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T R A N S F O R M I N G   C H A L L E N G E S

Responding to Community Challenges with Design Using Google SketchUp

 

Overview: In this unit, learners will create a design to address a challenge that they notice in their community or their own lives. Students will discuss empathy and how it leads to transformation. They will look at and discuss the ALT Limb Project and a class at FIT: Fashion Institute of Technology, where students design clothing for people with disabilities. Students will then discuss how design can transform a “problem” into a positive challenge. Students will look at and discuss Diana Eng’s work as well as Biomimicry and notice that design can be both functional and beautiful. Students will then discuss how they can use design to take action and transform the challenge. As inspiration for action, students will view work by other students their age who have created technology, games, or apps that have helped their own communities. Students will illustrate their design, use Google Sketchup to create a mockup, and create a mini video with the Nutshell app that promotes their product. Our last day will involve a presentation of their designs and video, as well as a critique of its functionality and beauty.

 

Big Idea: Transformation

Key Concepts: Empathy, Design, Action

Essential Questions:

  • How does empathy lead to transformation?

  • How can design transform a “problem” into a positive challenge?

  • How can you take action to transform this challenge?

 

Rationale: By using technology in order to design functional and beautiful solutions to challenges within our community, students are acknowledging difference and taking action. When you are a teenager it is important to recognize the world outside of yourself, be accepting and empathetic of others, and realize that action can be taken towards challenges we all face. This can be exciting when we realize that we have agency over our environment.

 

Target Student Group: High school: grade 9 but can be adapted to other grades or community settings.

 

Cultural Responsiveness: This unit contributes to the culture of my classroom by emphasizing empathy and thinking about others. By acknowledging a challenge and designing positive and beautiful solutions to that challenge, students are thinking outside of themselves and taking action. This unit brings about an appreciation for all members of our community.

 

Lesson 1- Taking “Others” into Consideration

Objective: Students will consider empathy and look at the community around them. Students will identify challenges, do research, and begin to draw thumbnails and sketches of possible designs to address challenges within their community.

 

Lesson 2- Reframing a “Problem”

Objective: Students will take the “problem” that they have identified in their community and reframe it to be a positive challenge. Students will also discuss how design can be both functional and beautiful. Students will have a mini critique to finalize designs that address their challenges and then create an illustration of their idea.

 

Lesson 3- Making Ideas a Reality

Objective: Students will discuss other artists their age who take action in their communities. Students will finish final illustrations of their ideas and learn how to use Google SketchUp.

 

Lesson 4- Taking Action

Objective: Students will complete their design in Google SketchUp. Students will print their designs and hand draw any aspects they would like to add.

 

Lesson 5- Presenting and Critiquing our Designs

Objective: Students will use the app Nutshell to create mini promotional videos for their designs. They will present them to the class and we will have a critique on their functionality as well as beauty. We will reflect on our experiences this unit.

 

National Art Standards:

VA:Cr1.1.HSIII Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect social change.

VA:Cr1.2.HSI Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design.

VA:Cr3.1.HSII Engage in constructive critique with peers, then reflect on, re-engage, revise, and refine works of art and design in response to personal artistic vision.

VA:Cn10.1.HSI Document the process of developing ideas from early stages to fully elaborated ideas.

 

Virginia Art SOLS:

AI.1     The student will maintain and use a process art portfolio (e.g., sketchbook/journal and working portfolio) for planning and as a resource in the art-making process.

AI.2     The student will identify and use steps of the design process, including brainstorming, preliminary sketching, planning, reflecting, refining, elaborating, and researching, in creative problem solving.

AI.4     The student will describe and demonstrate craftsmanship (artisanship) in works of art.

AI.14   The student will describe how the design process is used in various careers.

AI.15   The student will use art criticism skills to interpret, analyze, and evaluate works of art.

AI.18   The student will develop constructive approaches to critique (formative, peer-to-peer, self-reflective, summative) that are supportive in intent and that offer alternative points of view.

AI.21   The student will analyze the functions, purposes, and perceived meanings of works of design.

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