Lesson Plans

Door Hardware Lesson Plan Sept 25, 2013

 

Title: Designing Door Hardware

 

Problem:

 After viewing the doors in the Domicilies Project, students in Studio Art , are to choose one door and develop a piece of door hardware for that door. The hardware must reflect the student’s personal interpretation of the door.

 

Students, in Basic Drawing , are to choose a door and develop a piece of door hardware for that door. The hardware must reflect the student’s personal interpretation of the door. The hardware must be drawn in pencil. (Students may construct the hardware first, if they need a visual.)

 

Objectives:

Student can interpret the door’s economic, social, political or emotional theme in an original way.

Student can use the design elements of shape, form, color and texture to re-create that theme.

Student can design a piece of hardware that symbolizes the message that the door gives him/her.

Student can write a statement of intent to help the public understand his/her personal interpretation of the chosen door and purpose of the hardware he/she designed for it.

 

Materials:

Foam core board, styrofoam blocks, Celluclay, spray paint, acrylics, Sharpies,

Drawing pencils and paper

 

References: Examples of door hardware from a local blacksmith and local hardware stores. Images of door hardware throughout history.

 

Key Concepts:

Functions of Door Hardware

     Hinges- Support weight, help open or close

     Key or Combination Locks- keep safe, keep people out or in

     Knobs/ Latches- Welcome, warn, open and close

     Knockers-Alert, awaken, welcome, warn

Forms:

Hardware forms can change meaning through the elements of design;

For example: smooth, sharp, rusty, decorative, plain, worn, strong, weak, new, old, tiny or oversized, easy, difficult or impossible to use.

 

Assessments:

Preliminary sketches, pair shares, class critiques, one on one questioning.

Does the student develop a personal interpretation of the door?

How does the student compare, and synthesize the door’s information into his/her own life experiences?

Did the student use the design elements, successfully, to create a piece of door hardware that reflects his/her intent?

Based on the student’s statement of intent, is the piece successful?

 

NY State Standards:

Standard #1

-Students will develop their own ideas and images through the exploration and creation of art works based on themes, symbols and events.

- Understand and use the elements and principles of art in order to communicate their ideas.

- Reveal through their own art work understanding of how art mediums and techniques influence their creative decisions.

Standard #2

- Know about some cultural institutions and community opportunities for looking at original art, talking to visiting artists, to increase understanding of art.

- Understand characteristics of mediums.

Standard #3

- Respond to works of art and give reasons for those responses.

- Explain the visual and other sensory qualities found in works of art.

Standard #4

- Look at and discuss a variety of art works and artifacts from diverse cultures of the United States and ID distinguishing characteristics.

 

OCSD Graduation Standards:

Effective Communicator, Complex Thinker, Productive Worker

 * OFA students, faculty and staff would like to express their gratitude to Mr. Tuttle for sharing his passionate art and creative processes with us. We were blessed to work with such a dedicated and thoughtful artist.