When Year 8 students look at how well they designed something, they can use some important questions to help them think about both the process they followed and the end result. This can help them understand their work better and how to make it even better in the future, especially in line with what they learn in the Swedish Art & Design curriculum.
Before starting any design project, it's important for students to know what they want to achieve. For example, if they're making a poster for a school event, their goal might be to get people interested in coming. To check if they did this well, they can ask themselves:
Creating a checklist can help students make sure they focused on their main goals throughout their design work.
A good design starts with solid research. Students should think about whether they looked at different styles, artists, and techniques that inspired them. To evaluate this part, they might ask:
For example, if a student was inspired by Van Gogh’s bright colors, they may think about how they used those colors in their own project.
Next, students should look at how they planned their work. Did they have a timeline and some initial sketches before creating the final piece? They should consider:
A helpful exercise could be comparing their early sketches with the finished product and noting what changed and why.
As students get to the making part of the design, their skills become very important. They can think about the materials and techniques they used by asking:
For instance, if a student used watercolors, they should think about how they blended colors and achieved certain effects, looking for areas they can improve.
Getting feedback from friends or teachers is an important part of the design process. Students should reflect on:
Creating a feedback loop, whether through casual chats or formal critiques, can lead to real improvements in their designs.
At the end of the design process, it’s time to evaluate the final piece. Students should think about their work using the criteria they set from the start. Some good questions to ask are:
Making a self-assessment rubric can be useful here. Students can rate parts of their work, like creativity, usefulness, and how it looks.
By using these questions, Year 8 students can effectively look back on their design process and the product they created. This kind of reflection helps them enjoy their work more and prepares them for future projects. They realize that design isn't just about the final piece, but also about learning and improving along the way. Encouraging this way of thinking helps them develop resilience and a growth mindset, which is really important for them as artists.
When Year 8 students look at how well they designed something, they can use some important questions to help them think about both the process they followed and the end result. This can help them understand their work better and how to make it even better in the future, especially in line with what they learn in the Swedish Art & Design curriculum.
Before starting any design project, it's important for students to know what they want to achieve. For example, if they're making a poster for a school event, their goal might be to get people interested in coming. To check if they did this well, they can ask themselves:
Creating a checklist can help students make sure they focused on their main goals throughout their design work.
A good design starts with solid research. Students should think about whether they looked at different styles, artists, and techniques that inspired them. To evaluate this part, they might ask:
For example, if a student was inspired by Van Gogh’s bright colors, they may think about how they used those colors in their own project.
Next, students should look at how they planned their work. Did they have a timeline and some initial sketches before creating the final piece? They should consider:
A helpful exercise could be comparing their early sketches with the finished product and noting what changed and why.
As students get to the making part of the design, their skills become very important. They can think about the materials and techniques they used by asking:
For instance, if a student used watercolors, they should think about how they blended colors and achieved certain effects, looking for areas they can improve.
Getting feedback from friends or teachers is an important part of the design process. Students should reflect on:
Creating a feedback loop, whether through casual chats or formal critiques, can lead to real improvements in their designs.
At the end of the design process, it’s time to evaluate the final piece. Students should think about their work using the criteria they set from the start. Some good questions to ask are:
Making a self-assessment rubric can be useful here. Students can rate parts of their work, like creativity, usefulness, and how it looks.
By using these questions, Year 8 students can effectively look back on their design process and the product they created. This kind of reflection helps them enjoy their work more and prepares them for future projects. They realize that design isn't just about the final piece, but also about learning and improving along the way. Encouraging this way of thinking helps them develop resilience and a growth mindset, which is really important for them as artists.