Students were asked to engage with designing on the concept level.  We used Time as a subject to reflect on and created visual representations that others could interact with to form their own understandings.

Video 1: Trios of students were given a simple selection of materials to portray the passage of time, chalk, Vine video, and the sunny outdoors.  This particular video was revised 3 times until it satisfied the students' vision.

Video 2: Two students teamed together to create a visual representation of their personal concept of time.  Through creating and reflecting on impressions, the students evolved not only their design, but their understanding of their concept.  They moved through the thinking that "one thing leads to another" to "there are many events that come together and will have an impact on following events".

Image 3: One student felt her time was reflective of those that pass through it.  Her design asked others to contribute to the movement and formation of time.  Each participant added a different color of water to begin.  Gradually, these colors filtered together into one final cup.  She states that this final color could be unique to a time or place, dependent on those who contribute to that moment.

Image 4: As more students participate from semester to semester, the Time blog records their developments and allows them to join in a community of thinkers.  (access through school community only)

Students begin to identify the principles of structural integrity.  Rather than being told the elements that contribute to structures, students are asked to use their instincts and take inspiration from existing organic structures.  Critical awareness and experimentation support the students in evolving their designs to more successful structures.

Image 1: 1st attempt at mimicing a strawberry.

Image 2: Creating secure and predictable joint appropriate to the material.

Students are asked to think outside themselves to design a toy for a specified target age group.  They are guided through the design process including drawing techniques, research techniques, concept development, material research, construction, and presentation techniques.

Image 1: Students present a hugable toy for a child 3 months-1 years of age.  The toy considers the developing physical nature and curiosities of the target group by offering textures and sounds, while giving comfort to the young child.

More images coming soon...

At this level, students are asked to consider and understand technical concepts of visual arts by understanding the elements of design.  We begin with Pattern as an element.

Image 1: The student first struggles to apply the foundations of pattern.  Through critical thinking and discussing the intentions, appearances, successes and failures, the student refines their vision by making conscious choices based on learnings from experimentation.

Image 2: Students learn to manipulate concepts in relation to the page.  Each of these patterns was created by different student.  Each student looked to interpret their colleagues work in consideration of the new ground they chose.

Image 3: An exercise to understand figure vs. ground relationships as well as geometric vs. organic lines.

Image 4: Bringing concepts together in a pattern that considers what makes a pattern, positive and negative space, and surface quality.

In the second tier of discovering the elements of design we look at them together as a composition.  We ask, "How do the elements come together to contribute to value?"

Image 1: Students understand how build a system to create a range of values.  They are then able to apply (using their own devised method) that system to mimic an abstract predetermined composition.

Image 2: Students collaborate with others in the class to make sure there section is in tune with their neighbors.  They learn how to work thoughtfully, and with intention.  The 35 pieces are then joined together to reveal their joint accomplishment that counted on all participants.

Here students begin to consider the elements of design in three dimensions.  We look to apply the ways of critical thinking and exploration to various surfaces and processes.

Image 1:  Students learn to layer 2D and 3D planning and thinking.  Students are attempting to apply a design to the surfaces of a geometric and regular shape in order to distort our perception of it. 

Image 2: Plaster casting and working are an introduction to the subtractive process of working in 3D.  Students are asked to distort a plaster brick from its original recognizable form.  Through this project they come to understand how the elements of design also apply dimensionally.  This project is truly one of discovery in that the outcomes are more developed and considered than their initial plans on paper.

Image 3:  Students use sheet materials to build dynamic compositions that occupy space.  Through experimentation they come to understand the nature of building with sheet materials using unique connections, weight and responding to the surrounding space.  This project also introduces students to the studio process of developing an idea further through creating various iterations, documenting them through photography and evaluating the progress.

Students participated in 1/2 day workshops in order to have the opportunity to challenge themselves in a way that is not easily or typically done in a normal class period.  Explorations in Food asked student to consider a magic ingredient and discover all the ways it can be manipulated to create textures, flavors, and vehicles for other foods.  Students worked in teams through research, planning, experimentation, problem solving, and presentation.

Students learn about the role of food and the ways humans have looked to maintain and purpose certain resources throughout history in various cultures.

Image 1: Students work together to create their dishes.  Resourced were pooled from personal experience, internet, and of course trial and error.

Image 2: All dishes where presented and shared with the larger group.  Students were amazed that they were able to work collaboratively to meet such a high level of results with a minimal amount of knowledge to start.  They became accustomed to diving in with critical awareness and responded proactively to challenges.

Image 3: Each day of workshops is documented in a blog that allows student to see how other days of student approached the exercise.  Also, students who did not participate in this workshop were able to gain direction from seeing the process that the Food Explorers went through.