Big Idea: Spinning Plates & Flipping Tables: Rethinking CONSUMPTION
Lesson One: (RE)SETTING THE TABLE
Objectives: Students will think critically about and trouble the designs of cutlery and culinary tools. They will research and investigate new ideas for inclusive designs: they will reset the table, if you will. In order to bring their designs to life, students will build prototypes of their designs using papiér maché, found objects and cardboard.
Guiding Questions:
- How do we set the table?
- What do table settings look like in other places/spaces?
- How would a disabled body navigate the table?
Artist Discussion: Inspired by London-based designer, Simon Kinneir’s kitchen tools for the blind, students will participate in open discourse about the design of cutlery and culinary tools. They’re encouraged to investigate what “standard” table settings look like, who they (dis)serve, how they affect experiences around the table, and ways in which they may improve food experiences for persons with disabilities.
Art-Making: Using cardboard, found objects, papiér maché and paper pulp techniques, students will design and build prototypes of “better” cutlery/tableware. Additionally, if students prefer to work in a different medium or media, they have the opportunity to pitch their concept and chosen materials.
Tech-Share: Students will capture images of their final designs and models then upload them to the class Google Drive and Instagram account with the tag #resettingthetable.
Assessment: Formative assessment will be ongoing in the form of feedback and ongoing class critiques. Summative assessment will be in the form of exit tickets that pose the questions:
- What do you know?
- What do you need to know?
- What did you find interesting?
Lesson Two: TROUBLING THE PLATE
Objectives: Students will investigate the notions of consumerism and stereotypes associated with products. The work of contemporary ceramicist Jessica Stoller will inspire an exercise in glitched GIF making.
Guiding Questions:
- What does it mean to consume?
- What are stereotypes?
- What stereotypes are tied to consumer products?
- How does consumerism define gender roles?
Artist Discussion: Jessica Stoller is a ceramicist who juxtaposes melting desserts and the female body. Her work scratches at the meaning of femininity and consumption. Additionally, her work comments on the origins of sugar and her preferred medium, porcelain. “I have been interested in the feminization of sugar and have moved farther back to examine colonialisms ties to sugar, porcelain and power”(Stoller, 2016).
Art-Making: Inspired by Stoller’s work, students will choose a product to research. Their research will inform a digital, glitched GIF collage/painting that represents the struggle between product, consumer and stereotypes. Additionally, if students prefer to work in a different medium or media, they have the opportunity to pitch their concept and chosen materials.
Tech-Share: Students will collaborate on a press release and digital exhibition by curating their statement gifs into a shareable document. They will choose as a class on 5-10 recipients to receive their artist statement (in the form of a press release, which will be taught and discussed) and the curated images of their work.
Assessment: Formative assessment will be ongoing in the form of feedback and ongoing class critiques. Summative assessment will be in the form of exit tickets that pose the questions:
- What do you know?
- What do you need to know?
- What did you find interesting?
Lesson Three: SCHOOL LUNCH
Objectives: Students will reconsider and trouble the ways in which we consume food. Using their school cafeteria as inspiration, they will investigate ways to improve the space and make lunchtime more dynamic and meaningful.
Guiding Questions:
- How do we consume food?
- Where do we consume food?
- How would we change the ways we consume?
- What does consumption look like in other places/spaces?
Inspiration and Discussion: A collaborative initiative by parents and The Milan Center for Food Law and Policy in Italy introduces food cultures/religions, cultivation and nutrition to elementary students. The program challenges students to consider food waste, ingredients from other areas of the world, how these ingredients are grown and how they’re consumed.
Art-Making: Riffing off of Italy’s progressive curriculum, “Dire Mangiare Progettare” (translated to “Talk, Eat, Design”), this lesson will begin with a brainstorm session with the students about new ways to consume food. They will share all the different ways they might be able to improve their cafeteria from robotic lunch ladies to eating from an upside down table. After the brainstorm, they make their ideas come to life by creating models from paper, cardboard, markers, glue and tape.
Tech-Share: Students will snap photos of their final products then share them with Dire Mangiare Projettare on the class Instagram account with the tag #rethinkingthecafeteria. As an extra credit option, students will have the opportunity to email and share their thoughts and designs with members of their school board.
Assessment: Formative assessment will be ongoing in the form of feedback and ongoing class critiques. Summative assessment will be in the form of exit tickets that pose the questions:
- What do you know?
- What do you need to know?
- What did you find interesting?
Lesson Four: FOOD EX MACHINA
Objectives: Students will conceptualize and design kitchen products based on an alter-ego or character from contemporary/pop culture. They will use cardboard to cut and shape their machines.
Guiding Questions:
- What is an alter-ego?
- How might an alter-ego be represented in an object?
- What are characteristics of kitchen machines? How are they used?
Artist Discussion: Dutch Lab is a design studio that reimagines the machines and devices that live in kitchens.
Art-Making: Inspired by Dutch Lab’s AKMA steampunk coffee machine (a design based on supervillians), students will be invited to explore a character, alter-ego, or a community. Using their chosen character as inspiration, they will be asked to reflect on their personality, quirks, powers, sources of fuel (food/drink) and their favorite flavors in order to construct a written bio of their character. With their bios as a guiding light, students will design a kitchen tool that reflects their character and tells their story.
Tech-Share: Students will upload images of their final designs to the class Google Drive. Secondly, students will each upload their work to a class Etsy page where they will write a brief description of their product, set a price and share their designs with the Etsy community.
Assessment: Formative assessment will be ongoing in the form of feedback and ongoing class critiques. Summative assessment will be in the form of exit tickets that pose the questions:
- What do you know?
- What do you need to know?
- What did you find interesting?
Lesson Five: BEFORE WE LEAVE THE TABLE
Objective: In this final lesson, students will reflect on their past four assignments and engage in an informal classroom discussion on the their pre-conceived and post-troubled notions of how food is consumed. Prompted by a handout that lists images and information about the prior assignments and the artists discussed, they will write responses to each and explain what they’ve taken away from their experiences. They will be invited to share their thoughts with their classmates and teacher.
Guiding Questions:
- What do you know?
- What do you need to know?
- What did you find interesting?
Discussion: Handouts will be given to the students to help facilitate their reflection processes. Each worksheet will have listed the assignment, the artists discussed, and the student’s final pieces. In response to these items, students will write and or draw what they’ve learned over the course of this unit. They will be invited to share their experiences with the class.
Art-Making: Students will display their artworks and participate in a gallery walk.
Tech-Share: As they explore the classroom gallery, students will rotate around the room with a smart phone or camera. They will video record and interview their colleagues about their experiences in the art classroom. The recordings will be uploaded to the class Google Drive and posted to the class Instagram account.
Assessment: Participation and attendance results in a pass or fail scenario.