Rich Task:

Creating Style at Home

Course:

Visual Arts, Grade 10, Open, AVI2O   (2 credit Cooperative Education)

Evaluation:

Part of 70%

Part of 30%

 Both

Context:

·          Canadians spend millions of dollars annually on home decorating and renovations. There are numerous magazines, television programs, and internet sites available to the consumer, that provide decorating ideas and techniques for meeting individual needs and decorating tastes.

·          Successful paint and decorating stores use their understanding of the design process, consumer needs and wants, and decorating knowledge and skills to assist customers with their painting and decorating decisions.

·          You will use the knowledge and skills acquired in your Visual Arts course and your Cooperative Education placement to analyse current decorating trends, to identify the factors that influence consumers’ decorating choices and decisions, and to present a decorating plan to meet a client’s needs.

 

Related Course Expectations

 

 

Strand: Theory

THV.01 · demonstrate an understanding of the design process;

TH1.01 - explain how compositions are altered by a change in design principles;

TH1.02 - describe the steps of the design process
(i.e., specifications, research, experimentation, preliminary sketches, prototypes, revision, presentation, reflection);

THV.04 - identify the skills required in various visual arts and art-related career;

TH3.04 - describe similarities and differences between careers in design and fine art.

 

Strand: Creation

CRV.01 · produce a work designed around specific objectives and challenges;

CR1.01 - use strategies in creating images;

CR1.03 - use research from various sources (e.g., books, databases, conversation with local artists) as part of the creative process;

 

CR1.02 - use tools, materials, processes, and technologies safely and appropriately;

CRV.02 · demonstrate the ability to take varied and creative approaches to using materials, tools, processes, and technologies in studio activities;

CRV.03 · explain the importance of process in relation to the final product;

CR3.01 - use appropriate visual arts vocabulary in describing materials and processes;

CR3.02 - develop sketchbooks, a portfolio, and/or planners that document their personal art process;

CR3.03 - demonstrate the ability to review and evaluate the creative processes they use, as well as the resulting creative artworks;

 

Strand: Analysis

ANV.01 - apply critical analysis processes to their artwork and works studied;

AN1.01 - describe the stages of the design process followed in a particular assignment.

Cooperative Education Expectations

 

 

Health and Safety

H1 - an understanding of the health and safety rules

H3 - an understanding of the need for personal protective equipment, including goggles, gloves, boots, and aprons

H5 - the correct handling of materials and equipment as specified in the WHMIS training program

 

Reflective Learning

RL2 - reflect on and analyse their placement experiences

Evaluation Strategies and Scoring Tools

 

Evaluation Strategies

Scoring Tools

Expectations

Achievement Chart

70%

Customer Survey

Checklist

CRV.02, CR1.03

K/U, T, C

Chart: Creation and Survey Analysis

Rubric

CRV.02, CR1.02, CRV.03, ANV.01,

K/U, T, C, A

Plan: Decorating a Room

Rubric

THV.01, TH1.01, TH1.02, CR1.01, CRV.01, CRV.02, CR1.03

K/U, T, C, A

30%

Oral Presentation: Decorating Plan

Rubric

THV.04, CRV.03, CR3.01

K/U, T, C, A

 

Teacher Notes

·          Set specific timelines for the completion of the discrete parts of this rich task.

·          The survey sample size should reflect the placement situation, e.g., number of customers.

·          Provide the following guidelines to help the student keep a reflective journal of the experiences and the processes followed to accomplish Part B of the rich task:

-         Write, draw, audio or video record in your journal each day that you work on Part B.

-         Include sketches, swatches, pictures, and photos of the products, equipment, and techniques used to complete your display board.

-         Describe the steps you followed to complete the two decorating plans for your potential client.

-         Reflect on your experiences, including the positive and rewarding aspects and the frustrating aspects of completing Parts A and B, e.g., how you enjoyed the creative aspect of Part B, the constructive criticism received from the potential client concerning your decorating plans.

-         Describe what you learned about yourself through this process and explain how you can apply this knowledge to future personal and work-related experiences.

-         Explain how having knowledge and skills obtained from your visual arts course are important in working in the painting and decorating industry.

 

 

Task: Creating Style at Home

 

Student Notes

 

Part A: Customer Survey, Chart Summary and Analysis

Research and analyse current Canadian decorating trends, identifying the factors that influence the consumers’ decorating choices.

·          Develop a customer survey to obtain the following information:

-         age, gender, number of people living in household, combined incomes, amount of income spent per year on decorating the home, preferred decorating style, type of housing customer lives in, e.g., house, apartment, condominium, and who completes the actual decorating tasks in their house;

-         the purpose of the person’s visit to the paint and decorating store;

-         the reason(s) for choosing the paint, wallpaper, equipment, tools and/or techniques purchased during this visit to this store.

·          Conduct a random sample survey at your cooperative education placement.

·          Prepare a graphic organizer or chart that summarizes the results of your random sample: the variety of factors that influence an individual’s decorating choices.

·          Write a point form analysis of the findings of your survey (approximately one page) that includes some of the following considerations:

-         factors that influence an individual’s decorating choices, e.g., disposable income, amount of leisure time, personal likes and dislikes, needs, wants;

-         effects of social, cultural, and economic motivators that influence individual decorating decisions;

-         technological advancements, e.g., use of design and decorating software programs.

·          Submit your survey questionnaire, graphic organizer and written analysis.

 

 

 

 

 

 

 

 

·          Involve your cooperative education placement supervisor/employer in the development of the survey.

 

 

 

 

 

 

 

 

 

 

 

·          Some people may decline to respond to parts of the survey. Respect their decision.

·          Use the Internet to find samples of how to complete your summary chart.

 

·          Include your cooperative education placement supervisor/employer in the analysis process.

Part B: Decorating Room Plan

Complete a decorating plan, using the information from the survey and other relevant information from primary, e.g., your Visual Arts teacher, and secondary sources, e.g., decorating books.

·          Conference with a potential client, e.g., teacher, placement supervisor, store customer, to identify  decorating wants, needs, decorating style, line, form, texture, colour likes and dislikes, room orientation, and budget.

·          Design and decorate a bedroom, a living room, or a dining room for a potential client, using two different decorating styles.

·          Produce two different decorating plans on display boards for the client’s selected room.
Include the following:

-         floor layout plan;

-         paint swatches;

-         fabric swatches;

-         sample paint techniques;

-         wallpaper sample swatches (if applicable);

-         pictures of furniture styles;

-         pictures of accessories (e.g., lamps, vases, framed artwork);

-         prices of all products, equipment and materials used in the designs. Include the total price.

·          Design a decorating plan feedback questionnaire in consultation with a placement co-worker. Consider such factors as: price, colour, technique, style, texture, line, and form.

·          Orally present the two decorating designs to your placement supervisor.

·          Ask your placement supervisor to complete a feedback questionnaire for each of the two designs.

·          Make any necessary changes to your decorating plans based on feedback from your placement supervisor.

·          Orally present your two decorating plans to the potential client, using your decorating display boards.

·          Ask the potential client to complete a feedback questionnaire for each of the two designs.

·          Make the necessary changes to your decorating plans based on the responses to the questionnaire.

·          Orally present your final designs to the potential client.

·          Before giving the chosen decorating plan to the potential client, make a copy to use in your reflective journal writing.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

·          Use the resources found at your placement and at other home decorating stores for appropriate examples and swatches for your display board.

·          Use “Foamcore” or a science fair display board as the backing for your display board.

 

 

 

 

·          Use the Internet to find prices for products to be used in your decorating display board.

·           Share your feedback questionnaire with a variety of people (e.g., your supervisor, an Art teacher, a customer, and your Co-op teacher) before finalizing and using it with your placement supervisor and potential client.

 

 

·          Practise presenting your decorating plans with a family member, friend or your cooperative education teacher.

 

 

 

 

 

·          Dress professionally when presenting the decorating plans to your potential clients.