MIDDLE SCHOOL

Brooke B., room designed for Kermit.

Melody Weintraub

My idea for this lesson was inspired by a visit to Watkins College of Art in Nashville during our Tennessee Art Education Association’s state conference. While walking to one of my sessions, I noticed some college student design boards lining the hallways, so I took some photos and filed away the idea. I knew I wanted to connect this as an extension to the lesson in one-point perspective drawing that my seventh-grade students were completing while I was away at the conference.

I instructed students to select coordinating colors and textures while keeping the aesthetic choices of their client in mind.

For years I’ve shared a tutorial on linear perspective with students where I draw along with them. It’s a simplified approach, but it seems to engage students who process at different levels. Once we go through the basics together, students who need more time can return to the website for a review, or I can guide them individually.

Genevieve G., room designed for Stitch.

After selecting these samples, students were instructed to incorporate these colors, patterns, and textures into their room designs using colored pencils. This process allowed them to see how the colors and textures would look before applying these elements to their drawings. This also allowed them to experiment with the colored pencil medium by mixing and blending colors to match their choices.

Next, I asked students to create labels for their boards that included their own designer logo and a label for the client. One student even found a free website for making logos and shared it with the class. Other students decided to create original logos using Photoshop and other software.

Hannah W., room designed for Maximum Ride. 

Foam board was used for all of the designs and samples to be mounted on; nothing was glued down until I observed the layout, prompting students to use the space optimally. I was impressed to see that most of them made wise choices compositionally while keeping their lines, colors, and shapes well-balanced. Finally, students wrote an artist statement explaining their choices for the design and why they believe those choices would meet the approval of their client.

Kaitlyn C., room designed for Brett Raymer.

These design boards became very popular throughout the school after they were displayed in the hallway. Some of our middle-school artists suggested they might make additional boards to help design their own rooms. This lesson introduced students to a practical way that the elements of art can be applied when making aesthetic choices and how the knowledge of drawing skills and the principals of design can give them a new “perspective” on art-related professions.

Melody Weintraub is a retired middle-school art teacher living in Tennessee. She is the
president of the Tennessee Art Education Association. melodyweintraub@gmail.com
Design Boards