[Interior Design I]

Pattern
Overview:
This lesson will come at the end of the series on the elements of design. Lessons on line, shape/form, space and texture will have been taught. The other elements will help in teaching this lesson on pattern.

[Grade Level 9-12] [Class Dates]

Teaching Materials
! ! ! Materials with patterns Etiam at volutpat mauris. Donec eget congue augue.

Standards/Objectives: (Identify domain & level)

Standard 3: Analyze and associate the basic elements of design. (Cognitive Level V Synthesis) ! Determine and apply pattern (the application of color, lines, shapes and design to create visual interest) as an element of design. (Cognitive Level 4 Analysis; Cognitive Level 3 Application)

Other Resources/Technology
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Introduction/Set Induction (5 minutes):

Have a variety of materials that have patterns printed on them, or incorporated in them in some way. Allow the students time to engage with these items and pick a favorite. (Ex. Fabrics, pictures, items of clothing, wrapping paper, wallpaper) Have students notice the other elements of design in the materials and how they are implemented.

Transition (5 minutes):
Students will then find a group. Have students return patterned materials except one per group.

[Title]

Lesson Body (40 minutes): (Content/Teaching Methods)

Synectics: PHASE 1: Description of Present Condition (3 minutes): Teacher has students describe the situation as they see it now. Ask the students what they think pattern is and how it relates to design. Is it always even/equal/symmetrical? Does it happen in nature? Or only made by man? PHASE 2: Direct Analogy (10 minutes): Students suggest direct analogies, select one, and explore (describe) it further. Each student will come up with their own analogy of what pattern is (2 minutes). Prompt them with Pattern is like After each student has written down an analogy they will pair up with another student and share each analogy. They will pick one of the analogies they feel is best. The class will then be split into about 5 groups, share the analogies and decide which analogy best describes pattern. As ideas are shared with the class the teacher will write each one on a separate piece of large paper posted around the room. (For example: Pattern is like music.) PHASE 3: Personal Analogy (10 minutes): Students become the analogy they selected in phase two. (What does it feel like, look like, etc.) Students will now become the analogy they selected. How does it make them feel, what does it look like, etc. Students will use markers supplied to them and go to each paper that has the analogies written on them and write their thoughts. (Using the example in phase 2, what is it like to be music? Is it smooth, sharp, is there consistency or is it sporadic?) Ask the students to choose one conflict that can be used to create a new analogy. PHASE 4: Compressed Conflict (5 minutes): Students take their descriptions from phases two and three, suggest several compressed conflicts, and choose one. Students will return to their seats. The teacher will visit each analogy and hold a class discussion pointing out some of the words written by the students. At each analogy the teacher should point out compressed conflicts. Ask students to choose a compressed conflict that can be used for a new analogy in phase 5. PHASE 5: Direct Analogy (5 minutes): Students generate and select another direct analogy, based on the compressed conflict. Ask students to write a new analogy using the compressed conflict discussed in phase 4. Have students share their new analogies with the class. PHASE 6: Re-Examination of Original Task (10 minutes): Teacher has students move back to original task or problem and use the last analogy and/or entire synectics experience. Link the analogy from phase 5 back to the original question: What is pattern like? The students should now have more ideas, and a class discussion can be had. Refer to the compressed conflicts discussed in phase 4.

Transition (2 minutes):
Have students turn in their original and second analogies.

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Summary/Closure (2 minutes):
Pattern can be concise or abstract. Pattern involves the other elements of design. As we go on with designing your spaces the use of the elements of design will be important.

Assessment/Evaluation:
Students will be assessed by looking through their analogies.

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