Scheme Plan: Sculpture

Title of Scheme: Design a

functional shoe for; a
rainforest, a desert or a snow
covered landscape.
No. of Lessons: 12
Total Time: 4 weeks, 10 hr, 20 min
1 double
2 singles
Group: 1
st
Year
No. of Pupils: 24
Aims:

-Enable students to Identify and describe the work of Izhar Gafni and Ana Mitrano.
- Anaylse their work comparing and contrasting to work created to the classroom.
- Create a well-designed model of specific functional purpose built shoe.
- Improve awareness of easily discarded materials and realize the possibilities of recycling.

Overall Learning Outcomes for the Scheme:
Students will be able to.

- Demonstrate the ability to draw an observational / imaginative drawing of a shoe.
- Develop design skills by creating a functional shoe tailored to the shape of a foot.
- Develop problem solving skills by working to a design brief to create a functional shoe for a
rainforest, a desert or snow covered landscape.
-Write a descriptive paragraph describing terrain and environmental condition.
- Construct and assemble a cardboard shoe.
- Show a willingness and openness in their approach to the design brief.


Investigating/Exploring/Creating (include illustrations, especially your own work):

Investigating

-Through drawing, designing a shoe suited to the environment chosen.
- Features the shoe might have: support for the shin, flexible sole, and grip on sole, arch support,
ankle protection, calf protection, laces, buckles, high sole, and low sole, holes to let sand out, fur to
keep heat in.
- Students will validate these elements of the shoe in their worksheet.


Experimenting
- With paper to create templates for shoe design.
- Experimenting with various strengths of card to achieve desired effect.
- With scale and proportion.




Creating





- Worksheet preparing for 3D model. It will contain the brief for a shoe.
- The landscape, name and size, mind map and thumbnails.
- Templates from paper/newspaper to mold around leg
- A creative response to the brief a cardboard 3D model of a functional shoe.
Critical and Contextual studies:


Izhar Gafni: Bike Design. Ana Misran: Chair Design



Student will be encouraged to complete worksheets aiding their understanding of what kind of
practical features their shoe will contain to suit a specific environment. Utilizing their imaginative
drawing skills to create thumbnail sketches of their ideas. Students will work collaboratively in
groups that are doing the same shoe to encourage students to share ideas. I feel it is vital that
students interact not just with the teacher in a lesson but also with their peers. Students must be
familiar with these kinds of interacting exercise to develop social skills and also team building
mentality.
As there are computers in the room students will work in pairs if needs be to research the type of
shoe that is already available for their environment. Students will aim to develop these designs,
adding more features and gadgets. This is an experiential learning based project; students will be
given the opportunity to solve a problem through investigation and exploration. Students will be
introduced to the material very early. They will be creating swatches in cardboard manipulating and
forming the material aiding their knowledge of how the shoe could possibly be made.
There is great scope for this project to continue into other disciplines, students could create a flyer/
brochure/ poster/ bag or box for the shoe in graphics. The model could also transpose into clay
work, or a study on scale/ proportion/ tone and texture in drawing or painting. By participating in
this project students will be developing a variety of skills.
ICT:
-Students will be shown a YouTube clip of a cardboard bike by Izhar Gafni it is a six minute long clip.
-Although the subject matter is different the students will gain a better awareness of what could be
achieved using the material.
-Students will be able to access class computers to gather research on current styles in the market.

Literacy/ Numeracy:
Students will
Literacy
Compose a descriptive piece of write about the functionality features of the shoe in
worksheets.
Students will be encouraged to use key terminology when discussing work and will be
completing a word search as part of the homework in the first week.

Key vocabulary
Boot
Environment Polar Texture Forming
Experimentation Product design Thumbnail sketch Sticking
Desert Sculpture Layering
Manipulation Swatch Cutting

Numeracy
- Carefully measure out templates to fit the foot.
- Layering cardboard to create a sole.

Graphacy:
Create four thumbnail sketches of their shoes containing different features.


Teaching/Learning Strategies:
- Presentation Verbal/ Visual: Introduction to project.
Introduction to artists.

- Class critiques/discussions: Encouraging students to give constructive criticism on peers work.
Actively learning from other peers examples.

- Worksheets: Contain brain storm, descriptions and sketches.

- Demonstration: Craft knife.
How to make a template.
How to join cardboard.
Materials:
-Paper, pencils, rubbers, rulers, scissors, craft knifes, cutting matts, PVA glue, glue gun, glue sticks,
cardboard.

Safety Precaution:
-All bags will be kept under desks to keep ground free of clutter.
-Students with Special needs will be positioned closer to the door incase of an evacuation and to
allow them ease of access.
-Safety demonstrations will be given on the correct way to use a craft knife.
-Receive a step by step ticking worksheet when using craft knifes.
-Student with visual impairment will be seating close to the screen for power point presentations.
-Students will come to teacher with elements ready to be glued together; teacher will glue them
with hot glue gun.

Differentiation:

-Students with difficulty drawing will be encouraged to draw simple designs. These students could
be gifted when it comes to practical work this will have to be taken into consideration when setting
assessment criteria.
-Students with good drawing skills will be encouraged to draw detailed drawings and create
accessories to go on shoes, i.e. buckles, laces.

Timeline/Sequence of Lessons:
Students will..
Week One
- Receive an introduction to subject matter.
- Begin design work in worksheets brain storm, chose environment, draw sketches.
- Establish a design, start investigation with cardboard, creating swatches.

Week Two
- Refer back to design brief with new knowledge, after working with cardboard.
- Alter and add new elements to design.
- Us problem solving skills to make templates.

Week Three
- Finalize templates in paper/ card.
- Begin cutting in cardboard.
- Glue sole layers together with PVA.
- By the end of the week students should have all elements cut in cardboard ready to be glued with
the hot glue gun in week four.

Week Four
-Finalize design gluing fragments of design together.
-Name the shoe.
-Photograph work on the body.


































Craft knife Safety



Craft knives are extremely sharp and should be used under the close supervision
of your teacher.
They are designed to cut paper or card very accurately.


Check list
Always use a metal ruler when cutting with a craft knife and keep your other hand far
away from the blade.
The blade should always be cutting away from you.
To cut an angle or a curve; keep the blade in the same place only moving the paper.
Always use a cutting mat when cutting paper / card.
Remember to replace the cap on the knife after you have used it.