For teachers
Curriculum subjects: Maths/ Art and design
Responsibility of all: Health and wellbeing
Curriculum level: Second level
Design a room based on an unusual shape
The artist Charles Jencks has often taken inspiration from the worlds of Science and Maths. At his home in Dumfriesshire he was inspired by a small octagonshaped building, which was sited at the edge of his garden. Charles began to experiment with the octagon shape and before long he had created an interior
where 8-sidedness was the main design feature. The bookshelves, radiators, desk, drawers, windows and ceiling were each designed in such a way that they
related in some way to the concept of the octagon. Find out more about The Octagon on Marks on the Landscape.
This design brief encourages learners to use creative thinking skills and challenge their existing ideas about buildings. They will consider the reasons why most
buildings are formed around rectangles and they can experiment with different shapes, discovering the advantages and disadvantages of alternative solutions.
Learners will build their knowledge and understanding of a range of 2D and 3D shapes before applying their understanding to a practical design challenge.
By proposing working in groups and collaborating with others this challenge stimulates discussion, creativity and problem solving attitudes between the learners.
Reflection
• How often do we consider the different
individual parts that make up a room? Should we
take more notice of the rooms we use? Why?
• What are the main shapes that are used in
designing rooms? Why?
• What might be the consequences of using
alternative shapes? For example, costs, sense of
enjoyment, practicalities of construction.
• In what ways can a creative use of shapes
enhance my enjoyment of a room?
Experiences and outcomes
Having explored a range of 3D objects and 2D shapes, I can use
mathematical language to describe their properties, and through
investigation can discuss where and why particular shapes are used in the
environment. MTH 2-16a MTH 2-16b MTH 2-16c
I have investigated angles in the environment, and can discuss, describe and
classify angles using appropriate mathematical vocabulary. MTH 2-17a MTH
2-17b
I have the opportunity to choose and explore an extended range of media
and technologies to create images and objects, comparing and combining
them for specific tasks. EXA 2-02a
I can develop and communicate my ideas, demonstrating imagination and
presenting at least one possible solution to a design problem EXA 2-06a
www.educationscotland.gov.uk/marksonthelandscape
Responsibility of all
Opportunities to carry out different
activities and roles in a variety of
settings have enabled me to identify
my achievements, skills and areas for
development. This will help me to
prepare for the next stage in my life
and learning.
HWB 2-19a
Themes across learning
Creativity
For teachers
The design process
The design process can be complex depending on the specific industry. For the purposes of this resource it has been simplified in the three sections below: Research, Create,
Evaluate. The sub-headings suggest the types of transferable skills and experiences that may be relevant to the design challenge although the lists are not exhaustive. The
sample activities relate to the specific challenge but they should be expanded as part of the collaborative planning process with pupils. The experiences and outcomes provide a
starting point for discussions with learners to identify learning intentions and success criteria.
Evaluate
Research
Create
Define the problem, analyse the brief,
investigate the theme, manage information
Ask questions, generate ideas, use
imagination, identify solutions, develop the
design, solve problems, take risks
Ask questions, revisit the brief, judge value,
modify, communicate, present
Sample activities
Sample activities
Sample activities
Sample activities
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•
•
•
•
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Form design teams and find out about and
assume different roles and
responsibilities.
Discuss the challenge, plan what needs to
be done and how you will know if it is
successful.
Research a range of different types of
unusual buildings and rooms
Explore a range of mathematical shapes
and discuss their properties and match
them to the shapes used in parts of rooms
Experiment with how the shapes come
together and discuss the angles within
them and between them and other
shapes.
Invite an architect into the school to
discuss how to go about making an
unusually-shaped room.
Working as part of a design team learners can:
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•
•
•
•
•
Make a list of success criteria for the room
based on where it might be, who might
use it and for what purpose.
Use magnetic construction materials to
create a 3D room
Use a mathematical shape ‘net’ to create
a 3D space in cardboard.
Use imagination to experiment with all
the different uses the shape can have in
the room, eg lighting, seating, storage,
decoration, fabrics
Use a range of different materials and
select the best one for each function.
If you have access to 3D modelling
software, experiment with different
solutions
www.educationscotland.gov.uk/marksonthelandscape
Devise questions to help you decide how effective
your design is, for example:
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•
•
•
•
Does it fulfil your success criteria and
challenge your users?
Have you used your imagination and tried
to solve problems in different ways?
Is your room innovative?
Is it well presented?
Could it be improved in any way?
Design teams can present their rooms to others
and gain feedback through a points system and
through oral feedback.
For pupils
The Design Brief
Design and make a room based on a mathematical shape other than a rectangle.
You should research a range of different shapes before deciding on the best one
for your task.
You will need to learn about the properties of your shape; think about its sides
and angles. When you are familiar with your shape, try to use it to make a 3-d
form.
Use your imagination and experiment with all the different ways you could use
your shape in a room design.
Working as part of a design team, discuss what will make your design
successful. You may want to consider:
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•
•
•
Who will use the room and what style they might like
What the room will be used for, for example, relaxing, working, eating or
for displaying things like a gallery or a shop
What will you need to include in your room and can any of these things
be made from your selected shape
Can your room be environmentally friendly
With your team discuss how you will manage your project and who will
undertake the main tasks. You will need to research, experiment, ask questions,
solve problems and make decisions.
You should also think about how you will present your room to other people.
Will you show a model, design board or a computer presentation?
You may find it helpful to use a ‘design process’ template to develop your ideas.
www.educationscotland.gov.uk/marksonthelandscape
Resources
Marks on the Landscape – Themes – The Octagon
Information about The Octagon house that Charles Jencks uses as his library
Images of 15 unusual and creative buildings
Images of 15 unusual buildings from around the world
A room for London: Unique Architectural Innovation
An article about the smallest building on a rooftop that will be one of the
major attractions during the beginning of the Olympic year of 2012
Roger’s Connection Magnetic Construction Toy
Building strong shapes with triangles using magnetic construction
materials