1. An eight week unit plan for 11th-12th graders
Design & Function
An eight week unit plan for 11th-12th graders

2. Overview
This unit plan focuses on art in the “real world”, as in functional & well-designed objects we use and see everyday. Students will be introduced to 3 different fields that involve design & function. They will complete a research component and a hands- on project for each one.

3. Standards and Grade Level Expectations
Comprehend:
1. Visual art has inherent characteristics and expressive features
2. Historical and cultural context are found in visual art
3. Art and design have purpose and function
Reflect:
1. Reflective strategies are used to understand the creative process
2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes
3. Interpretation is a means for understanding and evaluating works of art
Create:
1. Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas
2. Assess and produce art with various materials and methods
3. Make judgments from visual messages
Transfer:
1. The work of art scholars impact how art is viewed today
2. Communication through advanced visual methods is a necessary skill in everyday life
3. Art is a lifelong endeavor

4. Project 1: Surface Design
Overview: Students will research designers, artists, and patterns found in the world around them. After creating an ideation, students will create a visually appealing/interesting pattern or design with the intention of applying it to a product (t-shirt, shoes, cell-phone case, etc.). Students may use illustrator, paint, markers, etc. to create their pattern/design. Students will then transfer design & use digital software to put their design onto an object of their choosing. Students will have the option to purchase their own creation from provided online resources. (Zazzle, CustomInk, CafePress etc.)
Motivation: fashion: wearable/usable art
Project length: 2 weeks

5. Project 2: Studio Production
Overview: Students will research popular “makers” crafters, and artists in the fields of studio production. Students then will create a simple, well designed, everyday object (housewares, jewelry, headband, scarf, wallet, etc.) that can be recreate quickly & efficiently with the intention of selling their work. Example materials to choose from: wire, fabric, clay, leather, found objects. Students will create the same object 5-10 times. A school-wide art sale will take place shortly after.
Motivation: The “Handmade Movement”; Art as a means of living, getting your art into peoples hands.
Project Length: 3 weeks

6. Project 3: Visual Display Art
Overview: In groups of two or three, create an art piece/object with intention to display it in a chosen public institution, store, company, or restaurant. The goal of the piece should be to create something aesthetically pleasing and appropriate for your chosen location. Students will research visual displays and may use any 2-D or 3-D materials available in the classroom. Examples: flower installation for organic restaurant, video game painting for XBOX headquarters. Students will present their concept, location, and display piece to the class.
Motivation: Different locations, allowing students to choose based on their interest
Project Length: 3 weeks

7. Focusing Lenses Design Aesthetic Intention Influence Inspiration
Structure/Function
Balance
Collaboration

8. Prepared Graduate Competencies
Make informed critical evaluations of visual and material culture, information, and technologies
Analyze, interpret, and make meaning of art and design critically using oral and written discourse
Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
Explain, compare and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media, and careers in art and non-art related arenas
Recognize, demonstrate, and debate the place of art and design in history and culture

9. Standards and Grade Level Expectations
Comprehend: GLE #’s 1, 2, 3
Reflect: GLE #’s 1,2,3
Create: GLE #’s 1,2,3
Transfer: #’s GLE 2,3

10. Inquiry Questions Lesson 1:
How can pattern/design communicate a bigger message/idea? Examples?
What patterns are found in the world around us?
How does the design of interactive/everyday objects impact how we view/use them?
What elements make a design/pattern successful or aesthetically pleasing?
Is there a difference between art and design? How so?
Lesson 2:
What fields involve design? How so?
What goes into an “efficient & aesthetic design”?
How does time influence a makers design decisions?
What objects around us have elements of art & design?
Lesson 3:
Why are effective visual art displays important?
Can art communicate ideas & feelings? In what ways?
Where might visual art displays be important/sought after? Why?
What elements of art and design are important when considering a visual art display design?

11. Concepts Patterns Technique Style Culture Space/Time/Energy
Expressions
Observation

12. Enduring Understandings
The design of an object influences its function and in return the function of an object influences its design.
Art & Design have real world influence & application all around us.
Planning in art & design involves consideration of materials, time, culture, and function.
The fields of Art and Design have distinct differences

13. Enduring understandings continued

14. Critical Content (Know) & Key Skills (do)
Key Skills: My students will be able to do:
Make design decisions based on an end goal, timeframe, and specific function.
Work collaboratively in a creative setting.
Connect different artists and designers to different styles/fields/subjects in the world around them
Create an ideation that will guide their thought process & design decision throughout a project
The basics of design software
Critical Content: My students will know:
Different/unexpected fields that involve art and design (for example: the importance of product design, the culture of handmade vs manufactured)
The history and basic thought process of art created for mass consumption/viewing/use (surface design, visual display, production)
Contemporary and historical artists and designers in the fields of students particular interests

15. Vocabulary & Literacy Integration
Vocab: Function, Design, Aesthetics, Planning, Form, Balance, Collaboration, Repetition, Installation, Contemporary, Expression, Intentionality, Structure
Literacy Integration: Ideation, Proposal, Inventory, Critique