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Basic 9 · Creative Arts and Design · Term Project

Term Project: Designing and Making

In this topic you will apply the term's learning through a creative project, designing and making an artefact or performance with careful planning.

By the end of these notes you should be able to:

  • Plan a creative project using the design process
  • Make an artefact or develop a performance
  • Record the process in a portfolio

What you already know

  • All topics covered in Creative Arts and Design this term

Copy everything that has a blue line on its left into your notebook. The other parts are for reading.

Lesson 1

Strand
Design
Sub-strand
Term Project

Introduction

This project pulls together what you have learned this term. You choose the problem or the theme, and you make the decisions.

1. Project Options

Project options
OptionTaskSkills used
design solutionan artefact to solve a local problemdesign process
cast sculpturea relief panel on a topical issuecasting
assemblagea wall piece from wastejoining, recycling
folded artlamp shades, packagingfolding
compositiona song on a topical issuemelody, harmony
play or dancea short original piecedrama, movement

2. Writing the Project Brief

Write a short brief that says what you will make, who it is for and why. List the requirements and limits. For example: "We will make a relief panel, 40 cm by 60 cm, using plaster, for the school entrance. It will show the importance of keeping our rivers clean." Share your brief with your teacher, so that they can check it is realistic in the time you have.

3. Making a Timeline

A sample timeline
StageTask
day 1brief and research
day 2sketches and choice of idea
days 3–5making or rehearsal
day 6testing and improvements
day 7finishing and preparing the display
Students planning around a chart
Figure 1: Group planning Write your project brief.

4. Budget and Materials

List the materials you need and their costs. Use recycled or local materials to keep costs down. Decide who will bring what. Check that all your tools are safe. Group members should each have a clear role, so that work is shared fairly. A short daily meeting can help to keep everyone on track.

5. Staying on Track

Plans often change. If something takes longer than you expected, adjust your timeline, and do not leave everything until the last day. Take photos as you go, as these are valuable evidence. Keep notes of your decisions, and ask your teacher for help if you are stuck. Taking responsibility for your own progress is one of the most important skills you can learn in a project.

6. Keeping Records

Write the date beside every entry, and note any change to your plan with a short reason.

New words

project brief
A statement of what will be made.
timeline
A schedule of tasks.
budget
A plan of costs.
requirement
Something that must be met.

Summary

  • Choose a project that uses your skills.
  • Write a brief, timeline and budget.
  • Share roles and keep evidence.

Class activity: Project Launch

  1. Choose your project.
  2. Write a brief, timeline and budget.
  3. Present them to the teacher.

You need: Pencils, Drawing paper, Printed photographs of Ghanaian stools, Baskets

Exercises

Answer in your exercise book first, then check your answers.

  1. 1. A schedule of tasks is a…

    • A. timeline
    • B. palette
    • C. cadence
    • D. chorus
    Show answer
    Answer: timelinePlan.

  2. 2. A project brief states…

    • A. what will be made and why
    • B. only the colours
    • C. the examiner's name
    • D. only the price
    Show answer
    Answer: what will be made and whyPurpose.

  3. 3. Recycled materials can reduce costs.

    • A. True
    • B. False
    Show answer
    Answer: TrueBudget.

  4. 4. A plan of costs is a ______.

    Show answer
    Answer: budgetFinance.

  5. 5. State two things in a project brief.

    Show answer
    Answer: What will be made and who it is for.Any two.

  6. 6. Why is a timeline needed?

    Show answer
    Answer: It helps to manage time and ensures work is completed before the deadline.Planning.

Lesson 2

Strand
Visual Arts
Sub-strand
Term Project

Introduction

The making stage is when your ideas face reality. Work carefully, and enjoy the process.

1. Working in the Studio

  1. Set out your materials and tools.
  2. Review what must be done today.
  3. Work on one task at a time.
  4. Stop to check your progress against the brief.
  5. Clean up and store your work safely.
  6. Record your progress.

2. Quality Control

Quality checklist
QuestionWhy it matters
Does it meet the brief?keeps the purpose clear
Is it well made?shows skill and care
Is it safe?protects users
Does it look finished?gives a professional impression
Does it communicate?ensures the message is understood

Check your work regularly against this list. Do not wait until the end. It is much easier to correct a mistake at the beginning than after everything has been glued or set.

3. Rehearsing Performances

If your project is a song, a play or a dance, then rehearsal is your making stage. Work in short sections, then link them together. Use a recording to listen back. Agree on the starting note, the tempo and your positions. Hold a full run-through with costumes and props before the day of performance. Rehearse how to enter and leave the stage, and what to do if something goes wrong.

Students rehearsing with drums
Figure 2: Music rehearsal Write down today's progress in your process diary.

4. Working Together

Groups run better when members respect each other. Listen to one another, share tools and help those who are behind. If there is a disagreement, return to the brief and ask what is best for the project. Do not leave one person with all the work. A group's success depends on each person doing their part, and on all members taking pride in what they create together.

5. Using Waste Well

Good makers waste little. Reuse offcuts, keep your scraps and store leftover materials neatly. Dispose of plaster, paint and cement carefully, not down the drains. Respect for materials and the environment is part of being a responsible artist or designer, and it also saves your group money.

New words

quality control
Checking that work meets standards.
run-through
A full rehearsal.
tempo
The speed of music.
offcut
A leftover piece of material.

Summary

  • Work step by step and check against the brief.
  • Rehearse in sections and hold a full run-through.
  • Share work fairly and reduce waste.

Class activity: Making Session

  1. Work on your project.
  2. Use the quality checklist.
  3. Record your progress.

You need: Pencils, Drawing paper, Printed photographs of Ghanaian stools, Baskets

Exercises

Answer in your exercise book first, then check your answers.

  1. 1. The speed of music is its…

    • A. tempo
    • B. lyric
    • C. pitch
    • D. scale
    Show answer
    Answer: tempoMusic.

  2. 2. When should you check your work against the brief?

    • A. throughout the project
    • B. only at the end
    • C. never
    • D. only after selling
    Show answer
    Answer: throughout the projectQuality.

  3. 3. A run-through is a full rehearsal.

    • A. True
    • B. False
    Show answer
    Answer: TrueRehearsal.

  4. 4. A leftover piece of material is an ______.

    Show answer
    Answer: offcutWaste.

  5. 5. Name three questions for quality control.

    Show answer
    Answer: Does it meet the brief? Is it safe? Is it well made?Any three.

  6. 6. Why should disagreements be taken back to the brief?

    Show answer
    Answer: The brief shows the purpose, so decisions focus on the project and not on personalities.Teamwork.

Homework

  1. Update your portfolio with photographs and notes.
Term Project: Designing and Making – Basic 9 Creative Arts and Design Notes | sirbus