to think about:
• What has been
successful and what
can be improved?
• How have you
represented your
identity on your
design piece for your
neighbourhood?
• Which are you going
to chose as your final
design?

10. Lesson 2
Task
From the selection of everyday
materials start to construct
your final design/object for
your neighbourhood. This can
be in 2D or 3D.
Pupils to reflect on what is going
well so far, what can be
improved, what changes to
make

11. Bindu Mehra “Lace” (2005)
Hot Glue, 7920cm x 30cm
An experiment with a common
‘craft’ material 'Hot Glue‘,
creating translucent flexible
panels of interlaced lines, and
using 'light' as a 'material' in
itself. The shadow the object
casts is as important as the
object.
Selected Artists
23
Investigate
Bindu Mehra is an British
artist with Indian
heritage. She sees
similarities between
her sculptural
drawings and Indian
architecture.
Investigate either
i) your local architecture
ii) Architecture linked to
your heritage.
Create a sculptural
drawing.
Symbols
What sorts of symbols can you find
in your local environment?
What do they represent?
www.axisweb.org/seSearchWorks.aspx?LOG=1&ARTFORM=1220

13. Evaluation questions
• Have you represented your identity
accurately, If so why?
• How have you designed your final
object to fit into your neighbourhood?
• How have you used design and colour
to create your final piece?
• Reflect on what has been successful
and why and what can be improved.
• Place all the work you have made on
one table. Do you think all these
objects on your table would fit together
in one neighbourhood, if yes why or
why not?
• Look at the work of your classmates;
which design do you think it the most
creative, innovative and fits into their
neighbourhood; why