Form and Function

In a world of distractions and instant gratification, how do we teach perseverance and foster a community of problem-solvers while keeping students engaged and excited? This is a question I had in mind while I was developing one of my studentsʼ all-time favorite projects, the Form & Function Design Challenge.

Laying the Foundation
I teach this lesson as the culminating project of my ceramics unit. In the weeks leading
up to the project, students are taught all of the fundamental clay hand-building techniques, such as how to make a pinch pot and coil container, the slip and score method, and building with slabs and templates.

I introduce the Form & Function Design Challenge as both a final grade and a contest. Students can choose what to create for their final ceramic project, as long as it is a creative form that provides a specific function.

A Problem-Solving Opportunity
This project allows students to think like problem-solvers and innovators. I encourage them to look around their world and see what small “problems” in their lives need solutions. For example, maybe their kitchen sink at home is in need of a container to hold a bottle of soap. Maybe their parent ʼs desk could use an organizer, or perhaps their bedside table needs a holder to charge their phone. I donʼt allow any internet research; I want students to tap into their own creativity without being inf luenced by photos of another artistʼs ideas.

Sharing Their Ideas
Once students have their ideas, we meet one-on-one to discuss their plan. Students bring me a sketch of their idea, explain the form and function, and tell me what hand-building method they will use to create it. I allow students to devise their own plan of action, but I act as a facilitator and sounding board as needed. If a project looks too difficult for a student ʼs level of ability, I steer the student toward an easier or alternative technique or project to ensure success. Students love that they can create something fun that they will actually use, and the theme can be almost anything that piques their interest.

Pivoting When Needed
Students have seven or eight class periods to create their project, which allows ample time for larger-scale projects to be completed and for project f lops. I reassure students that itʼs okay for an idea to not work out; this is all part of the process. I let them know that if theyʼre not happy with how their project is turning out, they can talk to me and we can discuss an adjustment in the execution or a total change in idea. If students finish early, they are required to complete a second project to enter into our class contest.

Assessment
Once the projects are complete, I bring my arts department colleagues in to serve as guest judges. The teachers vote on their favorites based on form and functionality, and the project with the most votes from each class receives a certificate and small gift card. The prize is often a motivator for reluctant learners.

Modifications
This lesson can be modified for budget and time constraints. You could limit the amount of clay for each student or have students work in pairs to develop a creative idea. You could also give students a specific goal such as design the most creative pencil holder or build the most creative jewelry holder.

Reflections
I love this project because students are exceptionally invested in the results and in the creative process. It allows for a safe environment that encourages risk-taking and asking for teacher and peer feedback. Students are encouraged to self-assess and decide if their idea isnʼt working. And while a masterpiece is often achieved, students often find the most reward in the process itself.

Projects like this one are stepping stones in teaching everyday decision-making techniques and perseverance for when life gets tough.