For teachers
Curriculum subjects: Social studies, Art and design
Responsibility of all: Literacy
Curriculum level: Second level
Design an artwork for Scotland
Many artists create artworks to say something about the place where they are sited. With Fife Earth Charles Jencks considered the location, the previous use of the site and the area’s history.
With other sites such as the Maggie’s Centres he is much more concerned with the people who will use his outdoor designs and how they will use them. With these projects he tries to create an
area of calm but he also uses a relevant theme for his inspiration –human cells.
In this design challenge learners are asked to create a work of art for the border to Scotland – the site could be at the road side, at a ferry port or at an airport’s customs and immigration area.
The artwork should signal the entrance and exit to Scotland and it might offer different views for people who are arriving and people who are leaving. Learners can use any visual media such as
words, images or objects but it will be more manageable if it is done as an illustration. The activities below suggest that learners create a design and place it on a photographic image of a
selected site.
Themes might reflect why people need to leave their native countries or why others would want to come and live in Scotland today. In their research learners should be encouraged to develop
an understanding of the heritage and culture of Scotland and an appreciation of their culture within the world. The can explore the Scottish Diaspora and Landform themes for learning to
discover why people left and came to Scotland in the past and compare with contemporary reasons. In the twenty-first century Scotland is leading the world in many industries including green
technologies and low-carbon living and to succeed we need to be interdependent with people across the globe.
Learners should be encouraged to reflect the work of the contemporary artists on this site to understand how location can inspire ideas. The ‘Questions for understanding’ framework will
support learners in developing their understanding and they can process the information to generate ideas for their own contemporary work. They will need to consider materials, what messages
they want to communicate and consider their audience. Collaborative working will stimulate discussion, creativity and problem solving attitudes between the learners.
Reflection
• What experiences have learners had of migration
and immigration within their own communities?
• What are the differences between migration and
immigration from Scotland in the past and nowadays?
• What messages might a contemporary work of art
communicate at the entrance/exit to modern Scotland?
• Who might the key audiences for the work be?
• What are the key considerations when creating a
work of art, which is placed outdoors on a specific site?
• What aspects of Scottish life and culture might be
celebrated through art?
www.educationscotland.gov.uk/marksonthelandscape
Experiences and outcomes
I can discuss issues of the diversity of cultures, values and customs in our
society. SOC 2-16c
Inspired by a range of stimuli, I can express and communicate my ideas,
thoughts and feelings through activities within art and design. EXA 2-05a
I can develop and communicate my ideas, demonstrating imagination and
presenting at least one possible solution to a design problem EXA 2-06a
I can respond to the work of artists and designers by discussing my thoughts and
feelings. I can give and accept constructive comment on my own and others
work. EXA 2-07a
Responsibility of all
I can persuade, argue, explore issues
or express an opinion using relevant
supporting detail and/or evidence.
LIT 2-29a
Themes across learning
Global citizenship
For teachers
Design an artwork for Scotland
How to approach the design process will vary between different designers and design industries. Therefore, for the purposes of this resource the process has been simplified
into three stages: research, create and evaluate. The stages should be cyclical rather than linear. The sub-headings listed below suggest some of the transferable skills that may
be appropriate at each stage, although there will be many more. The sample activities relate to the specific challenge but they should be expanded as part of the collaborative
planning process with pupils.
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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Research Fife Earth landform. List all the
different ideas that it represents.
Research contemporary artists who make
work for different sites. Reflect on their
processes and how they developed their
ideas for the specific sites.
Have a debate about the pros and cons of
coming to live in Scotland nowadays.
Form design teams and analyse the brief
before deciding on an innovative theme
for your design.
Discuss roles and responsibilities within
the team. Allocate tasks.
Create a list of success criteria.
•
Working as part of a design team learners can:
•
Generate ideas for a real site for their artwork
using the internet. They can download
images and information about the site and
use to make a design plan.
Describe the design problem – how are they
going to communicate their ideas to passersby?
Experiment with a range of options and test
them on each other or have a poll with other
classes.
Consider different solutions by changing
colours, patterns, scale and symbolism
Make decisions about the most effective
solutions and use imagination to enhance the
design
Place the design on the photographic
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www.educationscotland.gov.uk/marksonthelandscape
Devise questions to help you decide how effective
your design is, for example:
•
Does it fulfil the success criteria and use
text, images and symbols to communicate
a strong message?
• Have you used your imagination and tried
to solve problems in different ways?
• Does it reflect modern Scotland?
• Is it well presented?
• Could it be improved in any way?
Design teams can present their solutions in a
school exhibition or on Glow.
For pupils
The Design Brief – Design an artwork for Scotland
Design a work of art for the border of Scotland.
Resources
The site can be at the road side, at a ferry port or at an airport’s customs and
immigration area. The artwork should signal the entrance and exit to Scotland and
it might offer different views for people who are arriving and people who are
leaving so you may want to create two sides or views.
Marks on the Landscape – Fife Earth Ideas and design - main idea
To be successful the artwork will need to:
• Communicate a theme or idea to represent modern Scotland
• Say something about our culture or heritage
• Be noticeable to the people who will see it because they may pass quickly
• Make the best use of words, images, symbols and shapes to communicate the
idea
Art at Tokyo Airport (site contains adverts)
You can use any 2-dimentional materials or techniques such as collage, words,
images or flat objects. You may want to begin by researching and selecting a real
site by using the internet. Print out a photograph, enlarge it, and use this as the
starting point for your design. As you create your design solutions you can test
them against the background.
You may find it helpful to use a ‘design process’ template to plan and develop
your ideas.
Create an exhibition of your final works to share your ideas about modern
Scotland with the whole school.
www.educationscotland.gov.uk/marksonthelandscape
Marks on the Landscape – Fife Earth Ideas and design - Mounds as themes for learning
Marks on the Landscape – Artists and nature - contemporary artists
International Art programme at San Diego Airport
Google Images - Roadside art