Homecoming 2014: Great Scots
Charles Rennie Mackintosh > Technologies > Third level
Key theme: Charles Rennie Mackintosh
Introduction
This series
v of learning experiences at third level offer a selection of activities to support learners in
developing an understanding of design and how to use a theme to stimulate imagination and creativity.
The suggested learning experiences can provide a foundation for going on to explore contexts for
learning in design, sustainability and CAD/CAM.
Charles Rennie Mackintosh (1868 to 1928) was a renowned Scottish designer and architect, who
contributed greatly to design in the early twentieth century. He designed buildings, including the
impressive and imposing facade for the Glasgow School of Art (1899). He also produced floral
watercolours, landscape watercolours, textile designs and interior designs. His furniture is especially
memorable and their innovative design was important, at a time of change from Art Nouveau to
Modernism.
Prior Learning & wider perspectives
Technologies experiences and
outcomes
Pupils would benefit from:
Level 1
 confidence and enjoyment
in drawing and using colour,
electronically or manually to
represent ideas.
Level 2
 awareness of light, shadow,
textures and colour and the
effects and impacts they can
have.
 Ability to use electronic or
manual techniques to
represent objects or ideas.
I gain inspiration from natural forms,
the built environment or imagination
to develop a creative idea which
could be realised using computer
aided manufacture.
TCH 3-15b
I can confidently use appropriate
software to represent my ideas and
items in the world around me,
showing creativity, imagination or
innovation.
TCH 4-15c
www.educationscotland.gov.uk/studyingscotland
Image source: http://commons.wikimedia.org/wiki/File:Charles-RennieMackintosh.jpg
Interdisciplinary opportunities
Capabilities
Expressive Arts
Successful Learners
 think creatively and
independently, make
reasoned evaluations
I have experimented with a range
of media and technologies to
create images and objects, using
my understanding of their
properties.
EXA 3-02a
Social Subjects
I can make links between my
current and previous studies, and
show my understanding of how
people and events have
contributed to the development of
the Scottish nation.
SOC 3-02a
1
Confident Individuals
 relate to others and manage
themselves
Effective contributors
 communicate in different
ways and in different
settings, work in partnership
and in teams, create and
develop
Homecoming 2014: Great Scots
Charles Rennie Mackintosh > Technologies > Third level
Learning experience A: Research
Introduction
Possible learning opportunities /tasks
Many great designers derive their
inspiration from nature. Looking at the
world we live in and finding a way to
integrate it into a design requires
seeing nature from a new and very
different perspective.
Leaners could:
 In groups discuss where and how they
could source images of the world around
them. They could work in pairs or
individually to plan out how they will use
the allocated time to source appropriate
images.
 In pairs or individually create a research
board electronically or manually to display
their collection of images.
 In pairs or individually learners could
explain/justify what & why images are
included on their board to another pair.
 Learners could peer assess the others
research boards and suggest good points
and improvements on content and layout.
Stimulus
CRM was born in Glasgow in 1868
and his unique, innovative style would
change the art world forever. It was
his love of the countryside and flora
which was to manifest itself later in
life. Mackintosh enrolled at the
Glasgow School of Art at the age of
15.
Key Learning
Learners can:
 Collect a range of images to
inspire their future designs
 Demonstrate a range of
techniques to display their
research
Useful resources
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www.educationscotland.gov.uk/studyingscotland
Flip cameras or equivalent
Paper and card for research board
Access to computers
http://www.charlesrenniemac.co.uk/
http://www.webdesignerdepot.com/2009/08/
17-techniques-for-creating-designsinspired-by-nature/
http://www.crmsociety.com/
2
Possible evidence
SAY

explain their research
MAKE
 create a research board
DO

present to another pair and peer assess their
work
Reflecting on learning
Can learners explain the reason for including images?
Can learners plan out their research time effectively?
Can learners identify good points and areas for
improvements in other learners work?
Have learners used ICT effectively where
appropriate?
Taking it further
Learners could be given a selection of
methods/techniques to help them decide on
appropriate images/research.
Learners could be asked to think about the research
CRM would have done, thinking about the
surroundings he would have been exposed to.
Homecoming 2014: Great Scots
Charles Rennie Mackintosh > Technologies > Third level
Learning experience B: Ideas
Introduction
Possible learning opportunities /tasks
Possible evidence
Along with the industrial revolution,
Asian and emerging modernist ideas
influenced Mackintosh’s designs and
he admired their styles. Restraint and
economy of means rather than
ostentatious accumulation, simple
forms and natural materials rather
than elaboration and artifice and the
use of texture, light and shadow rather
than pattern and ornament.
Leaners could:
SAY
 Justify their designs to another pair.
MAKE
 Create a range of CRM inspired designs for a
piece of furniture
DO
 Present on a selected topic to the class
 Present designs to another pair
WRITE
 Identify/explain specific areas of their designs
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Stimulus
Furniture was seen as an ornament
that displayed its owner’s wealth and
the value of a piece depended on the
time it had taken to make. In
Japanese arts, furniture design
focused on the quality of the space, it
was meant to evoke calming and
organic feeling to the interior.

In pairs prepare a presentation, topic
selected with the teacher to make sure
learners cover a range of topics to
stimulate future designs; Modernism
design, current Japanese design, CRM
furniture design, modernist artists.
In pairs come up with a range of designs
for a piece of furniture that has been
inspired by the presentations they have
watched from other pupils, as well as their
own. Designs could be in colour, 2D, 3D,
manual or electronically produced.
Present & discuss designs to another pair
and consider possible improvements.
Make changes to and decide on a design
to model.
Reflecting on learning
Can learners explain how their ideas have been
stimulated by their recent work on the topic?
Have learners used ICT effectively?
Have learners used comments from others to improve
designs?
Useful resources
Key Learning

Learners can:
 Search, retrieve and organise
information for a presentation
 Develop a creative idea for a
piece of furniture
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www.educationscotland.gov.uk/studyingscotland
http://www.seeglasgow.com/guidebook/tourist-info/mackintosh/
http://www.gsa.ac.uk/visit-gsa/mackintoshbuilding-tours/charles-rennie-mackintosh/
http://www.crmsociety.com/
http://www.vam.ac.uk/page/m/modernism/
3
Taking it further
Learners could be asked to give more detailed
reasons for how they have come up with their design,
specifics about what has inspired them.
Learners could be asked to show the development of
their ideas from 2D sketches to 3D CAD models.
Homecoming 2014: Great Scots
Charles Rennie Mackintosh > Technologies > Third level
Learning experience C: Modelling
Introduction
Possible learning opportunities /tasks
Possible evidence
It is always good practice to make
models of design ideas, before
deciding on the final design. Models
can be computer generated or
manufactured by hand, to a scale.
This will help determine whether the
idea is going to work or needs
modifying. A model allows you to test
your solution quickly and cheaply.
Leaners could:
SAY
 Justify choice of materials for modelling
MAKE
 3D models from paper/card/foam etc
DO
 Peer review partners model and the skills
shown by them in the manufacture of the
model
Stimulus
Imagine the time and money that
would be wasted, if a car manufacturer
designed and manufactured a new
car, without showing a model to
potential customers and before a
production line was setup. If the car
was not popular or was found to have
faults, hundreds of millions of pounds
would be lost.
Key Learning:
Learners can:
 demonstrate specialist skills
when using materials, tools
and equipment to make a 3D
model of their design
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In pairs discuss which method of modelling
is best suited to their final design idea.
They could work with another pair to justify
this choice, thinking about why they are
making a model – to show function or
aesthetics etc.
Individually they could model their final
design using the chosen material.
In pairs they could evaluate/peer review
the effectiveness of the model to show
aesthetics or function of the product. They
could also talk about the practical skills
they have used and if there are areas for
improvement /next steps for learners.
Reflecting on learning
Can learners explain why they have chosen a certain
material to make their model?
Can learners explain what there model will be
demonstrating?
Have learners demonstrated appropriate skill in using
materials, tools and equipment?
Useful resources
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www.educationscotland.gov.uk/studyingscotland
Card/paper/scissors/glue/cellotape
http://www.technologystudent.com/designpro/
model1.htm
http://www.bbc.co.uk/schools/gcsebitesize/des
ign/resistantmaterials/designanalysisevaluation
rev5.shtml
http://www.judepullen.com/designmodelling/
4
Taking it further
Learners could pull together the 3 areas of work by
putting up a display of their work in the classroom.
Using this as a reflective piece of work on how they
felt they have progressed and what skills, other than
practical skills they have developed along the way.