Manaiakalani Google Class OnAir - Lesson 3

Direct Instruction

As the students come into the room, they will be all gathered around the front table to receive the same introduction talk.Year 11, 12 and 13 will all be working on a Design Elements exercise and we will talk about what the expectations are together.

Their focus for the exercise will be different in each yea group - the Year 11 focus is on their chosen architect, the Year 12 focus is on their chosen design era and the Year 13 focus is on the abstractions of their chosen starting point.

I want them all to see that the Design Elements are key across the NCEA levels and across all design projects.

Recorded Lesson Sessions



Lesson Plan

Lesson Topic :- Analysis of work in relation to Design Elements Level 1 - Architect Analysis - AS91069 Level 2 - Design Era Analysis - AS91340 Level 3 - Simplifications and Abstractions from starting points - AS91627
Year Group :- Year 12 and Year 13
Learning Outcome	Year 11 To understand how the main design elements are used in the work of their chosen architect. Year 12 To understand how the main design elements are used in their chosen design era. Year 13 To understand how the main design elements work in their simplifications and abstractions. For both year groups to realise that the design elements are across everything that we do, as they will see them in use in each other’s project work.
Success Criteria Using SOLO	Uni structural Multi structural Relational Extended abstract To be able to identify individual design elements in the work of their chosen architect. Can list the design elements that they can see in the work of their chosen architect and describe how they have been used. Can relate the design elements to where they have have been used and explain the effect it has had in the work of their chosen architect.. Can draw how the design elements have been used in the work of their chosen architect and generalise how they can be used in upcoming design work. To be able to identify individual design elements in their chosen design era. Can list the design elements that they can see in their chosen design era and describe how they have been used. Can relate the design elements to where they have have been used and explain the effect it has had in the design era. Can draw how the design elements have been used in their design era and generalise how they can be used in upcoming design work. To be able to identify individual design elements in their starting point abstractions. Can list the design elements that they can see in their starting point abstractions and describe how they have been used. Can relate the design elements to where they have have been used and explain the effect it has had in starting point abstractions. Can draw how the design elements have been used in their starting point abstractions and generalise how they can be used in upcoming design work.
Links with the New Zealand Curriculum	Level 1 Curriculum Level: 6 Learning Area: Technology Strand: Design and Visual Communication Achievement Objective: 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. Achievement Standard: AS91069 Level 2 Curriculum Level: 7 Learning Area: Technology Strand: Design and Visual Communication Achievement Objective: Outcome development and evaluation Critically analyse their own and others’ outcomes and evaluative practices to inform the development of ideas for feasible outcomes. Undertake a critical evaluation that is informed by ongoing experimentation and functional modelling, stakeholder feedback, and trialling in the physical and social environments. Use the information gained to select, justify, and develop an outcome. Evaluate this outcome’s fitness for purpose against the brief. Justify the evaluation, using feedback from stakeholders and demonstrating a critical understanding of the issue. 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)
Key Competencies	Thinking Using language, symbols, and texts Managing self Participating and contributing
Prior knowledge	Level 1 The students have been working on design developments for the presentation of their architects work. Level 2 The students have collected a lot of information about their chosen design era, put it in place in a time line and compared it with another era. Level 3 The students have drawn from their starting points and have been busy creating abstractions and simplifications from their drawings. Both groups have been looking for online images that might illustrate a set of design terms - like this example
Lesson Sequence	Session 1 Student Activity - all Teacher Activity Sit around the front table and look at examples on the screen of a design era image collection and examples of drawing abstractions. Discuss as a group what design elements they can see where they can see them - point them out on the board. Level 2 and Level 3 are doing this together, so although they are specifically focussed on different project elements, the structure of design words is the same and they can see the connection across the two. Sitting with the class at the front of the class leading the discussion about design elements in Level 2 and Level 3 work. Explanation and showing examples of drawn design elements from the project items. Session 2 Student Activity - Level 1, 2 and 3 Teacher Activity Look at the design elements that they illustrated previously with found images (or they can look at my example or the words on the back wall of the classroom). Using the information they have found about their chosen architect, design era or starting point, draw what the design elements could look like if they were illustrating elements from that work. Label these illustrations and write a brief explanation about how the design element is shown. One to one help where needed to think of where they can get the design elements from their own work. Ideas about what these could look like.
Resources	Level 2 + Level 3 Example design words presentation A3 paper Drawing pencils Drawing pens Coloured pencils Erasers Previous work from current projects to refer to (images)
Next Steps	Level 1 - Think about / write down a list how these elements can be taken forward and used in their final poster design work. Download the scanned version of today’s work from the class Google Plus community and put it onto individual portfolio site. Level 2 - Think about / write down a list how these elements can be taken forward and used in their product design work. (lighting design) Download the scanned version of today’s work from the class Google Plus community and put it onto individual portfolio site. Level 3 - Think about / write down a list how these elements can be taken forward and used in their product design work. (shelter design) Download the scanned version of today’s work from the class Google Plus community and put it onto individual portfolio site. Teacher - scan their drawings ready to put onto the individual student google site portfolios. Put the scans onto the class Google Plus communities for the students to have access to their work in a digital format.
Reflection and Analysis
	What went well? The students got well underway with this task today. They were illustrating the design elements with some very good examples from their existing project work. I was able to include video from both of my senior classes today instead of only one group as they were all involved with the same task. This gave them all an insight into how design elements can be used across year groups and projects. It was good to see Year 12 students helping each other with this task and I feel that this is a direct follow on from the group work i allowed the to do in the previous standard.
	What did not go so well? None of the students completed the work today and are at various stages of completion. They need at least another session to get this done and this is an important task to complete as it will lead them straight into their design work. The Year 11 students were a little slower at understanding the requirements for the task and took a lot longer to get underway with it. What can I do better? Make sure the instructions are clear for all year groups. Provide more detailed examples so they can refer to them (past student examples would be good here)

Lesson Content

Here are the links that the students have been given or are working on and the resources that they need for the lesson :- Level 1, 2 and 3 Example design words presentation A3 paper Drawing pencils Drawing pens Coloured pencils Erasers Previous work from current projects to refer to (images)