Model Making for Cars, Bottles, Phones and Buildings for SS 3

Class: SS 3
Term: First Term
Week: 10
Age: 17 years
Duration: 60 minutes
Subject: Visual Art
Topic: MAKING MODELS FOR ART PRODUCTS
Subject Matter: Designs of objects: cars; Bottles: cell phone, buildings, air planes, and gliders
Previous Lesson: Contemporary World Art, Visual Culture, Installation and Per

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Define model making in the context of industrial design.
• Identify various objects suitable for model making.
• Describe the general process of industrial design.

Psychomotor Domain

• Construct a simple model of a selected object using available materials.
• Demonstrate basic techniques for refining a model.

Social Domain

• Appreciate the role of models in visual art and industrial production.
• Collaborate with peers in discussing design concepts.

Reference Materials

The following resources were used in planning this lesson:

• 2014 Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• Visual Art for Senior Secondary Schools, Book 3
• FCT ERC/NAPPS Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Selected objects for design (e.g., toy car, empty bottle, old phone, small building block)
• Examples of finished models or photographs of models (cars, bottles, phones, buildings, airplanes, gliders)
• Basic model-making materials: cardboard, foam board, clay, plasticine, craft knife, scissors, glue, rulers, pencils.
• Worksheets or drawing paper for sketching designs.

Rationale for the Lesson

This lesson is important as it introduces students to the practical application of design principles through model making, a critical skill in visual art and industrial design. Understanding this process helps students bridge the gap between abstract ideas and tangible forms, preparing them for careers in design, architecture, and engineering. It also fosters creativity and problem-solving abilities by requiring them to translate two-dimensional concepts into three-dimensional objects.

Prerequisite/Previous Knowledge

Students should have basic knowledge of drawing, sketching, and understanding of simple geometric shapes and forms. They should also be familiar with various art materials and their uses.

Lesson Content/Board Summary

Making Models for Art Products

Meaning of Model Making

Model making is the process of creating a three-dimensional representation of an object, structure, or system. In visual art and industrial design, models serve as prototypes, visual aids, or scaled-down versions of a proposed design, allowing designers to test ideas, visualise concepts, and present their work effectively before full-scale production.

Importance of Model Making in Industrial Design

Model making is crucial in industrial design for several reasons:

1. Visualisation: It helps designers and clients visualise the final product’s form, scale, and aesthetics.
2. Testing Functionality: Models allow for early testing of an object’s functionality, ergonomics, and structural integrity.
3. Problem Identification: Design flaws or challenges can be identified and corrected at an early stage, saving time and resources.
4. Communication: Models serve as effective communication tools for conveying design ideas to engineers, manufacturers, and marketing teams.
5. Cost Reduction: Making and refining models is often less expensive than producing multiple full-scale prototypes.
6. Presentation: High-quality models are excellent for presentations, exhibitions, and marketing purposes.

The Industrial Design Process

Industrial design is a systematic process that involves creating and developing concepts and specifications that optimise the function, value, and appearance of products for the mutual benefit of user and manufacturer. The general process often includes:

1. Research and Concept Development: Understanding user needs, market trends, and technical feasibility. Sketching initial ideas.
2. Model Making (Prototyping): Creating physical or digital models to test and refine concepts.
3. Photographs and Visualisation: Documenting the model and creating realistic renderings for presentation.
4. Testing and Evaluation: Assessing the model’s functionality, usability, and durability.
5. Refinement and Iteration: Making improvements based on test results and feedback.
6. Production Planning: Preparing the design for manufacturing, considering materials, processes, and costs.
7. Functionality Assessment: Ensuring the final product meets its intended purpose and performs effectively.
8. Manufacturing/Production: The actual making of the product.

Objects for Model Making

Models can be made for a wide range of objects, particularly those intended for mass production or complex construction. Examples include:

1. Cars: Automotive designers create clay, foam, or digital models to refine vehicle aesthetics, aerodynamics, and interior layouts.
2. Bottles: Models are used to design unique shapes for packaging, considering ergonomics, branding, and manufacturing processes.
3. Cell Phones: Prototypes help test the form factor, button placement, screen size, and overall user experience.
4. Buildings: Architects use scale models to represent structures, urban plans, and interior spaces, aiding in visualisation and client presentations.
5. Airplanes: Aeronautical engineers build models for wind tunnel testing to analyse aerodynamic performance and structural integrity.
6. Gliders: Similar to airplanes, models help in understanding flight dynamics and design optimisation for unpowered flight.

Basic Steps in Model Making for Selected Objects

While specific steps vary depending on the object and materials, a general approach includes:

1. Conceptualisation and Sketching: Begin with clear sketches or technical drawings of the object from multiple views (front, side, top).
2. Material Selection: Choose appropriate materials (e.g., cardboard for angular structures, clay for organic forms, foam for lightweight prototypes).
3. Measurement and Cutting: Accurately measure and cut materials according to the scaled dimensions from your sketches.
4. Assembly: Join parts using glue, tape, or other fasteners, paying attention to structural stability and neatness.
5. Shaping and Refinement: Use tools to carve, sand, or mould the model to achieve the desired form and texture.
6. Finishing: Apply paint, varnish, or other finishes to enhance the model’s appearance and protect its surface.
7. Evaluation: Review the model against the original design concept and make any necessary adjustments.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the students and asks them to recall any previous lessons related to design or drawing. The teacher then introduces the topic, “Making Models for Art Products,” by showing examples of models or images of designed objects like cars, bottles, or buildings, asking students what they observe.

Pupils’ Activity: Pupils respond to questions and observe the displayed models/images.

Learning Point: Introduction to models

Step 2: Meaning of Model Making

Time: 5 minutes

Teaching Skill: Explanation

Teacher’s Activity: The teacher explains what model making is in the context of visual art and industrial design, emphasising its role as a three-dimensional representation or prototype. The teacher provides simple definitions and examples.

Pupils’ Activity: Pupils listen attentively and ask questions for clarity.

Learning Point: Definition of model making

Step 3: Importance of Model Making

Time: 5 minutes

Teaching Skill: Discussion/Elaboration

Teacher’s Activity: The teacher discusses the importance of model making, highlighting how models aid in visualisation, testing functionality, identifying problems, and communicating designs. The teacher encourages students to share their own ideas on why models are useful.

Pupils’ Activity: Pupils contribute to the discussion and note key points on the importance of models.

Learning Point: Role of models

Step 4: The Industrial Design Process

Time: 10 minutes

Teaching Skill: Explanation/Illustration

Teacher’s Activity: The teacher outlines the general process of industrial design, explaining stages such as concept development, model making, testing, refinement, and production. The teacher uses the provided examples (cars, phones) to illustrate how these stages apply.

Pupils’ Activity: Pupils listen and take notes on the stages of industrial design.

Learning Point: Industrial design stages

Step 5: Objects for Model Making

Time: 5 minutes

Teaching Skill: Listing/Categorisation

Teacher’s Activity: The teacher enumerates various objects for which models are commonly made, such as cars, bottles, cell phones, buildings, airplanes, and gliders. The teacher shows examples or pictures of these objects and their corresponding models.

Pupils’ Activity: Pupils identify and list the different types of objects suitable for model making.

Learning Point: Modelable objects identified

Step 6: Basic Steps in Model Making

Time: 10 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher demonstrates basic steps in model making using simple materials like cardboard or clay. The teacher guides students through conceptualising a simple object (e.g., a small box or a simple bottle shape) and beginning to cut and assemble materials, emphasising accuracy and neatness.

Pupils’ Activity: Pupils observe the demonstration, ask questions, and attempt to follow the basic steps with provided materials.

Learning Point: Model making steps

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is model making?
2. Mention three reasons why models are important in industrial design.
3. List three stages of the industrial design process.
4. Name two objects for which models are commonly made.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding model making

Step 8: Note-Taking

Time: 10 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on model making and industrial design into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the main points of the lesson, reiterating the importance of model making as a practical skill in visual art and industrial design. The teacher encourages students to observe models in their environment.

Pupils’ Activity: Pupils listen and reflect on the lesson.

Learning Point: Model making consolidated

Continuous Assessment/Further Study

Type: Project/Homework

Instruction: Choose one of the following objects and create a simple scale model using readily available materials (e.g., cardboard, old plastic bottles, newspapers, glue, scissors). Present your model in the next Visual Art class.

1. A simple car design
2. A unique bottle shape
3. A small building or house

Lesson Keywords

• Model Making – The process of creating a three-dimensional representation of an object.
• Industrial Design – The process of designing products that are to be manufactured.
• Prototype – An early sample, model, or release of a product built to test a concept or process.
• Functionality – The quality of being able to perform a particular task or function.
• Visualisation – The ability to form a mental image of something not present to the sight or to make something visible.

Differentiation

For struggling learners: Provide pre-cut shapes or simpler templates for model assembly. Focus on identifying objects and basic steps rather than complex construction. Offer more one-on-one guidance during the practical activity.

For advanced learners: Challenge them to design a more complex object or to incorporate moving parts into their model. Encourage them to research different model-making materials and techniques or to consider the scale and proportion more critically.

Suggested Lesson Videos

For further understanding of model making and industrial design, search on YouTube for:

• industrial design process model making SS3
• how to make simple cardboard models for design