Image Credit: UX Indonesia on Unsplash
- Learn programs like Photoshop and Illustrator
- 2D design is everywhere in our lives (ads, posters, logos, packaging, etc)→ more interesting, familiar, and accessible to students
- Also, more accessible because graphic designs feel simpler to accomplish
- 2D design is versatile and can easily connect to different topics of interest for multiple points of entry
- Students connect with the world by realizing how much 2D design surrounds them in their everyday lives→ they gain a new appreciation for art and design because art will no longer feel isolated to the classroom or museums.
- Have students bring in the packaging from a food item they found visually interesting to class.
- Ask students what they notice about the packaging’s design, and use students’ observations to ease into a conversation about line, shape, color, value, space, form, and texture. Point out a poster in the room that students can refer to for a reminder of the elements of design.
- Have students create their own design in Illustrator for an imaginary food product using the elements of design they observed in the object they brought to class
Design Thinking Notes:
- Can be as simple as setting up your classroom and routine in a way that supports everyone’s needs while being open to change as problems arise and need to be solved → this can help teaching to run smoothly
- Teaching design thinking helps students develop problem-solving and decision-making skills and leads to innovative ideas that might not otherwise arise. Students may also become more confident in their abilities and independent. Building these skills and qualities in students is especially important now, when it is so easy to ask AI to do something for you when you feel incapable.
- Design thinking process: Inspiration: empathize, define, Ideation: ideate, prototype, and Implementation: test, share.
- https://theartofeducation.edu/2021/07/july-how-can-design-thinking-support-the-studio-process-in-your-classroom/
- Have students design their own sketchbooks!
- Empathize: Students notice that filling an empty sketchbook can feel overwhelming.
- Define: Students have trouble organizing and documenting their ideas. The solution is for the class to create their own guidelines/parameters/prompts for what to include in their sketchbooks.
- Ideate: Students research other artists’ creative processes, sketchbook inspiration, and search for examples to help them develop ideas that solve the problem.
- Prototype: Students apply their research to their own sketchbooks, trying out what they’ve observed.
- Test and Share: Students pick the ideas that worked best for them, create a final example sketchbook layout, and then share it with their peers for feedback.
- Maybe do this in tandem with an easier creative project, so students have something to write about and sketch in their sketchbooks, while emphasizing that structures must be open to change.
Elements and Principles of Art and Design Notes:
- Elements and principles of art and design provide students with a universal vocabulary for what they already notice when they look at an artwork.
- When a student is unhappy with their work, they have the elements and principles to look back to help them identify why they might feel unsatisfied.
- Students ask themselves open-ended questions about how the elements and principles can help them achieve their goals for a piece.
- Being introduced to the elements and principles makes students more aware of their observational skills, which they can apply to other disciplines.
- The teacher I’m observing this semester teaches a semester-long airbrush class, and his students are currently working on a project in which they use the elements and principles of design to create non-objective airbrush paintings.
- The students use a lot of stencils for their airbrush designs, which reminded me of contact paper stencils for screenprinting. One could teach a very similar lesson using stencils in a screenprinting class.
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