WITH THE SUPPORT OF THE ERASMUS+
PROGRAMME OF THE EUROPEAN UNION
1st Activity (1st year)
Book Cover Design My Book Cover
TURKISH SCHOOL ACTIVITY
https://www.youtube.com/watch?v=xmGfTWyw8rc&t=18s
OBJECTIVES
Students:
● learn the terms of rate, colour and texture,
● gain the ability of visual comprehension and putting thoughts down on paper,
● gain the ability of visual- setting up,
● develop the ability of aesthetics and creative thought,
● gain the skill of expressing oneself,
● establish a tie between art and design,
● acquire the collage techniques,
MATERIALS
- drawing paper
- pencil
- painting; water colour, gouache,
- pictures/photos to use in the collage
- paint brush,
- scissors,
- glue
LEARNING
ACTIVITY
METHOD
A) Before beginning the class, a 20-minute presentation on design, a book cover design, size of a book cover, placing title and name of the author of book on a cover and explaining collage techniques is viewed.
B) Following the presentation, students are asked what they remember from a book
they have read and to tell the most interesting event they have found. In addition,
students are asked to remember the main points that intrigued him/her. SS are also
asked how the cover could be best to present the content. It is added that the cover
should arouse sense of wonder in the minds of readers, as it hooks readers and get them intrigued enough to read it. One point is made clear: That a book on a shelf catches a reader’s eye and the cover captures him or her the moment he/she takes it from the shelf is the achievement of the cover designer. In other words, a book cover helps books fly off the shelves and straight into the hands of readers.
The essential elements of a front cover include title and author’s name. Book cover
sizes are given once more, but it is difficult for children to work on that size, so children
are free to work on bigger size drawing papers. They are asked to design a new cover for a book they have read. A cover drawing can be designed with a pencil. Location of title and author name is planned. It is reminded that the images and pictures used should be harmonious and proportional in a way that they do not push each other to the background. SS complete the final sketch by painting or using collage techniques.
C) Five design stages are followed during the activity:
EMPATHIZE
In this stage pupils will consult their teachers, make research on the net,
engaging farther into the issue to better understand the situation at hand, as well as working as a group to have a deeper comprehension. Pupils will gather a substantial amount of information during this stage and carry on to the next stages.
DEFINE
During this stage, pupils will put together all the information they gained
during the Empathize step, understand how to use them effectively.
IDEATE
In this stage, design thinkers start to use the information to generate new
ideas.
PROTOTYPE
During this stage, the team will work on creating a number of products
with specific features and pupils will explore how each of the prototypes would meet the expected results.
TEST
During this last stage, students test their prototypes to see how well they handlen the situation. This stage will allow the team to go back to previous stages and revise their information to get the best outcomes for their end product.
2nd Activity (1st year)
Poster Design "My City"
TURKISH SCHOOL ACTIVITY
https://www.youtube.com/watch?v=vUO3J91CKWI&t=10s
OBJECTIVES
Students:
learn how to make a presentation through PowerPoint and design it;
learn what a poster is - its size and function;
learn the function of the symbols on the PowerPoint menu bar;
learn to design a poster through computer programms using Web 2.0 Tools for preparing a poster.
MATERIALS
PowerPoint Program
Canva
Adobe Spark
Postermywall
Publisher
Posterini
Poster Maker
ABC Word Cloud
LEARNING
ACTIVITY
METHOD
Students watch a 20-minutes presentation about a poster and its function. Following the presentation, carry the discussion about posters, the features of their citythat are worth to be promoted and designed in the poster.
Next session will be presented menu bar of PowerPoint program on the interactive board, given the size of blank page, explained the background colours, selection of pictures, letter fonts, attractive slogans and effective resolutions for making the poster. There will be used Free stock photographs with high resolution which are available on websites like Unsplash, ISO republic, KaboomPics, FreePic.Students learn about PowerPoint program but they are free to use any Web 2.0 Tool on their choice. While students work on their posters, teacher checks them and answers the questions. Necessary corrections will be made. At the end students convert their posters to PDF and send via email to the teacher.
Five design stages will be followed during the activity
EMPATHIZE
In this stage pupils will consult their teachers and make research on the net, engaging farther into the issue to better understand the situation at hand, as well as working as a group to have a deeper comprehension. Pupils will gather a substantial amount of information during this stage and carry on to the next stages.
DEFINE
During this stage, pupils will put together all the information they gained during the Empathize step, understand how to use them effectively.
IDEATE
In this stage, design thinkers start to use the information to generate new ideas.
PROTOTYPE
During this stage, the team will work on creating a number of products with specific features and pupils will explore how each of the prototypes would meet the expected results.
TEST
During this last stage, students test their prototypes to see how well they handle the situation. This stage will allow the team to go back to previous stages and revise their information to get the best outcomes for their end product.
3rd Activity (1st year)
Logo & Emblem Design
TURKISH SCHOOL ACTIVITY
https://www.youtube.com/watch?v=uh2l6DAVJx4
OBJECTIVES
Students:
● learns what emblem and logo are and what they are used for,
● monitors an abstract concept turning into concrete state,
● gets to know basic geometric shapes,
● perceives the relation between form-shape and letter,
● learns to use web 2.00 tools to design a logo,
MATERIALS
- Painting notebook
- 2B drawing pencil – mechanical pencil
- 30 cm ruler-geometric template ruler
- coloured felt tip pens
also Web 2.0 Tools;
- Logo Makr
- Graphic Springs
- Canva
LEARNING
ACTIVITY
METHOD
A) First, some theoretical information about the topic is given by making a PowerPoint presentation and the preliminary process is completed by using the question-answer technique.
B) Alignment lines, which belong to various sized letters, are drawn in the notebook. (Such as lines one under the other with 5 cm line spacing) Then line spaces are filled with geometric shapes (circle. square, rectangle etc.) using materials. Students try place the letters delicately in the geometric shapes.
(Such as letters O,o,Ö,ö,G,g,a,e in a circle, A,F,E,T in a square, İ,I in a rectangle.)
Students who get the basics find out various types of writing fonts by decreasing the line spacing sizes of letters or moving them downwards or upwards. In the light of the information students learn, they will go to the next stage, colouring stage using various kinds of colouring materials (coloured felt tipped pens, markers, coloured pencils).
Students, with the help of their interests, their researches and their imagination, sizing the text, making shadow and background may enrich their works.
C) Five design stages are followed during the activity:
EMPATHIZE: In this stage pupils will consult their teachers, make research on the net, engaging farther into the issue to better understand the situation at hand, as well as working as a group to have a deeper comprehension. Pupils will gather a substantial amount of information during this stage and carry on to the next stages.
DEFINE: During this stage, pupils will put together all the information they gained during the Empathize step, understand how to use them effectively.
IDEATE:
In this stage, design thinkers start to use the information to generate new ideas.
PROTOTYPE:
During this stage, the team will work on creating a number of products with specific features and pupils will explore how each of the prototypes would meet the expected results.
TEST:
During this last stage, students test their prototypes to see how well they handle the situation. This stage will allow the team to go back to previous stages and revise their information to get the best outcomes for their end product.
4th Activity (1st year)
Lighting product design
TURKISH SCHOOL ACTIVITY
https://www.youtube.com/watch?v=Jn0LXAFA8sg
OBJECTIVES
Students:
● grasps art / design elements,
● presents art/design elements as a product,
● explains design principles showing them on a product,
● evaluates a product around him/her from the point of design,
● has an idea on a design products around him/her.
MATERIALS
- popsicle sticks
- wooden sticks
- glue
- silicone gun
- paint
- wax paper
- scissors
*Students may use some other materials along with sticks if they like.
LEARNING
ACTIVITY
METHOD
A) Students watch a 15-minute presentation on nightlights. Effects of light and shade in illumination are emphasised. The question, ‘What is design for you?’ is asked to the students during the course of presentation. After the answers, design is defined to be the imagination of an art work. Students are asked to add a new design to a finished product.
B) In the next sessions, usage of art/design elements, lines, colour, tissue, place, shape / form are explained on examples of nightlights. Principles of a design, balance, rhythm, movement, unity and diversity are explained using nightlights. After the process of product analyze and idea development, designed product is presented in the class environment. In the final stage students build their own designs. Students are free to use any materials they like along with sticks.
C) Five design stages are followed during the activity:
EMPATHIZE: In this stage pupils will consult their teachers, make research on the net, engaging farther into the issue to better understand the situation at hand, as well as working as a group to have a deeper comprehension. Pupils will gather a substantial amount of information during this stage and carry on to the next stages.
DEFINE:
During this stage, pupils will put together all the information they gained during the Empathize step, understand how to use them effectively.
IDEATE:
In this stage, design thinkers start to use the information to generate new ideas.
PROTOTYPE:
During this stage, the team will work on creating a number of products with specific features and pupils will explore how each of the prototypes would meet the expected results.
TEST:
During this last stage, students test their prototypes to see how well they handle the situation. This stage will allow the team to go back to previous stages and revise their information to get the best outcomes for their end product.
PROTOTYPE: During this stage, the team will work on creating a number of products with specific features and pupils will explore how each of the prototypes would meet the expected results.
TEST: During this last stage, students test their prototypes to see how well they handle the situation. This stage will allow the team to go back to previous stages and revise their information to get the best outcomes for their end product.
5th Activity (1st year)
Paper Basket Design _ My Paper Basket
TURKISH SCHOOL ACTIVITY
https://www.youtube.com/watch?v=to52Gdn5n00
OBJECTIVES
Students:
● develops eye and hand coordination,
● creates three-dimensional designs,
● discovers new solutions to difficulties they encounter while designing,
● acquires how to use size and ratio,
● catch the relation among material, form and function in art works,
MATERIALS
- newspaper sheets/magazine sheets
- wooden sticks
- glue
- scissors
- clothes pegs
- paint
- painting brushes
- items in different shapes to give the form to the basket.
LEARNING
ACTIVITY
METHOD
A) Students are informed on how to make a paper basket and what materials are used by presenting a 20-minute slide show. After the slide presentation, students are guided to make more researches on the subject.
B) In the next sessions, according to the five stages of design thinking process, students talk about their researches, discuss the matter, generate new ideas about the functional basket making. Then, the students set out to create their own designs. Slideshow is displayed on the screen during the activity.
C) Five design stages are followed during the activity:
EMPATHIZE:
In this stage pupils will consult their teachers, make research on the net, engaging farther into the issue to better understand the situation at hand, as well as working as a group to have a deeper comprehension. Pupils will gather a substantial amount of information during this stage and carry on to the next stages.
DEFINE:
During this stage, pupils will put together all the information they gained during the Empathize step, understand how to use them effectively.
IDEATE:
In this stage, design thinkers start to use the information to generate new ideas.
PROTOTYPE:
During this stage, the team will work on creating a number of products with specific features and pupils will explore how each of the prototypes would meet the expected results.
TEST:
they handle the situation. This stage will allow the team to go back to previous stages and revise their information to get the best outcomes for their end product.
6th Activity (1st year)
Photography Design_Introducing Our traditional Food
TURKISH SCHOOL ACTIVITY
https://www.youtube.com/watch?v=6HDp7AbPnXw
OBJECTIVES
Students
● gains the basic principles of photography,
● acquires design principles of photography,
● correlates seeing and expressing,
● transforms acquisition on art and design to a different discipline, ●develops efficiency of creative thinking and expressing himself/herself
MATERIALS
- mobile phone/camera
- camera lens (if possible)
- tripot
- flash drive
- USB cable
- simple photo editing programs
LEARNING
ACTIVITY
METHOD
A) Before the session, students watch a 20-minute presentation on photography, food photography, light and composition, shooting angles, adjustment and photographic design. Following the presentation, students discuss the main points in food photos, compositions and the traditional dishes to be shot.
B) In the following sessions, students do their researches on the net, talk about their discoveries, create new design ideas and prepare their traditional food photos. Students are guided to find some simple editing Apps or Web 2 Tools to edit their food photographs. Students get an idea about White Balance, Shadow-Light Balance, Contrast- Light on the photograph they have shot.
C) Five design stages are followed during the activity:
EMPATHIZE:
In this stage pupils will consult their teachers, make research on the net, engaging farther into the issue to better understand the situation at hand, as well as working as a group to have a deeper comprehension. Pupils will gather a substantial amount of information during this stage and carry on to the next stages.
DEFINE:
During this stage, pupils will put together all the information they gained during the Empathize step, understand how to use them effectively.
IDEATE:
In this stage, design thinkers start to use the information to generate new ideas.
PROTOTYPE:
During this stage, the team will work on creating a number of products with specific features and pupils will explore how each of the prototypes would meet the expected results.
TEST:
During this last stage, students test their prototypes to see how well they handle the situation. This stage will allow the team to go back to previous stages and revise their information to get the best outcomes for their end product.
7th Activity (2nd year)
Short Film , Video Edit _ My Short Film
TURKISH SCHOOL ACTIVITY
https://www.youtube.com/watch?v=SUYx-XeQzBg
OBJECTIVES
Students
● learns necessary equipment for video shooting,
● plans the order of shots to be used in the video recording, writes a simple script,
● learns simple video shooting techniques,
● transfers the completed videos to a suitable media environment,
● edits the video,
MATERIALS
- mobile phone / camera
- tripod / selfie stick tripod
- USB cable
- lavalier microphone (if needed)
LEARNING
ACTIVITY
METHOD
A) The students watch a 25 minute presentation about short film/video. In the presentation, the stages of writing a simple scenario telling the storyline, making a short film and montage (Pre-production, Production, Post-production) are explained. After the presentation, the instructor talks with the students about what topics can be used in the short film, the interview, the documentary or a short themed movie. The students are asked to plan the order of the shots of their short film before they attend the next lesson.
B) In the next lesson, the simple scenario of the video that students plan to shoot is written in the classroom environment. This simple scenario will both make students’ work easier and prevent energy waste.
Movie Maker programme is downloaded as sample video editing program. The interface of the programme is explained. The students are shown how to make necessary arrangements using the tabs of the programme.
The way to save the film as a project is taught. The students may work individually or in groups while doing this activity.
Apart from this program, students are free to use any other video editing program of their choice.
C) Five design stages are followed during the activity:
EMPATHIZE:
In this stage pupils will consult their teachers, make research on the net, engaging farther into the issue to better understand the situation at hand, as well as working as a group to have a deeper comprehension. Pupils will gather a substantial amount of information during this stage and carry on to the next stages.
DEFINE:
During this stage, pupils will put together all the information they gain during the Empathize step, understand how to use them effectively.
IDEATE:
In this stage, design thinkers start to use the information to generate new ideas.
PROTOTYPE:
During this stage, the team will work on creating a number of products with specific features and pupils will explore how each of the prototypes would meet the expected results.
TEST:
During this last stage, students test their prototypes to see how well they handle the situation. This stage will allow the team to go back to previous stages and revise their information to get the best outcomes for their end product
8th Activity (2nd year)
Scratch , Basic Aquarium Animation Game _ I Design A Game
OBJECTIVES
Students
knows Scratch screen and knows how to use it
distinguishes between the concepts of stage, character and costume
learns how to change the stage and character by building a new implementation
knows to work on commands for coding, costumes and sounds and edits them
develops implementations by using motion and visual commands
understands repetition of structures and develops the implementation,
knows how to conduct implementation management according to specific
requirements and arranges it,
improves design skills
MATERIAL
- computer
LEARNING
ACTIVITY
METHOD
A) The students watch a 20 minute presentation on Scratch and examples of simple games designed in Scratch. Some tutorial Scratch game videos are presented in he classroom.
B) Each student makes their own membership registration by clicking on the link, https://scratch.mit.edu/ . After signing in, by using the “Explore” link the projects which are designed by other members, stages in the design process and given commands are seen. The Scratch screen is introduced to the students; menu bar, project page (stage), sprites (characters), blocks, coding area. Students choose “Create” on the menu to start creating their projects. A simple aquarium is designed with students. When the work is done “Sign out” button is clicked to exit. Every time to reach the project,” Sign in” button is clicked, User Name and Password are used. At the end of the work, the links of the project pages are sent to the teachers’ email addresses.
C) Five design stages are followed during the activity:
EMPATHIZE:
In this stage pupils will consult their teachers, make research on the net, engaging farther into the issue to better understand the situation at hand, as well as working as a group to have a deeper comprehension. Pupils will gather a substantial amount of information during this stage and carry on to the next stages.
DEFINE:
During this stage, pupils will put together all the information they gain during the Empathize step, understand how to use them effectively.
IDEATE:
In this stage, design thinkers start to use the information to generate new ideas.
PROTOTYPE:
During this stage, the team will work on creating a number of products with specific features and pupils will explore how each of the prototypes would meet
the expected results.
TEST:
During this last stage, students test their prototypes to see how well they handle the situation. This stage will allow the team to go back to previous stages and revise their information to get the best outcomes for their end product.
9th Activity (2nd year)
OBJECTIVES
Students
● understands that electrical current passes through closed circuit,
● recognizes that the electricity creates a magnetic area,
● recognizes energy transformations,
● makes design by combining mechanical parts and improves it
MATERIALS
- batteries
- mini DC motor
- propeller
- round magnet
- electric string
- bulb
- key
- ice cream sticks
- strong adhesive / silicone gun
- tape
- used remote control toys
- toy parts
- Other materials that students prefer to use
LEARNING
ACTIVITY
METHOD
A) Students watch a presentation about "Tinkering" for 20 minutes. At the end of the demonstration, students are asked to do research on the topic. Students who wish can work in groups, students who wish can work individually.
B) In the next lesson, students share information and ideas from their research with the class. Then they determine the materials needed for its work. Then, the application phase is started with the necessary material. At the end of the study, each student explains their design and working system to their friends in the classroom, and receives feedback to improve their product.
C) Five design stages are followed during the activity:
EMPATHIZE: In this stage pupils will consult their teachers, make research on the net, engaging farther into the issue to better understand the situation at hand, as well as working as a group to have a deeper comprehension. Pupils will gather a substantial amount of information during this stage and carry on to the next stages.
DEFINE: During this stage, pupils will put together all the information they gain during the Empathize step, understand how to use them effectively.
IDEATE: In this stage, design thinkers start to use the information to generate new ideas.
PROTOTYPE: During this stage, the team will work on creating a number of products with specific features and pupils will explore how each of the prototypes would meet the expected results.
TEST: During this last stage, students test their prototypes to see how well they handle the situation. This stage will allow the team to go back to previous stages and revise their information to get the best outcomes for their end product
10th Activity (3rd year)
Stop Motion Animation _ My Stop Motion Film
TURKISH SCHOOL ACTIVITY
https://www.youtube.com/watch?v=G8VNl9HgyOs
https://www.youtube.com/watch?v=0LE0WlcRMMQ
https://www.youtube.com/watch?v=LxMygLLrYlU
https://www.youtube.com/watch?v=1eRrW-ii3S4
https://www.youtube.com/watch?v=U09_x6qZqMQ
https://www.youtube.com/watch?v=bEvREOPMuWs
https://www.youtube.com/watch?v=lNV7jj9gUnY
https://www.youtube.com/watch?v=b7VykkS9mzw
https://www.youtube.com/watch?v=qho00b4pV1U
https://www.youtube.com/watch?v=ikj6FCxObfI
https://www.youtube.com/watch?v=P_jiAq3eDfE
https://www.youtube.com/watch?v=vWctSH__9Fk
https://www.youtube.com/watch?v=-ZlwNTs60GA
https://www.youtube.com/watch?v=JRax9c6htmk
https://www.youtube.com/watch?v=OEqtRRG1nVw
https://www.youtube.com/watch?v=V-XaS5bmZzE
https://www.youtube.com/watch?v=V_jpSh65hKY
CROATIAN ACTIVITY
https://read.bookcreator.com/H9OijA6IWTeOiBmSlUUS8qmSlBX2/C1OjL5PWQHyvQmHqdN_IyA
https://read.bookcreator.com/H9OijA6IWTeOiBmSlUUS8qmSlBX2/wpvCSGN4SDuYw4D6G8ming
https://read.bookcreator.com/H9OijA6IWTeOiBmSlUUS8qmSlBX2/p5ns-hCDTx6aIhLP1zRzFA
OBJECTIVES
Students:
● has an idea about basic animation techniques,
● has an idea about basic photography technique,
● can write a short animation script and design the flow of the events,
● develops creative thinking and design ability,
● learns stop-motion film and editing techniques,
MATERIALS
- mobile phone/camera
- desk lights
- computer
- flash drive
- USB cable
- stop-motion editing programmes/Apps
LEARNING
ACTIVITY
METHOD
A) Students watch a 20-minute presentation about stop-motion, script writing, shooting phases, materials that can be used for animation, shooting techniques and equipment.
In the time left from the presentation, the factors that will help in stop-motion technique such as script writing, player, space, editing while filming stop-motion animations are discussed. Students are asked to come to the next lesson by doing search on the net.
B) In the next lesson, students talk about their searches and write a short event flow related to the video they are going to shoot. Students decide on the factors such as player, space, costume to be used in the animation. They decide how to use a space as a set. They shoot an example video in the classroom by using macaroni scattered around and frame by frame forming the name of the project, it is edited (music, intro, generic, flow of events, etc.) and the stages are explained to the students.
Until the next lesson, the students prepare their stop-motion films and they send them to the teachers via e-mail or flash drives. Students present their animation films to their friend in the classroom.
NOTE: Any type of material can be used for the stop-motion animation film; figures from play dough, lego pieces, toys, students themselves, fruit&vegetables, household items, etc.
C) Five design stages are followed during the activity:
EMPATHIZE: In this stage pupils will consult their teachers, make research on the net, engaging farther into the issue to better understand the situation at hand, as well as working as a group to have a deeper comprehension. Pupils will gather a substantial amount of information during this stage and carry on to the next stages.
DEFINE: During this stage, pupils will put together all the information they gain during the Empathize step, understand how to use them effectively.
IDEATE: In this stage, design thinkers start to use the information to generate new ideas.
PROTOTYPE: During this stage, the team will work on creating a number of products with specific features and pupils will explore how each of the prototypes would meet the expected results.
TEST: During this last stage, students test their prototypes to see how well they handle the situation. This stage will allow the team to go back to previous stages and revise their information to get the best outcomes for their end product.
11th Activity (3rd year)
Photoshop , Simple Photo Manipulation _ My Photoshop Design
TURKISH SCHOOL ACTIVITY
https://www.youtube.com/watch?v=VASBw67Y5no
OBJECTIVES
Students:
-understand the function of Photoshop,
-learn the places and functions of tools, menus and panels in Photoshop,
-understand the concept of layer,
-design photographs and arranges them,
MATERIALS
- Photoshop program or alternatives
- computer/tablet/mobile phone
- flash drive
- photographs to be worked on
LEARNING
ACTIVITY
METHOD
A) Students will watch a 20-minute presentation which explains the Photoshop program and contains Photoshop examples. At the time left from the presentation, students are asked what kind of Photoshop arrangements they can design. Students are asked to come to the class next lesson with two photographs to use in the foreground and the background of Photoshop study.
B) In the next lesson, Photoshop program is opened, the menu bar, tools bar, panels and their functions are explained to the students. Layer arrangements are explained. First, the whole class works on the same foreground and background photos.
Next, students starts working on their own design.
NOTE: Students are free to use Photoshop program or any other Photoshop alternatives. They can use their computers, tablets or mobile phones.
C) Five design stages are followed during the activity:
EMPATHIZE: In this stage pupils will consult their teachers, make research on the net, engaging farther into the issue to better understand the situation at hand, as well as working as a group to have a deeper comprehension. Pupils will gather a substantial amount of information during this stage and carry on to the next stages.
DEFINE: During this stage, pupils will put together all the information they gain during the Empathize step, understand how to use them effectively.
IDEATE: In this stage, design thinkers start to use the information to generate new ideas.
PROTOTYPE: During this stage, the team will work on creating a number of products with specific features and pupils will explore how each of the prototypes would meet the expected results.
TEST: During this last stage, students test their prototypes to see how well they handle the situation. This stage will allow the team to go back to previous stages and revise their information to get the best outcomes for their end product.
12th Activity (3rd year)
Ceramic Pottery Design
TURKISH SCHOOL ACTIVITY
https://www.youtube.com/watch?v=n-izU30ZUYI
OBJECTIVES
Students:
-learn techniques about ceramic art,
-grasp the concept of Three-dimensionality,
-acquire steps of the process while making ceramic works,
-learn shape / form / while making ceramic work,
-gain the concepts of colour, texture and rhythm while making ceramic works,
-reflect his/her ideas on his/her works by taking theme and subject into consideration.
MATERIALS
- air dry clay or polymer clay or ceramic clay
- cling film or aluminum foil
- small rolling pin
- modelling pencils set or alternative tools
- mould material; bowl, plate etc.
- acrylic paint / ceramic paint
- brush
- some materials to be used for making patterns; leaf, lace, various printing products etc.
- sandpaper
- acrylic varnish
- scissors, decorative craft scissors
- sponge
- ruler
LEARNING
ACTIVITY
METHOD
A) Students watch a 20 minute presentation about the pottery in the classroom at the beginning of the activity. They have an idea about pottery and clay work in general.
B) The next lesson, students begin by sketching their designs and after that they start to work on their pottery design.
I) Air Dry Clay which is prepared before the lesson is given to the students. The dough is rolled with the rolling pin and cut into desired size and shape. After that the mould of the object to be designed is prepared. The inner side of the mould will be covered with cling film or aluminum foil if the inner surface is used. The outer surface will be covered if the outer surface is used. The clay designed object is placed either inside or outside of the mould. The mould is left to dry for 24/72 hours. The objects are removed from the moulds, painted and varnished in the next lesson.
II) If polymer clay is preferred, it will be the same procedure as in the air dry clay work. Only the object is baked in the oven after it is removed from the mould. Ordinary kitchen oven can be used for this process. Reading and following package baking instructions initially is essential.
III) If natural clay mud is preferred, the clay mud will be kneaded for a while in order to shape it easily. The procedure is the same as the others. If two parts are to be joined, slurry (a mixture of a little mud and very little water in a small pot, needs to be dense in consistency) is used. Then, to combine the two parts, small scratches are made on both parts and some slurry applied to them and combined. After shaping the object, the rough parts are cleared with slightly damp sponge. After that they are baked in a kiln. Finally they are painted with ceramic paint and baked in the kiln one more time.
C) Five design stages are followed during the activity:
EMPATHIZE: In this stage pupils will consult their teachers, make research on the net, engaging farther into the issue to better understand the situation at hand, as well as working as a group to have a deeper comprehension. Pupils will gather a substantial amount of information during this stage and carry on to the next stages.
DEFINE: During this stage, pupils will put together all the information they gain during the Empathize step, understand how to use them effectively.
IDEATE: In this stage, design thinkers start to use the information to generate new ideas.
PROTOTYPE: During this stage, the team will work on creating a number of products with specific features and pupils will explore how each of the prototypes would meet the expected results.
TEST: During this last stage, students test their prototypes to see how well they handle the situation. This stage will allow the team to go back to previous stages and revise their information to get the best outcomes for their end product.