Lesson summary

In this lesson, students will view an episode of IMAGI-NATION{TV}, focusing on Hope’s Design Awards. They will research the award winners and consider the features of – and intentions behind – their work. Students will reflect on the perspectives brought to the work by the designer and develop an artist’s statement from the designer’s point of view. They will use their learning to create their own design, imagining they are a Hope’s Design Award winner.

Learning intentions:

Students will...

learn about IMAGI-NATION{TV} ’s Hope’s Design Awards
investigate the work of the winners of Hope’s Design Awards
explore the various intentions behind projects, products and designs
apply your learning to your own projects, products and designs for a better future.

Success criteria:

Students can...

identify and describe the features of a project/product/design
consider perspectives outside your own
represent your own design intentions.

Lesson guides and printables

Lesson details

Australian Curriculum content descriptions:

Choose by subject for Primary year level mapping:

English:

Year 5 English:

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704).

Year 6 English:

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714).

Visual Arts:

Years 5 & 6 Visual Arts:

Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117).
Develop and apply techniques and processes when making their artworks (ACAVAM115).

Design & Tech:

Years 5 & 6 Design and Technologies:

Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019).
Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025).

HASS:

Years 5 & 6 HASS:

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094, ACHASSI122).

Choose by subject for Secondary year level mapping:

English:

Year 7 English:

Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Year 8 English:

Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736).

Year 9 English:

Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746).

Year 10 English:

Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756).

Visual Arts:

Years 7 & 8 Visual Arts:

Analyse how artists use visual conventions in artworks (ACAVAR123).
Develop planning skills for art-making by exploring techniques and processes used by different artists (ACAVAM120).

Years 9 & 10 Visual Arts:

Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130).
Plan and design artworks that represent artistic intention (ACAVAM128).

Design & Tech:

Years 7 & 8 Design and Technologies

Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures (ACTDEK029).
Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036).

Years 9 & 10 Design and Technologies:

Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040).
Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049).

History:

Years 7 & 8 History:

Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212, ACHHS155).

This lesson is part of a wider program: IMAGI-NATION{TV}.

Level of teacher scaffolding: Low – students can be self-directed.

Syllabus outcomes: D&T5.1.1, D&T5.3.1, D&T5.3.2, D&T5.4.1, ST3-5WT, ST3-15I, ST3-16P, T4.1.2, T4.1.3, T4.2.1, T4.2.2, T4.5.2, T4.6.2, EN3-2A, EN4-4B, EN5-1A, HT3-5, HT4-7, VAS3.2, VAS3.3, VAS3.4, VAS4.3, VAS4.6, VAS5.5, VAS5.7, VAS5.10.

General capabilities: Literacy, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding, Intercultural Understanding.

Cross-curriculum priority: Sustainability.

Time required: 50-120 minutes.

Tips for teachers: This lesson is designed to be flexible for use with various year levels and across the curriculum. It can easily be tailored or expanded to focus more deeply on the skills that students are exploring in their classroom context. For example, an English teacher might like to expand on the creative or analytical writing elements of this lesson, a Visual Arts teacher could focus on the analysis or artist’s statement, and a Design and Technology teacher could focus on prototyping a design.

Art supplies (optional)
Device with internet connection
Pen and paper (optional)

This lesson has been developed in partnership with AIME. AIME is an Imagination Factory that since 2005, has been creating pop-up Imagination Factories on university campuses around the world to unlock the internal narrative of marginalised kids, taking them from a world that tells them they can’t to a world that tells them they can. Kids who experience the Imagination Factory have gone on to achieve educational parity, rise up as entrepreneurs, and take on a whole new mindset that prepares them for success.

AIME created IMAGI-NATION{TV} & the IMAGI-NATION{CLASSROOM} experience to put a mentor in the home every day during the tough times of COVID-19 and beyond. It’s a daily TV show broadcast live on the internet, and it’s a gift for teachers, parents and kids to help make sense of today and imagine tomorrow.

The pursuit is to elevate knowledge; every guest we bring on knows something and has wisdom to share. This show is not just about entertainment to pass the time. We want to remake the mould for the modern hero – from beauty to brains, from selfies to self-knowledge, from hashtags to hope. IMAGI-NATION{TV} is seeking to unlock the best in every single one of us; to inspire a generation of heroes in the form of mentors who fight for a fairer world.

IMAGI-NATION{TV} - Hope's Design Awards

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Learning intentions:

Students will...

Success criteria:

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