ECO WARRIO

R

THE BRIEF

Scenario

A new Contemporary design boutique called ‘Eco Warriors’ will be opening in the Northern Quarter in Manchester and they are looking for unique and original stock to sell.

They are targeting ‘up and coming’ designers who have handcrafted their designs and used recycled or sustainable materials.

The shop will sell a wide range of household and fashion items from, lampshades, jewellery, clothing, decorative plates and artwork.

Through your investigation of recycled objects and materials you are to complete assignments to enable you to work towards the end product(s) that could be displayed and sold in the shop.

You will need to think carefully about the materials you select to use, the quality of design and attention to detail.

TASK 1- STARTER

Read over this text, share your findings with a partner make notes and discuss.

For this unit learners need to investigate techniques of creative thinking and generating of innovative ideas. Through this process learners will analyse the ideas and concepts used by artists for different purposes and, from their research, develop skills to generate and develop creative personal ideas. Learners will need to explore and broaden their use of visual, written and verbal communication skills in order to structure coherent presentations for different audiences.

TASKS TO BE ADDRESSED- OVER THE COURSE OF THE NEXT FEW WEEKS Task 1

Investigate the market and collect examples of “ECO ideas and outcomes” begin idea generation. While you are doing this you can consider the possible consumer group that you are going to focus on. (create a consumer profile, who is going to buy your product?).

Collect a wide range of examples and advertising material. Make sure that you record any sources such as websites etc.…

Task 2

Generate design roughs and thumbnails that start to explore your early ideas use a range of media and materials to develop the potential of surface colour texture…

Try to keep your ideas generation loose and allow for the unexpected to occur. Sample and experiment using conventional and unconventional materials.

HOMEWORK

2 PARTS RESEARCH AND COLLECTING OF MATERIALS

Research the theme “Eco warriors”. Select suitable images to create a series of inspiring mood boards.

Complete the mood board and collect materials useful for creating different effects in the workshops e.g. string, bubble wrap, ring pull’s, plastic bags, bottles, lids, textured wallpaper, corrugated card, fabric etc.… Reflect, analyse and explain how the source material and research can be developed into a variety of fabric manipulation samples.

 

Describe what techniques and processes would be appropriate for representing the Eco Warrior theme.

DERYN MENTOCK

MOOD BOARD

PLENARY- EXPECTATIONS

THROUGHOUT THIS PROJECT YOU ARE REQUIRE TO COMPLETE ADDITIONAL WORK IN YOUR FREE TIME AND AT HOME ALONGSIDE THE WORK YOUR TUTORS SET YOU.

You must record your recent findings and make notes so that you are able to select where your studies have been successful. Make drawings and experiments with a variety of recycled materials, twist, bend, melt, mould and shape any materials you can get your hands on begin to collect ring pulls, cans, plastic bottles, plastic bags etc.…

PAPER BASED MATERIALSLESSON OBJECTIVEP2 investigate ideas generating techniques

LESSON OUTCOMES

Produce a selection of samples using found/recycled materials

Pass- students will create basic samples using found/recycled materials. Merit- students will create samples using found/recycled materials demonstrating the generation of ideas. Distinction- students will create samples using found/recycled materials demonstrating the generation of

imaginative, original ideas. Distinction star- students will create samples using found/recycled materials demonstrating the generation

of imaginative, original and innovative ideas.

ARTIST RESEARCH

Homework (1 FULL WEEK)

Research and record historical, contemporary and contextual information, draw inspiration from artists who have also been inspired by the theme of recycling (see Eco PPT to help you) create a wide variety of developmental studies based on the artists you have chosen to look at/research, use their work to inform and develop your own ideas

Make constant comments and annotations about the work-studied. What were the artists’ influences? What techniques have they used? Reflect upon what you are looking at/researching. What have these artists taught you?

Search the Internet for famous artists and fashion designers. Create a visual time line of recycled fashion and its progression.

Then present two images of your choice (in an imaginative way) one historical and one contemporary. Annotate their main characteristics, compare and contrast the two images, you may wish to add studies/samples in the artists/designers style.

BTEC L3: For learning outcome 1, learners need to recognise and compare differences and similarities in the contexts and factors that influence and inform the development of ideas

PAST STUDENT SAMPLES

PLENARY

Working with a partner fill in 5,5,1 evaluation sheet

Answer the questions…

Learners should be able to explain clearly the techniques used in the development of their ideas through display and oral presentation.

PLASTICS

LESSON OBJECTIVE

P2 investigate ideas generating techniques

LESSON OUTCOMES

Produce a selection of samples using found/recycled materials

Pass- students will create basic samples using found/recycled materials. Merit- students will create samples using found/recycled materials demonstrating the generation of ideas. Distinction- students will create samples using found/recycled materials demonstrating the generation of

imaginative, original ideas. Distinction star- students will create samples using found/recycled materials demonstrating the generation

of imaginative, original and innovative ideas.

YR12 HOMEWORK

Create a full case study on one of the plastic artists you are about to see

or

find a plastic Artist of your own choice and make a note of the artists names during the presentation.

Key Artists and Designers:

 Virginia Fleck

Robert Bradford

Caroline Saul

Miwa Koizumi

David Mach

Ildiko Szabo

Gary Harvey

Stephan Hann

 

 

ILDIKO SZABOGARDEN MADE OUT OF RECYCLED PLASTIC BAGS USING CROCHET, KNITTING, KNOTTING AND FUSING TECHNIQUES

RECYCLED, FAIR TRADE PLASTIC BAG CHICKEN FIGURINE IS HANDCRAFTED BY DISADVANTAGED CRAFTERS IN THE TOWNSHIPS NEAR CAPE TOWN, SOUTH AFRICA.

Other Plastic creations

Miwa Koizumi

I love the idea of using liquid containers to make water animals. I use a combination of heat guns, soldering irons and different cutting utensils to make these

Emila Sandoval, “Plastic Bag Brain”

I am a designer based in Brighton working with recycled plastics. My work is an exploration of colour, texture, material, patterning, shape and form. My passion lies with the creation of new materials from objects that might otherwise be thrown away.

Caroline Saul

ROBERT BRADFORD

VIRGINIA FLECK

Created from sections of used plastic shopping bags

BONDING PLASTIC BAGS

METALSLESSON OBJECTIVE

P2 investigate ideas generating techniques

LESSON OUTCOMES

Produce a selection of samples using found/recycled materials

Pass- students will create basic samples using found/recycled materials. Merit- students will create samples using found/recycled materials demonstrating the generation of ideas. Distinction- students will create samples using found/recycled materials demonstrating the generation of

imaginative, original ideas. Distinction star- students will create samples using found/recycled materials demonstrating the generation

of imaginative, original and innovative ideas.

HOMEWORK

Using a digital camera take a selection of photographs based around the theme of eco warriors.

PLENARY

Fill 5,5,1 evaluation sheet

Now complete your full evaluation of your samples- be clear what you have discovered/learned about the materials

Answer all the questions on the evaluation help sheet

Learners should be able to explain clearly the techniques used in the development of their ideas through display and oral presentation.

FABRICSLESSON OBJECTIVE

P2 investigate ideas generating techniques

HOMEWORK

Collect examples of both historic and contemporary recycling items ideas. Using theses examples create an A2 sheets, analyse, discuss and explain the techniques and processes used by artists. Use the correct terminology when describing the work.

Include information describing the social events that influenced the development of recycling e.g. the second world war, arrival of technology, digital technology.

LESSON OUTCOMES

Produce a selection of samples using found/recycled materials

Pass- students will create basic samples using found/recycled materials. Merit- students will create samples using found/recycled materials demonstrating the generation of ideas. Distinction- students will create samples using found/recycled materials demonstrating the generation of

imaginative, original ideas. Distinction star- students will create samples using found/recycled materials demonstrating the generation

of imaginative, original and innovative ideas.

PLENARY

Fill 5,5,1 evaluation sheet

Now complete your full evaluation of your samples- be clear what you have discovered/learned about the materials

Answer all the questions on the evaluation help sheet

Learners should be able to explain clearly the techniques used in the development of their ideas through display and oral presentation.

IN THESE LESSONS WE WILL COVER Task 2Generate design roughs and thumbnails that start to explore your early ideas use a range of media and materials to develop the potential of surface colour texture…Try to keep your ideas generation loose and allow for the unexpected to occur. Sample and experiment using conventional and unconventional materials.

START OF TASK 2LESSON Task

In the studio you will work from your drawings developing them in a variety of wet and dry media. Start to work elements from your research to enrich and drive the generation of ideas. Pause from time to time to review and analyse the work you are producing.

 

M2 builds on M1 and learners need to evidence their ability to further refine and modify their creative ideas, showing reasoned judgements in decision making. This evidence might be presented through detailed worksheets, refined maquettes, film clips with accompanying, clearly annotated storyboards and planned audio-visual presentations.

STARTING TO CREATE DESIGN IDEAS

Using your research and mark making work to inspire your ideas develop a design sheet of your ideas for pieces that could be sold in the ‘Eco Warriors’ shop.

Produce a series of designs with samples and annotations showing your ideas. Describe the formal elements, materials, processes and techniques you have used in each sample.

M2 builds on M1 and learners need to evidence their ability to further refine and modify their creative ideas, showing reasoned judgements in decision making. This evidence might be presented through detailed worksheets, refined maquettes, film clips with accompanying, clearly annotated storyboards and planned audio-visual presentations.

LESSON OBJECTIVE

Objective : to investigate techniques for ideas generation in the work of others and, through varied practical exercises, consider ways in which you can generate ideas for your own work.

How…….thumbnails, annotated sketches, model-making or working on digitally manipulated designs -planned alongside research and discussions.

M2 builds on M1 and learners need to evidence their ability to further refine and modify their creative ideas, showing reasoned judgements in decision making. This evidence might be presented through detailed worksheets, refined maquettes, film clips with accompanying, clearly annotated storyboards and planned audio-visual presentations.

LEARNING OUTCOMES

By the end of the lesson all pupils

MUST: Use materials and processes effectively to communicate their ideas and the meaning of their work.

SHOULD: Use, experiment with and combine materials and techniques effectively to communicate their ideas and the meaning of their work. Adapt and refine their work to make sure it well suits what they set out to do.

COULD: Apply their knowledge of materials and techniques independently and inventively to communicate their ideas an the meaning of their work and evaluate the outcomes. Show that they know ho work can be developed and improved to make it more successful.

SOME IDEAS TO HELP YOU THINK ABOUT WHAT FORM DESIGN IDEAS AND MAQUETTES CAN TAKE

An important part of this unit is to develop YOUR ’ innovative and imaginative abilities to generate and develop personal ideas.

Practical activities such as techniques creating storyboards, thumbnails, annotated sketches, model-making or working on digitally manipulated designs should be done alongside research and discussions.

EVIDENCE FOR P3

THROUGH RESULTS OF PRACTICAL ACTIVITIES- FOR EXAMPLE IN IDEAS WORKSHEETS, MODEL-MAKING, SAMPLES OR TEST PIECES SUPPORTED BY ANNOTATED STUDIES.

Look over your work can you clearly evidence a pass?

HOMEWORK

Use your samples; sheets and sketchbooks to develop your opinion on what would be the best design to use for your final piece.

M2 builds on M1 and learners need to evidence their ability to further refine and modify their creative ideas, showing reasoned judgements in decision making. This evidence might be presented through detailed worksheets, refined maquettes, film clips with accompanying, clearly annotated storyboards and planned audio-visual presentations.

LESSON

Choose your final design and make your final outcome using appropriate materials and techniques. Take photographs of the process and making stages. Present these alongside your design sheet in the form of a made sketchbook.

Your Final Piece

Evaluate learning through analysis, refinement and presentation of a set of finished works. Consider and show how the subject matter has developed through techniques and manipulation processes.

Learners should show ongoing analysis and evaluation of their progress in understanding how their ideas were formed and shaped; final outcomes.

ADD PIC OF ALEX’S DRESS

LESSON

Lesson Objective

P4 communicate and present ideas and outcomes to

different audiences.

Learning outcome

Client presentation

Assessment via outcome

PASS, MERIT or Distinction

10 minute presentations

STUDENT PRESENTATIONS

YOU ARE GONG TO PLAN A PRESENTATION ABOUT YOU FINAL OUTCOME AND IDEAS. YOU CARRY OUT THIS PRESENTATION IN FRONT OF THE SHOPS OWNER. YOU MUST TRY TO CONVINCE THEM TO SELL YOU ITEM IN THEIR SHOP.

For learning outcome 4, the development of presentation skills are essential to enable effective communication of learners’ ideas. Presentation methods will include a range of different approaches suited to the ideas and intended audiences, for example mounting and display, presentation of visual and written work, verbal and visual presentation, and using bullet points and prompt cards. Methods could include combinations of digital and verbal presentation. Learners will need to research audience or client requirements in order to focus and select the appropriate information. Opportunities to practise the techniques of capturing audience interest and holding their attention will also be essential.

WHEN PLANNING YOU PRESENTATION CONSIDER….

EVALUATE, DISCUSS, DISPLAY

Evaluate work and explain decisions made.

Discuss the influence of the artists’ research on work.

What discoveries have been made when working with different media, techniques and processes?

Show how work has been modified and adapted before presentation of final outcomes.

Evaluate successes and failures.

Look at methods of displaying and presenting e.g. digital display, mounted or framed work; how are one offs and multiple works to be displayed?

When reviewing, learners will need to analyse the successes and/or failures of their working practices, their use of materials and techniques, and the quality and aesthetics of their work.

PLENARY

Practice your presentation with another member of the group

STUDENT PRESENTATIONS

For learning outcome 4, the development of presentation skills are essential to enable effective communication of learners’ ideas. Presentation methods will include a range of different approaches suited to the ideas and intended audiences, for example mounting and display, presentation of visual and written work, verbal and visual presentation, and using bullet points and prompt cards. Methods could include combinations of digital and verbal presentation. Learners will need to research audience or client requirements in order to focus and select the appropriate information. Opportunities to practise the techniques of capturing audience interest and holding their attention will also be essential.

PLENARY…EBI….WWW

Evaluate the presentations who’s was the most successful and why?

Try and learn from your mistakes and the successes of others – make some notes that could help you the next time you are required to do a presentation.

LET’S REVIEW THE GRADING CRITERIAMAKE NOTES TO HELP YOU AS YOU DISCUSS EACH OF THE FOLLOWING SLIDES.

Assessment and grading criteria

P1 compare ideas and concepts in art and design work

M1 use the results of purposeful research and investigation

to inform own ideas and concepts, demonstrating coherent direction in originating and developing ideas

D1 independently analyse and interpret research to

generate personal ideas and concepts, applying sophisticated thinking in generating, modifying and synthesising original ideas

P2 investigate ideas generating techniques

M2 demonstrate a considered approach to producing

purposeful ideas and solutions in response to briefs, presenting work coherently and effectively.

D2 demonstrate an individual and perceptive approach

to producing and communicating innovative and engaging work, using sophisticated presentation methods.

P3 generate and refine ideas in response to given briefs

P4 communicate and present ideas and outcomes to

different audiences.

P1

Evidence produced for P1 should demonstrate the ability to identify and compare, as clearly as possible, a range of visual and verbal references to ideas and concepts in art and design, through notes, extended pieces of written texts, bibliographies and lists of references, annotated studies, recorded discussions, observation sheets, activity feedback and completed frameworks.

M1

Evidence for M1 could take the form of explanatory notes, descriptive and analytical pieces of text or detailed annotated visual studies. There should be evidence of a coherent, clearly defined and planned approach to generating independent and creative ideas.

D1

For D1, learners will analyse and interpret research independently, evidencing their understanding of creative thinking techniques through analytical written pieces and combinations of visual and textual analysis, using in-depth critical vocabulary. Similarly, learners will evidence their ability to apply divergent and lateral thinking to generate, develop and synthesise exciting and innovative ideas.

P2

For P2, learners should show evidence of investigations of how mental and practical activities such as mind-mapping, drawing, modelling and free association can generate ideas for art and design work.

M2

M2 builds on M1 and learners need to evidence their ability to further refine and modify their creative ideas, showing reasoned judgements in decision making. This evidence might be presented through detailed worksheets, refined maquettes, film clips with accompanying, clearly annotated storyboards and planned audio-visual presentations.

For M2, learners should show coherent connections between their own and others’ concepts and ideas using informed linguistic skills. They should show an individual, imaginative approach to communicating and presenting information. Evidence for this might be through investigating and collating research into different audience needs and developing a range of well-planned presentation methods as suggested in the unit content.

D2

For D2, learners will demonstrate highly articulate skills of review and refinement towards providing informed and sophisticated ideas for different purposes. Learners will show clear evidence of highly articulate communication skills through independently planned, engaging presentations. Evidence of effective presentations to different audiences might be a chart or graph showing the results of their analysis of audience feedback.

P4 could be evidenced through learner plans, notes or charts from their market research and audience analysis, and video clips demonstrating effective presentation and communication skills. Learners might use varied presentation methods for different activities, using audio-visual equipment such as video, film, annotated slides or PowerPoint slides that are of particular relevance to their ideas.

EVALUATION THE PROJECT-SEE EXAMPLE