Click on the image to go to the inquiries of everyone in the Class OnAir 2017 Group
Students will be instructed as they come into the room to log straight onto their portfolio sites where there is an embedded calendar.
Notes on this calendar will give tasks and links for both groups to understand what they have to do for the lesson straight away without continuous contact with the teacher.
The teacher will then have the chance to give direct instruction, guidance and discussion with the individuals or groups of Level 2 and Level 3 student groups.
Level 2 students are working on AS91340 - an internal DVC standard - working on analysis of a design era.
Level 3 students are working on AS91627 - an external DVC standard - working on simplification and abstraction of their observational drawings.
Students will be given iPads this lesson to record their own content for this lesson. The students will also be able to use this content as evidence on their design portfolios.
Lesson Topic :- Analysis of Design Eras
Level 2 - Design Era Analysis - AS91340
Level 3 - Simplifications and Abstractions from starting points - AS91627
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Year Group :- Year 12 and Year 13
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Learning Outcome
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Year 12
To understand what the main design elements are in their chosen design era and to be able to link these elements together to produce a cohesive plan that they can use in their own design work.
Year 13
To be able to use simplification and abstraction techniques from their original observational drawings.
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Success Criteria
Using SOLO
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Links with the New Zealand Curriculum
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Level 2
Curriculum Level: 7
Learning Area: Technology
Strand: Design and Visual Communication
Achievement Objective: Critically analyse their own and others’ outcomes and evaluative practices to inform the development of ideas for feasible outcomes.
Use the information gained to select, justify, and develop an outcome.
Achievement Standard: AS91340
Level 3
Curriculum Level: 8
Learning Area: Technology
Strand: Design and Visual communication
Achievement Objective: Outcome development and evaluation - Undertake a critical evaluation that is informed by ongoing experimentation and functional modelling, stakeholder feedback, trialling in the physical and social environments, and an understanding of the issue as it relates to the wider context. Use the information gained to select, justify, and develop an outcome.
Achievement Standard: AS91627 (external)
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Thinking
Relating to others
Managing self
Participating and contributing
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Prior knowledge
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Level 2
The students have already collected images to do with the design eras that they had to choose from, so they have a bank of resources that they can call on for this activity.
Level 3
The students have a collection of observational drawings now that they are using as reference for their simplification work.
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Lesson Sequence
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Resources
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Level 2
Scissors
Pens / pencils
iPads for group recordings.
Level 3
Pencils
Drawing pens
Variety of coloured papers
Card
Scissors
Glue
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Next Steps
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Level 2
The students will now compare their chosen design era with another, so the design elements that make their era unique become increasingly more obvious to them.
Level 3
The students need to draw from any of the 3D models that they have made and still continue to write notes that explain the effects that they are achieving in terms of design elements.
Teacher
Upload the videos that the Level 2 group have made about their analysis to the class Google Plus community - they can embed these on their portfolio site.
Make sure all photographs taken of Level 3 sketch models are uploaded to the class Google Plus community for them to access.
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Reflection and Analysis
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What went well?
All students knew what they had to do during the double session and the teacher had plenty of opportunity to give one to one help during the lesson.
The group work went quite well with the Level 2 students and they were able to support each other in the activities and the recording of the analysis.
The students are becoming lot more confident in talking about what they are doing and why they are doing it.
What did not go so well?
One of the Level 2 boys was on a course today, so there was not much choice in the groupings. A couple of the boys ended up working individually and the other two worked together. This did not stop them from supporting each other in the process though.
What can I do better?
More discussion of the reasons why elements can be grouped together so we get a little more depth of thought with that element.
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Student Voice
Here are the links that the students have been given or are working on and the resources that they need for the lesson :- Level 2 Printed SOLO hexagon sheets Scissors Pens / pencils iPads for group recordings. Design Elements Level 2 G+ Community Level 3 Pencils Drawing pens Variety of coloured papers Card Scissors Glue NZQA Exemplar Tamaki College Merit exemplar Tamaki College Merit exemplar Level 3 G+ Community Simplification Abstraction |
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