Manaiakalani Class OnAir Lesson 3 - Making Design Elements in 3D in order to Describe Them

Link to Manaiakalani Class OnAir to see the whole team.

Direct Instruction

The students were introduced to the idea of using plasticine to visualise the design elements of their chosen designers in 3D.

They will then record themselves describing the form and how it applies to the style of their designer.

Lesson Topic :- Recognising design elements in the work of the chosen designer.
Year Group :-  11
Learning Outcome	To be able to recognise design elements in the work of their chosen designer and explain what these elements are.
Success Criteria Using SOLO	Uni structural Multi structural Relational Extended abstract Make a plasticine form that visually identifies the design elements they can see in their architect’s work. Make a plasticine form based on the design elements they can see in their architect’s work. Describe the form that they have made in plasticine. Describe the form that they have made in plasticine and clearly explain the link to their architect’s work in the analysis of the form they have made. Evaluate the design element that they have looked at in plasticine and generalise how they have simplified it in their explanation.
Links with the New Zealand Curriculum	NCEA Level 1 - Curriculum Level 6 Outcome development and evaluation Critically analyse their own and others’ outcomes to inform the development of ideas for feasible outcomes. Undertake ongoing experimentation and functional modelling, taking account of stakeholder feedback and trialling in the physical and social environments. Use the information gained to select, justify, and develop a final outcome. Evaluate this outcome’s fitness for purpose against the brief and justify the evaluation, using feedback from stakeholders.
Key Competencies	Thinking - Looking at the work of their designer and understanding the elements that will represent form. Using language, symbols, and texts - Representing design elements in simplified ways in 3D using plasticine. Managing self - Staying on task with both the internet and plasticine there tempting them away! Participating and contributing - sharing their idea sand work with the rest of the class. Relating to others - responding well to others when they share their work.
Prior knowledge	The students have been collecting images and information about their chosen designer for a few weeks for the first project. They have a visual knowledge of their designer. They now need to start picking apart what they know.
Lesson Sequence	Session Outline The students will be focussing on the word “FORM” and visualising how they see form in the work of their chosen designer in 3D by using plasticine. They will then record themselves describing their plasticine models and how they are connected to the design elements of theri designer. Student Activity Teacher Activity Listen to teacher instructions. Ask question if needed Look at architect work on a Google image search and have these in front of them as they work. Look for examples of “form” in their designer’s work. Introducing how to use the plasticine to the whole class. Making sure all the students have enough resources to make a start. Helping / supporting where needed on a one to one or small group basis as the lesson progresses. Uploading completed videos to the class community. Focus on the word “form” - don’t add texture or pattern or any surface details. Make the forms that they see in the images of buildings in plasticine. Use the iPads to make a recording showing the plasticine forms. Record their voices describing what their form looks like. Explain how their form links to the design elements of their chosen architect. Add the videos onto the class Google Plus Community so they can each see and hear each other’s recordings. Offer feedback on the recordings if they feel that more could be added to the descriptions.
Resources	Chromebooks. Plasticine. Modelling tools. Ipads. Link to class site
Next Steps	Next Lesson More  work will be needed on this activity as it takes more than 1 session to complete this work. Further in this project The students will use the videos and photographs of these forms as the starting points for their seating designs.
Reflection and Analysis
	What went well. Lesson Content :- the students seemed to enjoy making the design element of form rather than just draw it. There was enough content even though it is quite a simple activity. Lesson Pacing :- this task has taken a few lessons but this was panned for so it has not affected anything else. Lesson Delivery :- I tried to keep the time down of me talking to them about the task altogether this time. I have done more one to one talking as they were working on their models. Student Understanding :- some students made some  good, very simplified forms were being made which is exactly what I wanted them to get out of the exercise. Their ability to simplify down what they are seeing will help them to use this knowledge to design a different product with these forms as they are no longer seeing the forms as buildings. Student Outcomes :- the descriptions videos are short but they have made the students think about their models and what is the main thing that they are seeing. What still needs work. Lesson Delivery :- I should have had a few pictures of buildings in front of me when I was demonstrating so I could have shown the students how I was getting the form I was making and what I was and was not including. This would have helped with the issues in understanding (next section) Student Understanding :- some of the students did not get the idea that they were pulling out simple forms from the buildings and they made 3D plasticine models of whole buildings, sometimes with windows and everything. Student Outcomes :- there is not examples from all of the students yet as the speed of completing the work was very slow in some cases. These students found it difficult to stay on task. Other Comments. This was quite successful as a task to analyse form. I could give the students a choice of videoing their work or photographing it and writing the descriptions for those who do not enjoy making a video about their work. For those who have difficulties putting into words what they are seeing, it was good to see their understanding being shown by what they were making in 3D.

These are 4 brief examples of description videos produced by students about their models.