Subject: Art II

Grade: High School

Teacher Name:Kandyce Mizell Douglas

Lesson Title:Introduction to Design Synectics based on Design Synectics by Nicholas Roukes
Objectives
The student will
·Upon request be able to identify the term synectics as a style of thinking.
·Be introduced to and able to recognize the list as design synectics triggers.
·Be able to explain that design synectics apply to art the twentieth century.
·Be able to apply design synectics to a design they create 80 percent of the time.
Art II Curriculum Connection
Maryland Technology Literacy Standards for Students
Standard 3.0 - Productivity Technology: Use a variety of technologies to increase productivity, enhance learning, promote creativity, and encourage collaboration.
A. Increase Productivity/Enhance Learning
1. Select and evaluate the appropriate technology based on instructional task
a) Given a specific task, identify the technology necessary to complete the task (6)
b) Self assess/reflect on product
· Design
· Appropriate technology

Materials:

Design Synectics Powerpoint

Design Synetics Notebook

Design Synetics Powerpoint Worksheet

Introductory Lesson:

Warm up: Students will be asked to write down as many ideas as they can think of as to how a cat is like a refrigerator.

Activities/Procedures:

1. Ask students if anyone has ever heard the word synectics or synergy?

2. Ask students if they have ever used any different ways of generating ideas or did they think in any different way when they are required to create a poem, a fictional piece of writing or a work of art?

3. Explain that today we are going to be working with Design Synectics which is a different way of thinking that has been widely used by artists in the 20th century modern art movements.

4. Work through PowerPoint slides 1-12, explaining design synectics history and thinking process. Discuss ideas with students as material is presented. (Use slide notes as guide.)

5. Discuss synectic way of thinking using slides 13-16 and asking students for examples of the processes identified. (Use slide notes as guide.)

6. Work through the 23 design synectic triggers on slide 17. Have students close their eyes and image a frog. Ask them to imagine the frog changing scale to become very large. Now animate the frog in your mind…frogs hop…what happens when a very large frog hops around? This in a nutshell is synectic thinking.

7. Ask students to suggest some examples of synectic thinking using the 23 triggers.

8. Use slide 19 to explain the process for creating the design synectic pages. (Use slide notes as guide.)

9. Use slide 20 to explain to students how to create the initial drawing which will be transformed using the design synectic triggers over the next several weeks. (Use slide notes as guide.)

 

Assessment/Evaluation:
1. Teacher observation of student work.
2. Design Synectic Notebook completion of each drawing using the following rubric.

Points
Description

0

No work completed.

1

Drawing attempted but did not correctly use the design synectic.

2

Drawing completed using design synectic but idea not original or did not fill the format.

3

Drawing completed using correct design synectic and a somewhat creative idea but did not fill the format.

4

Drawing completed with some elaboration using design synectic correctly, a creative idea and filled the format

5

Drawing completed with elaboration using design synectic correctly, an original creative idea, and filled the format.

3. Design synectic quiz given at least half way through the notebook.

4. Design synectic portion of mid-term.

Unit Plan:

Use design synectic notebook as warm-up activity to stimulate thinking and also as a spring board to look at modern artists who what used the design synectics.