SHS1 Art And Design Foundation · Semester 2 Week 1: The World Around Us

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.1 - Explain how design concepts influence the design characteristics of objects and the design.

By the end of the lesson, learners can:

Define design concept and list at least four design characteristics (form, function, material, ornamentation) of man-made objects.
Distinguish between natural objects and man-made objects found in the school environment and explain the design concept behind at least three man-made objects.
Explain how a chosen design concept (such as utility, status, cultural identity, or sustainability) influences the shape, material, and decoration of a specific object.
Work in mixed-gender and mixed-ability groups to sort man-made objects into a table of functional and aesthetic characteristics, justifying each classification.
Use a mind map to analyse one familiar cultural object and present how its design concept reflects the environment and values of the people who made it.

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Curriculum details

Strand: Aesthetics and Criticism (Strand 2)
Sub-strand: The World Around Us (2.1)
Content standard: 1.2.1.CS.2 - 1.2.1.CS.2 Demonstrate the understanding of modern design cultures, in relation to the environment as a cultural product. 1.2.1.LO.1 Communicate how sensory perceptions translate into visual literacy in response to the environment and cultural products 1.2.1.LO.2 Articulate and contextualise different world views, modern cultures and objects in relation to the environment as a product of art and design production.
Indicator: 1.2.1.LI.1 - Explain how design concepts influence the design characteristics of objects and the design.
Suggested placement: Semester 2, Week 1 (Week 21 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 42

Exemplars (from the NaCCA curriculum)

Experiential learning: In mixed groups, differentiate between natural and man-made objects by taking walks and observing the environment (mini-community walk). Consider individual belief, religion and socio-economic needs.
Managing Talk for Learning: In small groups, generate a table to categorise man-made items for functional and aesthetic characteristics. Ensure there is gender responsive language and respect for values underpinning it.
Project-based Learning; Group Work/Collaborative Learning: In convenient groups, analyse design concepts and characteristics of selected objects for reasons why they were made with mind map. Being aware of personal biases and stereotypes

Assessment (1.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Materials:
- The environment
- Textbooks
- magazines
- journals
- web references
- audio-visual gadgets
- videos, flip charts
- TLMs on architecture and engineering
- aesthetics and criticism
- posters
- flyers
- buntings
- paintings
- sculpture
- drawings and illustrations